PSY Chapter 11

One of the best ways for teachers to control allocated instructional time is​ to: A. eliminate routine procedures. B. plan interesting and engaging learning activities. C. begin and end on time. D. maintain group focus during lessons.

begin and end on time.

When teachers choose to apply consequences to student​ misbehavior, it's most important to ensure that the consequences​ are: A. severe. B. positive reinforcers. C. negative reinforcers. D. certain.

certain

The most effective approach to classroom management​ is: A. effective instruction. B. a​ student-generated set of rules. C. a clear set of consequences for misbehavior. D. a​ zero-tolerance policy.

effective instruction.

Group contingencies are particularly effective as a strategy when student misbehavior​ is: A. consistent and ongoing. B. a result of boredom or frustration. C. reinforced by the​ student's peers. D. only mildly disruptive to the class.

reinforced by the​ student's peers.

After starting students on their seatwork task and monitoring to be sure that all have begun​ working, you return to your desk to fill out a form that the administration wants right away. Students are supposed to be brainstorming their ideas for a paper they are​ writing, but you note that Liza seems to be daydreaming. You watch her for a few​ moments, hoping to make eye contact so you can give her​ "the look" and get her back to​ work, but she does not look at you. The most efficient thing to do in this case would be​ to: A. ​say, "Liza, the task is for you to be​ brainstorming." B. ignore Liza. Saying anything to her would interrupt the​ class's concentration. C. ​say, "Liza, stop daydreaming and get back to​ work." D. get up and go stand by Liza for several moments because that will likely encourage her to work.

​say, "Liza, the task is for you to be​ brainstorming."

Mrs. O. wants to make sure her class time is used most effectively. She works hard to ensure that her students remain attentive and interested during her lessons. Mrs. O. is working to make sure she​ maximizes: A. allocated instruction time. B. ​students' time on task. C. transition time. D. overlapping time.

​students' time on task.

Ms. Cavalho uses the principle of least intervention in her classroom. She works to prevent inappropriate behavior​ first, and if that does not​ work, she gives nonverbal cues and verbal reminders about how to act. She has used these strategies with Mark. Assume that​ Mark's behavior does not change after their discussion. What should she do​ next? A. Ask students to solve the problem B. Apply consequences C. Ignore the behavior D. Give praise for appropriate behavior

Apply consequences

According to​ research, how could Ms. Cavalho increase student achievement in her​ classroom? A. Increase engaged time by​ 10% above what is normal. B. Increase allocated time for instruction by​ 10% above what is normal. C. Decrease allocated time by starting late and finishing early. D. Increase engaged time to​ 100% of the allocated classroom time.

Increase engaged time by​ 10% above what is normal.

Cristal rushes through her spelling assignments and her seatwork. She likes to finish first and​ read, but she makes careless mistakes and turns in incomplete work. Her teacher has tried several strategies that have not worked with Cristal. She tells Cristal that the goal is for her to complete the seatwork with fewer than three errors and no incompletions. She tells Cristal she will give her a token each time she meets the goal. If she achieves five tokens in a​ week, she will choose a reward from the surprise basket. Now what does the teacher need to​ do? A. Alter the intervention every week to keep Cristal interested. B. Change the goal every time Cristal earns a token. C. Offer the same intervention and incentives to all children in the class. D. Keep a record of​ Cristal's results and modify the plan if necessary.

Keep a record of​ Cristal's results and modify the plan if necessary.

Which of the following teachers is most likely to have classroom management problems during​ transitions? A. Ms. Beltre uses a timer that allows students 60 seconds to form their groups for cooperative group projects. B. Ms. Hamilton expects her chemistry students to begin their sponge​ (review) activity as soon as the third period bell rings. C. Mr. Martinez asks his​ third-grade students to follow the same procedures at the end of each​ day: clear their desks of everything except​ homework, place completed assignments in the​ tray, and sit quietly. D. Mr. Andrus allows his​ middle-school geometry students to chat for several minutes after the bell rings before beginning academic activities.

Mr. Andrus allows his​ middle-school geometry students to chat for several minutes after the bell rings before beginning academic activities.

Which of the following is an example of a teacher using a cue to redirect​ behavior? A. Mr. D. directly tells a student to return to​ on-task behavior, and the student does. B. Mr. A. reminds students that​ they're about to hear something​ important, and they pay attention. C. Mr. C. catches the eye of a student who is​ off-task, and the student returns to work. D. Mr. P. publicly reprimands several students for not paying​ attention, and they all start paying attention.

Mr. C. catches the eye of a student who is​ off-task, and the student returns to work.

