Classroom Management Quiz 1

Kiesha is a student who identifies as part of the LGBTQ community. Which of the following statements is least likely to apply to her school experiences as compared to students who don't identify as part of this group? a. She is more likely to find schoolwork to be meaningful. b. She is more likely to be bullied at school or online. c. She is more likely to have considered suicide. d. She is more likely to report problematic interpersonal relationships.

a. She is more likely to find schoolwork to be meaningful.

For Glasser, which of the following circumstances would be of critical importance to successful schools? a. Students are given opportunities to make decisions and choices as they complete meaningful work. b. Students are rewarded regularly for complying with classroom expectations and are punished when they are noncompliant. c. Teachers focus on delivery of knowledge and on giving students extensive opportunities to solve difficult problems. d. Teachers provide extensive verbal and written feedback on students' performance so there is no question about what improvements need to be made.

a. Students are given opportunities to make decisions and choices as they complete meaningful work.

With regard to research into students at risk of school failure, which of the following statements is NOT true? a. Students' cultural heritage plays little to no role in their school success. b. A majority of classroom teachers indicate that they feel unprepared to effectively teach students from diverse backgrounds. c. Many at risk students struggle because of a mismatch between the school environment, educator expectations, and their own learning styles. d. Students with intellectual and linguistic differences are at higher risk for school failure than other students.

a. Students' cultural heritage plays little to no role in their school success.

You're observing Mr. Leo's class, where a small group of students is making a presentation to their peers. As you watch, you notice that Frederick is constantly moving, making noises, and blurting out thoughts completely unrelated to the topic at hand. He watches his peers carefully and grins at them when he catches their eyes. A teacher who believes that student misbehavior is a result of a need for social acceptance would likely say that Frederick's misbehavior is motivated by a need for a. attention. b. control. c. revenge. d. play.

a. attention.

Social cognitive development theory suggests that when students fail to meet adult expectations, the issue is not one of unmet student needs, but instead reflects a. deficits in executive, language-processing, social, or other skills. b. a lack of parental guidance and socialization at an early age. c. an inability to show empathy and compassion. d. a neurological or chemical malfunction that affects behavior and learning.

a. deficits in executive, language-processing, social, or other skills.

In general, when dealing with adolescents, educators should strive to avoid discipline systems that a. emphasize structure, competition, and conformity. b. focus on supportive interpersonal relationships. c. acknowledge students' quest for individualism and identity development. d. take into consideration the learning context and the developmental forces that are present.

a. emphasize structure, competition, and conformity.

Which of the following actions might best help teachers understand students' academic failure and misbehavior? a. examining classroom and school environments to see which student needs are not being met b. looking for solutions to each individual instance of failure or misbehavior c. implementing those interventions that the teacher feels most comfortable carrying out d. establishing a classroom in which students feel cared about, safe, and unafraid to take risks

a. examining classroom and school environments to see which student needs are not being met

When working with immigrant students (and arguably with all students), teachers should do all but which of the following? a. rely primarily on their understanding of human developmental theory as they consider student needs b. become informed about which sorts of educational experiences, activities, and structures are most acceptable to the students c. meet with family and community members who can share insight into how to best assist the students d. investigate which teacher responses and expectations are likely to make the students uncomfortable

a. rely primarily on their understanding of human developmental theory as they consider student needs

Miss Abrams says, "I am so frustrated with Jade and Tia! They just don't know how to behave. They're always causing distractions in class and talking when they shouldn't. They spend more time in our time-out chair than they do in their desks, and they hate it, but they STILL don't behave when they are allowed to rejoin the class." Which of the following statements would the authors of our text be most likely to make in response to Miss Abrams? a. "Children these days misbehave because their parents have very few concrete ideas about how to discipline them." b. "Perhaps they really don't have the skills to behave the way you want them to, and they're unlikely to learn the skills unless you actively teach them." c. "When we see recurrent misbehavior, we frequently find that the teacher is inconsistent and unfair in the application of rules and consequences." d. "If your current strategy of removing them from the group isn't working, you should give some thought to developing a program of rewards that will motivate them to behave appropriately."

b. "Perhaps they really don't have the skills to behave the way you want them to, and they're unlikely to learn the skills unless you actively teach them."

Ms. Snow says, "I went to a seminar about neuroscientific principles and I can see many ways that I can use what I learned to impact my students' classroom behavior and achievement. I'm going to start applying the information right away - isn't that great?" Which of the following responses most closely reflects what we know about the impact of applying neuroscience principles to classroom situations? a. "Actually, the neuroscience-classroom research that exists suggests that teaching students information about brain function has a negative impact on their performance." b. "There hasn't yet been enough research conducted for us to draw clear conclusions about how to use neuroscience principles to change classroom outcomes." c. "Practical research does support the idea of applying principles of neuroscience in classroom practice, so you will likely see improvement from your students." d. "In general, neuroscience is viewed skeptically by most education professionals and your administration may question your use of those principles in your classroom."

b. "There hasn't yet been enough research conducted for us to draw clear conclusions about how to use neuroscience principles to change classroom outcomes."

Mrs. Pendergrass is an outstanding teacher and is well-known throughout the school and community. She is particularly renowned for establishing a safe, positive, supportive classroom environment. Still, she reports that she has some students who misbehave and who don't achieve to their potential. What explanation is most likely to be accurate in accounting for the fact that not all her students meet her behavioral expectations? a. Some students just don't want to learn or be part of a group. b. Some students have had life experiences that impact their trust and motivation. c. Some students are so experientially deprived that they are unlikely to be able to meet her expectations. d. Some students are incapable of demonstrating self-regulation, a skill that cannot be taught.

b. Some students have had life experiences that impact their trust and motivation.

