CM Quiz 1

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?

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

What is the relationship between control and caring? In your response, refer to the types of authority covered in the text.

Bowen and Flinders (1990) suggest that when members of the school community base decisions and choices on a foundation of caring, control issues are transformed. Teachers who develop caring, supportive relationships with students tend to rely on natural authority and are generally more successful that teachers who emphasize compliance based on role-bound authority.

What is culturally sensitive teaching? Why is it of such critical importance?

Culturally sensitive teaching involves considering students' cultures and then planning/teaching in ways that respond to those cultures as assets rather than liabilities. Culturally responsive management is proactive and intentional and can be used to combat the issues that arise when teachers take a monocultural approach to teaching and management, including disproportional representation based on race, gender, and economic status. Culturally sensitive management is critical if teachers are going to make all students feel valued and worthwhile; it is also necessary to help all students find meaning and relevance in their learning. Culturally sensitive management enhances student achievement and facilitates positive relationships.

What are the six basic assumptions the authors of our text make about classroom management? Which one do the authors think is foundational to all the others? Why?

Effective management... is first and foremost about creating classroom environments in which all students feel safe and valued. The authors believe this characteristic to be foundational to all others because in the absence of these qualities, students cannot maximize their learning of important social and academic skills. is linked with effective instruction. Students need experience with meaningful, culturally relevant knowledge and skills. enhances students' senses of ownership, responsibility, and personal efficacy and addresses students' cultural backgrounds and family norms, values, and traditions. helps students develop new behavioral skills. requires teachers to carefully consider their own goals, values, and beliefs. involves continued learning and professional growth.

Research into the effectiveness of PBIS indicates that all but which of the following are true?

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

Describe some of the key components of a trauma-sensitive classroom.

Safe, predictable, culturally sensitive environment Absence of teasing, put-downs, and bullying Clear and predictable routines, structures, relationships, responses Teachers build on student strengths and directly teach social emotional, self-management, and problem-solving skills Expectations are high but attainable for both behavior and academic achievement Students are meaningfully engaged in the learning process Students feel free to take academic risks and to make mistakes. Responsive to individual needs

What teacher factors and school factors commonly influence students' learning and behavior?

Teacher Factors Personal experiences with discipline Beliefs and values regarding discipline Beliefs about the goals of schooling Comfort with diversity Critical thinking, problem-solving, professionalism/work ethic Teacher expectations Skill in emotion management and relationship building School Factors Structures of caring, order, and power Safety, respect, communication School-wide expectations School ethos and personal connections Student feelings of significance, competence, and power Environment of trust and respect Cultural democracy

The text asserts that all but which of the following explain why classroom management is an ongoing problem?

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

Why do teachers need to engage in in-depth study of research and theory about classroom management and students' personal and psychological needs?

Teachers must base their management decisions not only on their own beliefs and values, but also on what research says about the best ways to facilitate positive student behavior. All teachers need to engage with research as they determine which methods to use in managing their classrooms; information about classroom management continues to evolve and teachers must assimilate and accommodate new information. Continued study of the research and theory about student needs provides teachers with more insight into why disruptive behavior occurs; knowing more about what factors are influencing behavior makes it more likely that teachers can respond effectively to it.

Which of the following is NOT one of the four social and emotional conditions for learning as enumerated by Osher et al.?

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?

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

According to Johnson, Whitington, and Oswald (1994), teachers' views of discipline fall into three basic categories. Name each category, describe the belief system underpinning it, and give an example of a behavior one might expect to see from a teacher in each category.

Traditional teachers: view themselves as authority figures and as the person in power in the classroom. Liberal progressive teachers: apply democratic principles and involve students in decision-making and problem-solving Socially critical teachers: consider inappropriate behavior in light of classroom conditions and work to establish positive relationships and to provide engaging instructional activities. Answers for the given behaviors will vary

What are the six assumptions underlying the PBIS approach?

Using data to make decisions at both the individual and school-wide level Involving all school staff in defining, teaching, and reinforcing socially acceptable school behaviors Implementing a system of reinforcement that encourages responsible behavior Providing small-group and individual instruction to students who need additional assistance in developing appropriate behavior Developing individual plans for students whose behavior choices continue to be poor Creating school/family/community partnerships to support the academic and behavioral needs of students

In functional behavior assessment, teachers would likely ask all but which of the following questions?

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

A student's challenging behavior often represents

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

Which of the following characteristics is NOT recommended as part of a positive learning environment for students who have experienced significant adverse events/trauma?

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

Which of the following issues causes the greatest amount of concern for teachers, parents, and students?

classroom management

According to our text, which of the following is not identified as necessary to the effective implementation of comprehensive classroom management skills?

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

Classroom management for students of color often mistakenly emphasizes

compliance and control.

Kounin's research on discipline and group management in classrooms found that:

effective classroom teachers prevented disruptive student behavior.

Which sort of teacher behavior would you expect to see at Level II of the Classroom Discipline Procedure model?

engaging in individual problem solving with a student

Classroom behavior improves when the teacher focuses on

establishing and maintaining an effective learning environment.

Response to Intervention is an approach that focuses on

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

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

helping students feel cared for, competent, and valued

Gardner, Dunn, Slavin, Johnson and Johnson, and Hunter are all researchers who spent time examining

how teachers engage students in the learning process.

According to a 2000 publication, the U.S. Department of Education traces 80% of classroom disruption to

institutional dysfunction and poor teacher training.

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

role-bound authority

Teachers' classroom management behaviors are typically rooted in all of the following EXCEPT

student preferences for how classrooms and schools should be managed.

Positive Behavioral Support emphasizes all of the following EXCEPT:

teaching and reinforcing to students which behaviors are unacceptable.

Multiple researchers have shown that smooth classroom functioning throughout the year can be traced back to

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

When teachers constantly analyze and adjust their management decisions to meet student needs, they find that:

their principals question whether or not they are good managers.

All the following are true about students who exhibit behavior problems at school EXCEPT:

they tend to be very task oriented

When teachers are concerned about their ability to maintain positive student behavior, they are LEAST likely to

utilize highly-engaging classroom activities.

Which of the following behaviors would NOT be expected of teachers who are known for being culturally responsive?

valuing homogeneity