Of the following, which best describes the relationship between learning, motivation, and well-managed classrooms compared to classrooms where students are less orderly?
a. Students learn more and are more motivated to learn in well-managed classrooms.
b. Students learn more in well-managed classrooms, but their motivation is slightly decreased.
c. Students' motivation is increased in well-managed classrooms, but they learn slightly less.
d. Low-achieving students learn more in well-managed classrooms, but high-achieving students learn slightly less.
Ques. 2Three of the following statements are reasons why effective classroom management is so important. Which one is not a reason?
a. Public and professional concerns about classroom management
b. Policy makers' concerns about the achievement of minority students
c. The complexities of classroom life
d. The influence of orderly classrooms on learning and motivation
Ques. 3The teacher whose assessment practices are most effective is:
a. Mr. Wertch.
b. Mr. Martinez.
c. Mrs. Stevens.
d. Mrs. Solis.
Ques. 4Based on research, the teacher least effective in reducing test anxiety in her students is likely to be:
a. Mrs. Rowe.
b. Mr. Potter.
c. Mrs. Richards.
d. Mr. Lareau.
Ques. 5Based on research, the teacher most effective in reducing test anxiety in her students is likely to be:
a. Mrs. Rowe.
b. Mr. Potter.
c. Mrs. Richards.
d. Mr. Lareau.
Ques. 6Describe four guidelines that you can use in your efforts to capitalize on the instructional variables in the model for promoting student motivation to increase your students' motivation to learn. Provide a concrete example of each.
What will be an ideal response?
Ques. 7Of the following, which variable in the Model for Promoting Student Motivation is likely to be most important for increasing motivation to learn in members of cultural minorities?
a. Personalization
b. Task comprehension
c. Feedback
d. Introductory focus