Which of the following behaviors would you NOT expect to see from a teacher who adheres to social cognitive development theory? a. showing empathy for student concerns b. enacting uniform consequences for misbehavior c. defining the problem d. collaborating with students

b. enacting uniform consequences for misbehavior

Erikson asserts that each stage of human psychosocial development a. is experienced by school-age children at one time or another. b. reflects either a key attainment or an emotional liability. c. is independent of other stages. d. reflects an individual's success with goal-setting and attainment.

b. reflects either a key attainment or an emotional liability.

Often, teachers who attribute student misbehavior or academic failure to student shortcomings (poor attitude, inadequate parental support, inadequate ability): a. are successful classroom managers because they have identified the factors most likely to be problematic. b. see themselves as powerless to impact behavior and performance. c. focus their energies on making changes by engaging in activism, mentoring, and parent support. d. believe that all students, regardless of their circumstance, can behave and achieve at above-average levels.

b. see themselves as powerless to impact behavior and performance.

Sammy is very clingy toward the teacher and other adults at his school. He constantly needs their assurance and support. When Sammy was a toddler, his teenage mother abandoned him. In which of Erikson's human psychosocial stages did Sammy likely fail to attain the understanding he needed to move to the next stage? a. autonomy vs. shame and doubt b. trust vs. mistrust c. initiative vs. guilt d. industry vs. inferiority

b. trust vs. mistrust

What would Dreikurs most likely say about a child who acts out in class by talking over teacher and getting out of his seat? a. He is emotionally handicapped. b. He is bored and should be put in a higher grade or gifted class. c. He desires attention. d. He comes from an inferior home environment.

c. He desires attention.

Which of the following factors is NOT, according to Coopersmith, associated with the development of high self-esteem? a. Students can perform socially valued tasks as well as or better than peers. b. Students feel valued and important in their interpersonal relationships at school. c. Students view themselves as socioeconomically on par with their peers. d. Students understand and are given opportunities to control aspects of their environments.

c. Students view themselves as socioeconomically on par with their peers.

At its core, classroom management is not a series of techniques and strategies; it is, instead, an exercise in: a. providing appropriate incentives and consequences to foster appropriate student behavior among all members of the classroom community. b. identifying and focusing on those children who can be successfully led toward appropriate behavior and academic success. c. analyzing why students are unsuccessful/noncompliant and identifying which needs are not being met in the current teaching/learning environment. d. conducting repeated interventions to shape student behavior and performance.

c. analyzing why students are unsuccessful/noncompliant and identifying which needs are not being met in the current teaching/learning environment.

Jihae is a student upon whom Mr. Phillips expends a tremendous amount of time and energy. He understands that she has had some life experiences that have left her withdrawn and suspicious of others' motives. He seems undismayed that Jihae treats him somewhat coolly and dismissively. This aspect of Mr. Phillips' relationship with Jihae is most reflective of his commitment to which of Elkind's implicit adult-child contracts? a. achievement-support b. responsibility-freedom c. loyalty-commitment d. industry-identity

c. loyalty-commitment

A key reason that students whose families have immigrated to a new country may struggle in school is that frequently they a. weren't appropriately educated in their home country before they moved, so they are likely to start school behind. b. refuse to accept their new culture, instead clinging to their culture of origin. c. struggle with a loss of identity as they adapt to new and different linguistic and cultural expectations. d. are generally unable to make the sorts of adjustments needed to adapt to a new culture.

c. struggle with a loss of identity as they adapt to new and different linguistic and cultural expectations.

Maslow would likely to make which of the following statements? a. "Any student, regardless of circumstance, can be self-actualized; it's mind over matter." b. "Teachers should focus less on creating a comfortable emotional environment and more on teaching students how to solve problems and think creatively." c. "Some students don't need or want to be part of a community, and are unaffected by their own lack of competence." d. "If a student is hungry, or worried about where he's going to sleep tonight, he is less likely to be focused on his school behavior and performance."

d. "If a student is hungry, or worried about where he's going to sleep tonight, he is less likely to be focused on his school behavior and performance."

Dreikurs asserted that student misbehavior is directly attributable to a. unmet physiological needs. b. a desire to avoid challenging tasks. c. poor teacher training and intervention. d. a need for social acceptance.

d. a need for social acceptance.

According to Topper et al. (1994), students misbehave for all of the following reasons EXCEPT a. because they want attention. b. because they want to have fun. c. because they want a sense of control. d. because they are inherently disruptive.

d. because they are inherently disruptive.

When students were questioned about what they wanted and needed from a school setting, their answers a. diverged significantly from those predicted by educational theorists. b. showed a significant preoccupation with status and reputation and little interest in success and independence. c. varied according to student characteristics such as gender, age, socioeconomic status, and intellectual ability. d. focused on their need for engagement, autonomy, choice, relationships, and success.

d. focused on their need for engagement, autonomy, choice, relationships, and success.

Mrs. Tollen teaches in a 2nd grade classroom. She notices that Morgan has difficulty dealing with frustration and disappointment, often exhibiting tantrums when she meets an obstacle. A social cognitive developmental theorist would suggest that, to help Morgan, Mrs. Tollen carefully consider her skills in all but which of the following areas? a. working memory, organization, and planning skills b. emotional regulation skills c. social skills d. intellectual skills

d. intellectual skills

Self-determination theory emphasizes students' need for: a. individualized and differentiated instruction. b. protection, friendship, and self-worth. c. resilience, determination, and persistence. d. relatedness, competence, and autonomy.

d. relatedness, competence, and autonomy.