EDCI 4460 Denny Final

a. introducing new material with which you want students to be familiar.

Discussions are particularly good for a. introducing new material with which you want students to be familiar. b. promoting memorization of relevant facts. c. allowing students to develop their critical thinking and oral expression skills. d. putting the responsibility for learning squarely on the shoulders of the students.

"You sound concerned. Would you like to talk about it?"

After receiving a grade of 30% on her math test, Sally exclaims, "I just can't do the work. It's too hard!" Using the communications model, which of the following statements would be the most effective teacher response to Sally? a. "You feel the test was too hard, but did you really study, Sally?" b. "Could you tell me how you prepared for the exam?" c. "But you're a smart girl, Sally. I'm sure you'll do better next time." d. "You sound concerned. Would you like to talk about it?"

c. decreased levels of teacher preparation time

Benefits of cooperative learning include all of the following EXCEPT: a. achievement levels equal to or greater than those of individualistic or competitive classes b. increased student motivation c. decreased levels of teacher preparation time d. increased student engagement with content

use mainly a whole-class format.

During the first week of classes, the teacher should plan lessons that a. use mainly a whole-class format. b. allow students spend most of their time working in small groups. c. contain a variety of instructional groupings and complex procedures. d. permit students freedom of movement and opportunities for social interaction.

b. a psychological barrier

Ms. Dillon is the parent of one of the children in your class. She did not pass enough courses to graduate from high school, and you are aware that she was often in trouble with her teachers. Which type of barrier is she mostly likely to exhibit as you try to establish communication with her? a. a practical barrier b. a psychological barrier c. a cultural barrier d. a participatory barrier

e. a, b, and c

School rules and procedures must be incorporated into your classroom management system. Typical school policies cover which of the following areas? a. behaviors that are specifically forbidden b. behaviors that are required c. administrative procedures that must be handled during class time d. a and b only e. a, b, and c

a. reduce the complexity of the classroom environment for all its members.

The main reason to study classroom management is so a teacher can a. reduce the complexity of the classroom environment for all its members. b. get favorable evaluations from students, parents, and administrators. c. control students' behavior and avoid conflict and confrontation. d. devote all his or her time to delivering content.

f. all of the above

Ways to troubleshoot a lesson include a. anticipating problems students may encounter. b. identifying potentially difficult vocabulary. c. identifying questions to ask during the lesson. d. doing the classwork and/or homework yourself. e. a-c only f. all of the above

d. a way to resolve issues to the satisfaction of all parties involved.

.Empathic listening provides teachers with all of the following EXCEPT: a. a way of dealing with a student's strong emotions without taking responsibility for solving the student's problem. b. a way to diffuse emotionally charged situations. c. a way to model good communication for students. d. a way to resolve issues to the satisfaction of all parties involved.

a. discuss the situation with Tony and ask him what he'd like to do.

One of your students, Tony, storms over to your desk and tells you that he "just can't work with these people." When you question him as to the issue, you find that he feels his group members are ignoring his ideas and input. This is the first time Tony's group has had any issues of this sort. You should . a. discuss the situation with Tony and ask him what he'd like to do. b. hold a conference with all members of the group and help them come up with a solution. c. allow Tony to change to another group. d. tell Tony to return to his group and get back to work. e. administer a consequence for Tony's teammates as a reminder to be inclusive of all group members.

"There are many reasons for misbehavior, but no excuses."

A teacher who is constructively assertive would be most likely to endorse which one of the following aphorisms? a. "Busy hands are happy hands." b. "Don't turn your back on the enemy." c. "There are many reasons for misbehavior, but no excuses." d. "You'll catch more flies with honey than with vinegar."

praise is a universal reinforcer.

Research on the effects of teacher praise indicates that a. praise is a universal reinforcer. b. praise is reinforcing mainly to remedial students. c. praise that implies a positive evaluation of competence is usually reinforcing. d. achievement rather than effort should be the target of praise.

a. can be tricky to manage because it involves at least two different activities occurring simultaneously.

Small group instruction a. can be tricky to manage because it involves at least two different activities occurring simultaneously. b. requires less planning that whole-group instruction, because a teacher is working with fewer children. c. should be set up in a way that independent workers can come to the teacher for help whenever they need it. d. most often does not take ability levels into consideration.

expectations are clear in major types of class activities.