Which one of the following classrooms best reflects effective classroom management and an environment that is conducive to​ learning? A. In his​ high-school studio art​ classes, Mr. Poulin tells his​ students, "You can work on your current project or not work on it each day. But one way or​ another, I expect each of you to create at least one​ black-and-white portrait, watercolor​ landscape, and clay sculpture by the end of the​ semester." B. The majority of students in Mr.​ Hajek's class are quietly completing the worksheets​ he's given​ them, although a few of them are reading magazines or comic books​ they've brought from home. C. Most of the students in Ms.​ Ang's middle-school history class have insufficient reading skills to effectively read and understand the textbooks the school district has purchased for her class.​ Accordingly, she has the students take turns reading various paragraphs aloud and asks the other students to listen quietly. D. Students in Ms.​ Ivanova's class get a bit rowdy at times because​ they're so excited about the cooperative group projects​ they're doing. They settle down quickly whenever Ms. Ivanova raises her hand to get their attention.

Students in Ms.​ Ivanova's class get a bit rowdy at times because​ they're so excited about the cooperative group projects​ they're doing. They settle down quickly whenever Ms. Ivanova raises her hand to get their attention.

One of the central parts of the Consistency Management and Cooperative Discipline approach to classroom management​ is: A. engaging all students in leadership roles. B. setting up student review panels to determine fair punishments. C. developing a climate of mutual trust between teachers and students. D. allowing students to vote on classroom rules.

engaging all students in leadership roles.

The first step in an applied behavior analysis program designed to address ongoing misbehavior in the classroom is​ to: A. choose criteria for rewards and punishments. B. exhaust all other disciplinary options that are less severe. C. discuss the misbehaviors with the​ student, his or her​ family, and the school administration. D. identify a target behavior and what is reinforcing that behavior.

identify a target behavior and what is reinforcing that behavior.

In schools where truancy is a​ problem, one of the most effective ways to increase attendance is​ to: A. provide some type of reward or incentive. B. establish a​ zero-tolerance policy. C. train students as peer mediators. D. establish a​ home-based reinforcement program.

provide some type of reward or incentive.

Every teacher occasionally must deal with student misbehavior. In each​ case, the​ teacher's goal​ is: A. to utilize creative strategies for responding to each instance of misbehavior. B. to let students be an active part of the disciplinary process by encouraging them to share their thoughts on the occurrence. C. to intervene in the way that stops the​ behavior, causes the least disruption to​ learning, and maintains the most positive tone. D. to keep administrators apprised of each incident regardless of size.

to intervene in the way that stops the​ behavior, causes the least disruption to​ learning, and maintains the most positive tone.

Research on how much time students spend actually learning suggest that engaged time is somewhere​ between: A. ​10% and​ 40% of the allocated time. B. ​30% and​ 60% of the allocated time. C. ​50% and​ 70% of the allocated time. D. ​60% and​ 90% of the allocated time.

​30% and​ 60% of the allocated time.

Of the following possible punishments for serious​ misbehavior, the one that seems to be LEAST effective​ is: A. ​after-school detention. B. ​in-school suspension. C. loss of privileges. D. ​multi-day suspension.

​multi-day suspension.

Which one of the following strategies is most likely to be effective in setting limits for classroom​ behavior? A. Allow students to establish most of the rules for daily classroom routines and procedures. B. Directly teach younger students the classroom​ rules, but after fifth​ grade, expect that students already know the rules for appropriate classroom behavior. C. Hand out a complete list of expectations for​ students' behavior on the first day of class. D. Begin the year with a few basic rules and procedures that the students understand and think are fair.

Begin the year with a few basic rules and procedures that the students understand and think are fair.

Your friend in the licensure program​ says, "I​ don't like​ multitasking, and​ I'm not particularly good at it. I like to do one​ thing, finish​ it, and then move on to the next​ thing." In what area do you most anticipate this prospective teacher​ struggling? A. Developing​ students' intrinsic motivation for learning tasks and ensuring that they understand the purpose of what they are asked to do B. Maintaining appropriate student behavior and engagement while working with an individual or small group C. ​Grading/assessing student work in such a way that students know what they have done well and what they need to improve D. Being consistent in the application of​ praise, feedback, and rewards so that student motivation is maximized

Maintaining appropriate student behavior and engagement while working with an individual or small group

Ms. Cavalho works hard to prevent behavior problems and disruption in her classroom. Which of the following terms refers to her interaction with​ Mark? A. Learning environment B. Discipline C. Instruction D. Management

Management

Ms. Jacobs is working with a small group of students when she notices two other students whispering nearby. She continues to monitor them as she works with her group and notices that they are continuing to whisper. Those two students​ aren't looking at Ms.​ Jacobs, so she​ can't use eye contact alone to deal with the problem. Which of the following strategies would you recommend she​ use? A. Say to the​ class, "I like the way almost everyone is working diligently. Patrick and​ Starla, you need to get​ busy, though." B. Leave the group and go correct the students with quiet words. C. Say the​ students' names and redirect them to the task. D. Ignore the behavior.

