Classroom Management Quiz 1

In functional behavior assessment, teachers would likely ask all but which of the following questions? a. What is the environment like when the behavior is occurring? b. What factors may be reinforcing this behavior? c. What benefit does the student receive from behaving in this way? d. What needs to be changed about the student for them to behave more appropriately?

d. What needs to be changed about the student for them to behave more appropriately?

Which of the following issues causes the greatest amount of concern for teachers, parents, and students? a. cultural competence b. classroom management c. poor-quality teacher education programs d. societal issues impacting students

b. Classroom Management

Which of the following characteristics is NOT recommended as part of a positive learning environment for students who have experienced significant adverse events/trauma? a. adults who provide a flexible, less-predictable school and classroom structure b. adults who manage their own emotions effectively and respond calmly to students c. adults who consider not only the behavior exhibited by the student but also what purpose it might be serving the student d. adults who communicate high behavioral and academic expectations

a. adults who provide a flexible, less-predictable school and classroom structure

Classroom management for students of color often mistakenly emphasizes: a. compliance and control. b. connecting new material to students' lives. c. individual student characteristics. d. social-emotional learning

a. compliance and control.

Which sort of teacher behavior would you expect to see at Level II of the Classroom Discipline Procedure model? a. engaging in individual problem solving with a student b. creating an individual behavior contract for a student c. developing positive peer relationships d. providing academic work at which all students can be successful

a. engaging in individual problem solving with a student

Classroom behavior improves when the teacher focuses on: a. establishing and maintaining an effective learning environment. b. being a disciplinarian who enforces school rules. c. teaching the subject matter in detail. d. providing immediate consequences for misbehavior.

a. establishing and maintaining an effective learning environment.

Response to Intervention is an approach that focuses on a. facilitating student mastery of learning objectives through careful assessment and implementation of highly-structured interventions. b. meeting students' individual learning styles as a way of engaging them in material, and intervening when a mismatch is identified. c. intervening in student misbehavior in ways that cause the least disruption to the learning environment. d. providing interventions to student misbehavior that directly involve students' parents or family members.

a. facilitating student mastery of learning objectives through careful assessment and implementation of highly-structured interventions.

Teachers' classroom management behaviors are typically rooted in all of the following EXCEPT a. student preferences for how classrooms and schools should be managed. b. the teacher's goals for his or her students. c. the individual's personal and family history with regard to discipline and schooling. d. the individual's personality and values system.

a. student preferences for how classrooms and schools should be managed.

When teachers are concerned about their ability to maintain positive student behavior, they are LEAST likely to a. utilize highly-engaging classroom activities. b. limit the sorts of instructional methods they use. c. become frustrated and ultimately leave the teaching profession altogether. d. spend a significant amount of classroom time attempting to manage misbehavior and convince students to comply with expectations.

a. utilize highly-engaging classroom activities.

Positive Behavioral Support emphasizes all of the following EXCEPT: a. teaching and reinforcing to students which behaviors are unacceptable. b. providing small-group/individualized instruction when needed. c. developing functional behavioral assessment. d. creating family, school and community partnerships.

a.. teaching and reinforcing to students which behaviors are unacceptable.

Research into the effectiveness of PBIS indicates that all but which of the following are true? a. PBIS is moderately effective in reducing problem student behavior. b. PBIS's focus on culturally sensitive instruction has been shown to significantly reduce misbehavior. c. Most of the research into PBIS to date has been focused on school-wide implementation. d. More research into the effectiveness of PBIS is needed.

b. PBIS's focus on culturally sensitive instruction has been shown to significantly reduce misbehavior.

The text asserts that all but which of the following explain why classroom management is an ongoing problem? a. Teachers are asked to instruct students with a wide range of abilities and individual needs. b. Teachers are required to spend so much time on assessment of student learning that they lack time to effectively manage the classroom. c. Teachers have received a minimal amount of instruction and preparation regarding how to effectively manage the classroom. d. Teachers sometimes respond to student misbehavior without also considering the reason for the inappropriate behavior.

b. Teachers are required to spend so much time on assessment of student learning that they lack time to effectively manage the classroom.

Which of the following is NOT one of the four social and emotional conditions for learning as enumerated by Osher et al.? a. Teachers provide an environment in which students experience emotional and physical safety. b. Teachers utilize highly-engaging instructional methods. c. Teachers and students experience a sense of connectedness. d. Teachers provide students with authentic challenges.

b. Teachers utilize highly-engaging instructional methods.