The first consideration when developing procedures in areas such as student talk, movement, and work is that a. expectations are clear in major types of class activities. b. the same procedure is used in all activities. c. procedures are defined cooperatively by students and the teacher. d. consequences for not following each procedure are described on the first day of school.

a. ask him to move to your desk in the front of the room and explain the idea there.

Your first-grade students are working independently. As you circulate through the room monitoring their progress, you notice that Thomas, whose desk is in the center of the room, doesn't understand the concept of patterns. You know that you need to spend several minutes explaining the idea to him. You a. ask him to move to your desk in the front of the room and explain the idea there. b. stay by his desk and work with him quietly. c. work with him, stopping to answer the questions of those students whose hands are raised. d. have the child to Thomas's left explain the concept to him.

helps students accomplish something specific.

. A procedure usually a. defines a general standard for student behavior in a variety of activities. b. possesses less legitimacy than does a rule. c. is aimed at prohibiting oppositional behavior. d. helps students accomplish something specific.

e. a and b only

. Room arrangements communicate clues about a. the teacher's philosophy of teaching and learning. b. expectations for the way the teacher expects students to participate in class. c. which curricular areas the teacher most enjoys teaching. d. classroom procedures that students are expected to follow. e. a and b only f. all of the above

e. all of the above

46. Successful cooperative learning most frequently involves which of the following? a. individual accountability b. positive interdependence c. heterogeneous grouping d. a and b only e. all of the above

d. advisable, because it helps them develop self-monitoring skills.

49.* Asking a group to evaluate and report on their own progress is a. inadvisable, because they are likely to exaggerate their success. b. inadvisable, because it leads to finger-pointing and blame. c. advisable, because it encourages competition among groups. d. advisable, because it helps them develop self-monitoring skills.

. demands on teacher time will be extensive if misbehaviors are frequent.

A disadvantage of Ms. Lee's system is that: a. the rewards are not likely to appeal to fifth-graders. b. logical rather than natural consequences are used. c. the target behaviors are not significant for maintaining order. d. demands on teacher time will be extensive if misbehaviors are frequent.

The teacher must be prepared to back off his/her commitment to monitoring group interactions

Although student achievement is promoted by the helping behaviors they exhibit during cooperative learning activities, there are some issues regarding giving and receiving explanations. Which of the following is NOT one of these issues? a. Students do not automatically help others, and when they do, their help can be ineffective. b. Students who need help may not ask for it. c. The teacher must be prepared to back off his/her commitment to monitoring group interactions. d. Higher level students may retreat to using less advanced levels of cognition.

a. stand patiently near the small-group table until Ms. Periwinkle can stop what she's doing and help

Amy needs help with an individual assignment. Ms. Periwinkle is working with a small reading group. Which of the following strategies should Ms. Periwinkle avoid having Amy do? a. stand patiently near the small-group table until Ms. Periwinkle can stop what she's doing and help b. ask other students at her table for assistance c. skip the portion that is causing problems and continue working on the assignment d. raise her hand to indicate that she has a question

f. all of the above

Considerations to be made when implementing cooperative learning include a. access to materials. b. room arrangement. c. talk and movement procedures. d. signals for attention. e. b and c only f. all of the above

all of the above

If many students in your classroom consistently finish their work early, you should a. double-check that they are doing the work correctly. b. review the amount of time allocated for each assignment and lessen it if appropriate. c. evaluate the assignments to make sure that they are of appropriate difficulty. d. have options for what they are to do until others are finished. e. all of the above f. a and d only

a and d only

It is the first week of school. Which activity(ies) would be appropriate to undertake? a. Having the whole class listen to a story and discuss its plot, characters, and theme. b. Dividing students into reading groups based on ability and having them begin reading the first story in their basal readers. c. Testing individual students for diagnostic purposes. d. Previewing some of the topics the class will learn over the year. e. a and d only f. b and d only g. all of the above would be appropriate

a. should be praised because she made significant improvement

Janna made a 25 on her spelling test last week. She made a 60 this week. Janna a. should be praised because she made significant improvement. b. should be praised so she doesn't feel bad about herself. c. shouldn't be praised because she is still failing spelling. d. shouldn't be praised because her intrinsic motivation is likely to be lessened.

a. effective, because the other students will also want praise and will likely sit down in order to get it.