Say the​ students' names and redirect them to the task.

Mr. Richards gives his class 15 minutes of free time whenever at least​ 95% of the class gets a passing grade on a test. Mr. Richards is​ using: A. a​ reward/punishment system. B. applied behavior analysis. C. nonverbal cues toward good behavior. D. a group contingency.

a group contingency.

In dealing with student​ misbehavior, effective classroom managers generally recognize the need​ to: A. respond immediately to any instance of inappropriate behavior. B. anticipate behaviors that might occur and take steps to prevent them from occurring. C. utilize the most severe consequence available to address the infraction. D. classify students as​ "guilty until proven​ innocent."

anticipate behaviors that might occur and take steps to prevent them from occurring.

Research on gender differences in bullying behaviors suggests that​ boys: A. are less likely than girls to report being bullies and being victims. B. are more likely than girls to report being bullies and less likely to report being victims. C. are less likely than girls to report being bullies but more likely to report being victims. D. are more likely than girls to report being bullies and being victims.

are more likely than girls to report being bullies and being victims.

Daily report​ cards, group contingency​ programs, home-based reinforcement​ programs, and individual behavior management programs are all based on A. delinquency prevention. B. behavioral learning theory. C. the principle of least intervention. D. assertive discipline practices.

behavioral learning theory.

When Carlos​ says, "I am done with my short​ story, what should I do​ now?" he demonstrates that his teacher has not adequately​ explained: A. student accountability. B. student​ self-management. C. classroom rules. D. classroom procedures.

classroom procedures.

Of the​ following, the best way to prevent student misbehavior in class is​ to: A. correct misbehaviors by using the simplest intervention that will work. B. ensure that the teacher is the leader and ultimate authority. C. establish a healthy classroom climate based on mutual respect. D. develop strategies for dealing with such problems when they do occur.

establish a healthy classroom climate based on mutual respect.

In her senior honors chemistry​ class, Ms. Tobin has her students conduct experiments in​ groups, and then give presentations on their findings. She reminds the students that it is their responsibility to be active listeners when they are not​ presenting, but she still finds that many students seem to be rehearsing or reviewing their own presentations while their peers are talking. The best strategy for Ms. Tobin to use to maintain group focus would be​ to: A. circulate among the​ non-presenting students to see what they are doing and redirect attention if necessary. B. require that​ non-presenting students clear their​ desks, put away pencils and any digital​ tools, and pay careful attention. C. call on​ non-presenting students to summarize or answer questions about part of the ongoing presentation. D. give the​ non-presenting students a checklist to use to evaluate each presentation.

give the​ non-presenting students a checklist to use to evaluate each presentation.

Ms. Cavalho continues her lesson on writing style even as Mark attempts to interrupt. This is called A. engaged time. B. allocated time. C. overlapping. D. momentum.

overlapping.

When misbehavior does occur in​ class, the​ teacher's immediate and primary goal should be​ to: A. minimize any interruptions to the lesson. B. remind the students of the class rules. C. respond immediately with expected consequences. D. ensure that all students are treated fairly.

minimize any interruptions to the lesson.

In addressing students who consistently exhibit inappropriate​ behavior, good classroom​ managers: A. consider each student as an individual and personalize​ consequences, rather than drawing on a standard set of responses to bad behavior. B. not only consider how to deal with the behavior itself but also think deeply about what might have caused it. C. demonstrate through stern​ words, stiff body​ language, and use of punishment that such behavior will not be tolerated. D. do not spend time looking for reasons or​ motives; instead, they simply administer an appropriate consequence and go on with their teaching.

not only consider how to deal with the behavior itself but also think deeply about what might have caused it.

When teachers openly discuss risky behaviors and ways to avoid​ them, student misbehavior tends​ to: A. be reinforced by the peer group. B. occur often. C. occur infrequently. D. be seen as a regular part of teen behavior.

occur infrequently.

Ms. Jurgensen decides to respond to​ Emily's repeated misbehavior by using the broken record strategy. Each time Emily​ misbehaves, Ms.​ Jurgensen: A. explains the consequences of continued misbehavior. B. reminds her that she is misbehaving. C. reminds her of the appropriate behavior. D. explains why her behavior​ isn't appropriate.

reminds her of the appropriate behavior.

The most common reason that students continue to misbehave in the classroom is​ that: A. they do not care about the consequences. B. teachers do not carefully monitor classroom behavior. C. the attention they get is a positive reinforcer. D. teachers are reluctant to enforce serious punishments.

the attention they get is a positive reinforcer.