When teachers who struggle with classroom management receive support and professional development designed to enhance their abilities, which outcome is most likely? a. They become resentful of the need to do additional study/work. b. Their classroom management skills improve and instances of student misbehavior decrease. c. They adopt more authoritarian approaches and their students report higher levels of dissatisfaction with their school experience. d. They remain at about the same level of ability but report more satisfaction with their careers.

b. Their classroom management skills improve and instances of student misbehavior decrease.

A student's challenging behavior often represents a. an intellectual deficit that precludes the student from learning the desired behavior. b. a mismatch between the student's skills and the expectations of the school environment. c. a genetic predisposition to disruptive behavior. d. a failing on the part of the student's parents, who have not taught the student appropriate behavior.

b. a mismatch between the student's skills and the expectations of the school environment.

Ms. Felix says to you, "The students don't have to like me, but they do have to respect me. I insist on it." Ms. Felix is most likely relying on a. natural authority b. role-bound authority c. culturally responsive authority d. moral authority

b. role-bound authority

You're interviewing Mrs. Blankenship, a first-year teacher who recently graduated from college and earned her teaching license. Given what you know about classroom management, which statement is she most likely to utter when you ask her about her experience? a. "The biggest problem I have as a new teacher is making sure I know and understand the material I am going to teach to my students." b. "Classroom management comes naturally to most new teachers." c. "I have several students with serious and ongoing behavior problems on my roll, and they make managing the classroom challenging." d. "My school principal doesn't really consider classroom management as she is assessing teachers' performance."

c. "I have several students with serious and ongoing behavior problems on my roll, and they make managing the classroom challenging."

According to a 2000 publication, the U.S. Department of Education traces 80% of classroom disruption to a. the number of students with special needs enrolled in public schools. b. societal factors such as poverty and increased drug usage. c. institutional dysfunction and poor teacher training. d. permissive parents who are unprepared or unwilling to help teachers manage their offspring.

c. institutional dysfunction and poor teacher training.

Multiple researchers have shown that smooth classroom functioning throughout the year can be traced back to a. the number of students in the class. b. the academic level (ability) of the students in the class. c. the teacher's planning and organization during the first weeks of school. d. limited academic expectations.

c. the teacher's planning and organization during the first weeks of school.

All the following are true about students who exhibit behavior problems at school EXCEPT: a. they often have difficulty establishing positive relationships with others. b. they are more likely to have experienced trauma or adversity. c. they tend to be very task oriented. d. they are less skilled in handling social situations.

c. they tend to be very task oriented

Which of the following behaviors would NOT be expected of teachers who are known for being culturally responsive? a. recognizing their own ethnocentric biases b. showing consideration for students' cultural backgrounds c. valuing homogeneity d. understanding the social, cultural, and political context of the educational system

c. valuing homogeneity

According to our text, which of the following is not identified as necessary to the effective implementation of comprehensive classroom management skills? a. using research and theory as a basis b. establishing positive peer and student-teacher relationships c. using management strategies that facilitate safe, smooth-flowing class structures d. collaborating with other adults who show initiative in assisting children with behavior management

d. collaborating with other adults who show initiative in assisting children with behavior management

Kounin's research on discipline and group management in classrooms found that: a. success in classroom management was based on teachers' ability to react quickly and devise novel ways of addressing student misbehavior. b. successful management resulted when teachers viewed classrooms as homogeneous in nature. c. effective classroom managers and ineffective classroom managers responded to student misbehavior in significantly different ways. d. effective classroom teachers prevented disruptive student behavior.

d. effective classroom teachers prevented disruptive student behavior.

The authors of our text assert that teaching prosocial skills and implementing plans designed to enhance positive student behavior will fall short unless the school also focuses on a. carefully identifying those students in need of special educational services. b. ensuring that consequences for inappropriate behavior relate logically to the infraction and are delivered quickly and neutrally. c. reducing societal factors that influence students' learning and behavior. d. helping students feel cared for, competent, and valued.

d. helping students feel cared for, competent, and valued.

Gardner, Dunn, Slavin, Johnson and Johnson, and Hunter are all researchers who spent time examining a. the importance of clearly teaching rules and procedures to students. b. the impact of teacher expectations on student behavior and achievement. c. how students respond to teachers' classroom management systems. d. how teachers engage students in the learning process.

d. how teachers engage students in the learning process.

When teachers constantly analyze and adjust their management decisions to meet student needs, they find that: a. their students enjoy learning more and achieve at higher levels. b. they sacrifice a lot of instructional time for the sake of reflection. c. their students struggle with the resulting inconsistency. d. their principals question whether or not they are good managers.

d. their principals question whether or not they are good managers.