Joanne is sitting quietly at her desk; other students are out of their seats. You decide to address the issue by pointing out Joanne's good behavior. You say, "Joanne, I appreciate what a good student you are." Your strategy is a. effective, because the other students will also want praise and will likely sit down in order to get it. b. effective, because handling situations with a positive tone is important in maintaining a positive classroom climate. c. ineffective, because your praise does not specify what positive behavior has drawn your attention. d. ineffective, because a teacher should speak directly to the students whose behavior needs changing.

c. not, in and of itself, a guarantee that children will follow the rules; rules must be taught.

Posting the class rules in the classroom so all students can see them is a. recommended for early elementary students but not necessary in third grade and up. b. not a good idea because students should instead memorize the teacher's behavioral expectations. c. not, in and of itself, a guarantee that children will follow the rules; rules must be taught. d. a way to decrease the students' intrinsic motivation.

intrinsic motivation for interesting activities is reduced by extrinsic rewards.

Research on the effects of extrinsic rewards on student intrinsic motivation indicates that a. extrinsic rewards should never be used. b. intrinsic motivation for interesting activities is reduced by extrinsic rewards. c. the use of praise for outstanding performance should be avoided. d. rewards have little impact on motivation.

b. "I understand that you're frustrated, but we have a rule against hitting."

Sandy smacks Pete on the head. You ask her what happened and she says, "He kept grabbing my pencil." Which of the following responses shows effective communication? a. "Peter, why don't you leave Sandy alone? You're getting Sandy in trouble." b. "I understand that you're frustrated, but we have a rule against hitting." c. "Both of you are in big trouble. I'm so tired of you being mean to one another." d. "If you do it again, I'm going to make you stay after school."

c. prevent the student from becoming hostile or disruptive.

The major purpose of using listening strategies when students express a problem is to a. give the student time to calm down. b. make students aware of the consequences of their behavior. c. prevent the student from becoming hostile or disruptive. d. reinforce the student for expressing the problem.

is too restrictive for many activities.

The rule, "No talking," a. can be enforced without too much difficulty. b. is too restrictive for many activities. c. states the appropriate behavior in observable form. d. is reasonable for most activities.

a. have confidence to try out new activities and approaches.

When a teacher has a well-managed classroom, he or she is more likely to a. have confidence to try out new activities and approaches. b. spend significantly less time doing paperwork. c. experience conflict with particular students in the group. d. coast, relying predominantly on independent seatwork activities.

b. likely to be motivated in school.

When teachers are supportive of students, they generally find that the students are a. prone to become suspicious of the teacher's motives. b. likely to be motivated in school. c. prone to becoming over-reliant on the teacher as a source of praise. d. likely to have a difficult time figuring out appropriate behavioral boundaries.

d. all of the above

When you are giving a long assignment that is expected to take several days to complete, which of the following should you do? a. Define the substages of the assignment for the children. b. Set due dates/deadlines for each part. c. Collect and grade each part of the project as it is completed. d. all of the above e. A only; to do b and c reduces student responsibility and encourages dependence on the teacher.

Lynette says, "I brought my grade up this time because I made sure to do the homework every night."

Which of the following examples reflects a statement that might be made by a student with a realistic perspective on the causes of good and poor performance? a. Lynette says, "I brought my grade up this time because I made sure to do the homework every night." b. Dominique says, "My teacher is so tricky! If I study hard, she gives an easy test. If I don't study, she gives a hard test." c. Elton says, "I did better on this test than I did on the last one." d. Venetia says, "I am not a natural at math; my mom really struggled with it, too."

d. placing large, heavy books near the bottom of the shelving

Which of the following is LEAST likely to facilitate classroom visibility? a. placing furniture so that students can see the board and other instructional displays comfortably b. making sure that instructional materials (teaching charts, visual aids) are printed or displayed in a font large enough to be seen, even from the back of the room c. placing students with special needs in seats that are easily accessible, relatively close to the primary instructional area, and relatively free from distractions d. placing large, heavy books near the bottom of the shelving

change the room arrangement frequently in order to relieve monotony and satiation.

. Which one of the following recommendations is most consistent with the suggestions for room arrangement given in the text? In most classrooms, a. arrange student desks in rows facing forward for all activities throughout the year. b. plan instructional areas to maximize the teacher's ability to monitor students. c. make room decoration the top priority when preparing the room for the school year. d. change the room arrangement frequently in order to relieve monotony and satiation.

Move the pencil sharpener and the garbage can to different spaces in your classroom.

Knowing what you know about Marcie and Tara, which of the following actions on your part makes the most sense? a. Move the pencil sharpener and the garbage can to different spaces in your classroom. b. Tell Marcie she is going to lose the privilege of sharpening her pencil and throwing things away if she doesn't stop wandering. c. Move Marcie's desk away from the door. d. Talk to Tara's teacher and strategize with her about how to reduce the time the girls are wasting.

accessibility.

Marcie is a student in your fifth-grade class, and her best friend Tara is in the classroom directly across the hall from yours. Marcie often gets up and goes to the doorway to ostensibly use the pencil sharpener, which is located near the door, or to throw something away in the garbage can (also located near the door), but you know she's hoping to catch a glimpse of Tara. You suspect that Tara is doing the same thing in her room, because you see her at the classroom door frequently. This is an issue of a. visibility. b. accessibility. c. distractibility. d. differentiation.

d. Listen carefully and respect others.

Which of the following is a rule rather than a procedure? a. Go to the computer only during your assigned time. b. When instruction is not being given, you may sharpen your pencil. c. Ask three people before you ask me a question. d. Listen carefully and respect others.

b. Gently remind the class of the rules and have students self-assess whether they are following all of them.

You have a rule in your second-grade class that requires students to be in their seats and have their materials ready when the bell rings. On the second day of school, you notice that Marisol has not complied with your request. What do you do? a. Ignore it, because she'll catch on by the end of the week. b. Gently remind the class of the rules and have students self-assess whether they are following all of them. c. Provide a warning as a precursor to administering a consequence. d. Administer the consequence you have planned for a violation of the rule.

a. Regularly model the type of interaction you want to see from them.

You want your children to have more in-depth conversations in their cooperative groups. You think that if they learn to ask better questions, the group interactions will improve. Which of the following actions is most likely to facilitate this change? a. Regularly model the type of interaction you want to see from them. b. Circulate among the groups more quickly so they get lots of feedback. c. Give them a list of questions to ask. d. Remind them that when they need help, they should ask you.

b. false, because there are occasions when the most reasonable course of action is to make an exception to a rule or procedure.

"A consistent teacher never makes exceptions." This statement is a. false, because life is full of exceptions and students need to learn how to handle ambiguity. b. false, because there are occasions when the most reasonable course of action is to make an exception to a rule or procedure. c. true, because once a teacher relaxes his or her guard, student behavior is likely to slip. d. true, because when students notice the inconsistency, they will classify the teacher as "unfair," and will be less likely to respect him or her.

c. major problem but limited in scope and effects

. Karen is a talker. You've taken steps to seat her around other students who have more self-control, but she still babbles incessantly. The other students don't talk with her, but they DO complain actively about her talking. One day, as Karen is blathering on, you hear Janelle and Lena's raised voices as they tell Karen she's driving them crazy and that she really needs to shut up. This situation can be classified as a/an a. nonproblem. b. minor problem. c. major problem but limited in scope and effects. d. escalating or spreading problem.

b. She should have checked for comprehension before sending them off to work independently.

. Miss Sheldon teaches a lesson and then gives instructions for what students are to do next. As students are working individually and she is circulating and assisting, she realizes that most students don't understand the content well enough to do the activity. She decides to stop the activity and move on to something else. What step should Miss Sheldon have taken to keep this issue from occurring? a. She should have chosen a less difficult lesson. b. She should have checked for comprehension before sending them off to work independently. c. She should have let the students work in groups. d. She should have done the assignment in front of the class, showing them how to do each item on the list.

d. escalating or spreading problem.

. Mrs. Ray comes to your room, frustrated. She says, "The year started off so well...my students were obedient and complied with my expectations for their behavior. But somehow, things have devolved over time, and now, even when I try to get everyone's attention, some of them ignore me and keep on talking. And then, when I call on them specifically, some of them talk back to me! Even Alex Barton replied rudely to me today! The nerve!" This issue is an example of a/an a. nonproblem. b. minor problem. c. major problem but limited in scope and effects. d. escalating or spreading problem.

He ensures that there is a seat/desk for each student in the class.

. Which of the following teacher behaviors is least indicative of Mr. Wexler's sensitivity to individual student needs? a. He ensures that there is a seat/desk for each student in the class. b. He pairs more- and less- skilled English speakers for classroom activities. c. He creates visual displays of assignments, vocabulary, and directions. d. He develops lessons that reflect and value the contributions of his students' varying ethnic groups.

"This might be a good time to re-evaluate your room arrangement. I bet some things can stay where they are, but you may need to reconsider the furniture and its placement."

.* Miss Loudermilk is hired to teach fifth grade and sets up her classroom accordingly. She finds out at the last minute that, because of fluctuating enrollment numbers, she is actually going to be teaching first-graders. Fortunately, the room to which she is assigned is not changing; she does not have to pack up all her stuff and move. She knows she'll have to change materials, books, and wall displays. With regard to her room arrangement, what advice would you give her? a. "Don't spend too much time moving things around - you've already spent a ton of time on this. When the kids get here, you can move things around to make them work smoothly." b. "You're going to have to start completely from scratch! First grade and fifth grade are so different that your entire room is going to have to be changed around." c. "This might be a good time to re-evaluate your room arrangement. I bet some things can stay where they are, but you may need to reconsider the furniture and its placement." d. "I'd tell the kids that you're going to treat them like big kids, and that you're going to see how well they do impersonating fifth-graders!"

delay using the groups until students have learned appropriate behavior in whole class activities.

35. Ms. Jackson plans to use small groups for a major project later in the school year. She regards good performance on this project as essential for her objectives. According to the guidelines for beginning school, it will probably be best for her to a. begin using the groups during the first day or two of classes. b. delay using the groups until students have learned appropriate behavior in whole class activities. c. ask students to determine which procedures they want to use during group work. d. encourage wider participation by grading the project work on a pass/fail basis.

a. Insist that the work be done during free time or as homework.

A child has not finished an assignment in the time allocated for its completion. You are sure that the student possesses the knowledge and skills necessary to complete the task. What course of action should you take? a. Insist that the work be done during free time or as homework. b. Refuse to grade the work that the child has completed. c. Reduce the amount of complexity in the assignment. d. Let the student finish the work during the class's art, music, or p.e. period.

Mr. Perkins knows that Ahmad's parents can't go to his soccer game, so he goes to watch Ahmad play once during the season.

A teacher who doesn't establish clear boundaries in student relationships might end up in some problematic situations. Which of the following concerns is least reflective of a boundary concern? a. J.C. gets Miss Ramirez off-track during lessons by asking her questions about topics that he knows interest her personally. b. Ms. Goddard gives money to the parents of one of her students, Olivia, because she knows the family is facing eviction. c. Mr. Perkins knows that Ahmad's parents can't go to his soccer game, so he goes to watch Ahmad play once during the season. d. Mrs. Nash allows her students to spend an entire Friday "chilling" because they pointed out how hard they had been working in the previous nine week period.

b. You say, "This project doesn't represent your best work. What can you think of that would make it better?"

Andre is a student in your fourth-grade class. Last year, his brother, Kendrick, was a student in your class. Kendrick was a model student - engaged, responsible, mature, and pleasant. Last week, Andre turned in a literature response project about the book Stone Fox. You're disappointed in the quality of his work. Which of the following actions do you take? a. You say, "I know you can do better! Kendrick did a great job and I know you're just as smart as he is. b. You say, "This project doesn't represent your best work. What can you think of that would make it better?" c. You think to yourself, "I know Andre is good at soccer and baseball; maybe Kendrick got the academic talent and Andre got the athletic talent in this family." d. You say, "Maybe you should ask Kendrick for some help with your homework."

should be utilized in all elementary school classes

Classroom procedures for student talk and movement a. should be identified mainly by students. b. should be utilized in all elementary school classes. c. should be described only after the teacher has met his/her classes several times. d. should be the same in commonly used activities such as seatwork, whole class, and group work.

b. considering the physical space and her instructional expectations, then working to arrange the furniture and supplies

It's the end of July, and Ms. Decatur, newly hired, is getting ready to start a job as a second-grade teacher at Martin Elementary School. She excitedly enters her classroom for the first time, thinking about all the different decisions she'll need to make before school even gets started. It's overwhelming, but she decides to simply start from the most logical point for establishing a well-managed classroom. Which one of the following activities would you expect to see her do first? a. developing procedures to ensure student accountability b. considering the physical space and her instructional expectations, then working to arrange the furniture and supplies c. reading all the students' cumulative files so she knows as much as possible about her class before they arrive d. planning activities for the first day of school, making sure to include a motivating get-acquainted activity

d. monitor Max closely during his time as leader, being sure to model or make suggestions for improvement.

Max is one of the lower-achieving students in your class. He rarely becomes enthusiastic about learning and shows no inclination toward leadership. You have set up your cooperative groups so students rotate through the roles of Discussion Leader, Materials Manager, Recorder, and Time-Keeper. Today is Max's day to be Discussion Leader. You a. allow another student in the group to switch roles with Max. b. do away with the plan for today and let the students in all groups choose their own roles. c. don't worry, because you know that Sasha has great leadership ability and will fill in where Max is weak. d. monitor Max closely during his time as leader, being sure to model or make suggestions for improvement.

a. occasionally ask Mia for her opinion or to paraphrase another student's comments.

Mia is the quietest student in your class. She never volunteers to answer questions you ask during lessons, and she rarely interacts with the other children unless they approach her first. You are going to begin using regular discussions to help your students understand concepts in social studies. You know that Mia will not be a willing participant. You decide to a. occasionally ask Mia for her opinion or to paraphrase another student's comments. b. allow Mia to participate as little as she wishes. c. tell the rest of the class that since Mia needs to learn to participate, you are going to ask her to begin the discussion each time. d. tell each student that they must make three comments during the discussion.

"I know how hard you have worked on this, and it looks fantastic! But you might want to take a bit of it back down and leave some blank space; it's awfully stimulating. You can save the things you take down for later."

Miss Savage is a first-year teacher. She is extremely excited about setting up her classroom. She goes to the teacher supply store and buys many posters, charts, and displays for her walls. She also spends time making items that she puts up: a "welcome back to school" bulletin board, a calendar, and a place for daily assignments to be posted. She invites you in to view her room a few days before the students arrive; you notice that the walls are virtually covered in fun, engaging print and pictures. When she asks you what you think about her room you say, a. "Wow! Any kid would be lucky to be in this room...there is so much to see that it'll never get boring." b. "I know how hard you have worked on this, and it looks fantastic! But you might want to take a bit of it back down and leave some blank space; it's awfully stimulating. You can save the things you take down for later." c. "I suggest you hang some mobiles or something from the ceiling! That's all it needs to be perfect!" d. "I think it's better to have the walls completely blank when the year starts, and add to them as the year progresses."

a. in a cabinet in the front corner of the room because they will be easily accessible.

Mr. Becker often has the children use manipulatives during mathematics class. When demonstrating mathematical concepts or showing students how to work with the manipulatives, he typically stands at the front of the room near the board. The best place for him to store his manipulatives is a. in a cabinet in the front corner of the room because they will be easily accessible. b. on his desk because he will want to ensure that the children do not abuse the privilege of working with manipulatives. c. on a shelf in the rear of the classroom because that is where he keeps all curricular materials, and it's best to keep them together. d. in cardboard boxes on top of the children's cubby holes, because doing so will prevent the manipulatives from being lost or stolen.

b. Teachers monitor behavior by seating themselves where they can see all students and then make a conscious effort to scan the room frequently, checking each student's behavior and task engagement.

Mr. Blackmore says, "I've heard the term 'active eyes' before with regard to monitoring student behavior, but I'm not sure exactly what it means. What does it mean to you?" a. Teachers' eyes are always on their students - they can't ever look away from the whole group, because as soon as they do, misbehavior or disengagement will likely occur. b. Teachers monitor behavior by seating themselves where they can see all students and then make a conscious effort to scan the room frequently, checking each student's behavior and task engagement. c. As part of their classroom procedures, teachers make sure students know that they are expected to make eye contact with the teacher regularly; in this way, the teacher knows the student is still aware of his/her authority in the classroom. d. Teachers should sneak a peek now and then to make sure that all students are in compliance with rules and procedures.

b. try to make eye contact with them or call their names once.

Mr. Gonzalez is working with a small group of children while the rest of the class works independently. During the lesson, he notices that Jessie and Tian are off task, whispering about the class guinea pig. When he checks a little later, they don't seem to be getting back on task. He should a. ignore their behavior. b. try to make eye contact with them or call their names once. c. place them immediately in time out. d. wait until the break before lunch to talk to them about their off-task behavior.

d. effective, because it is a means of praising compliant students while redirecting behavior of students who aren't prompt in following instructions.

Mr. Hoffstetder says to his class, "Okay, we're ready to start the next activity. Clear away everything on your desks then get your textbooks, notebooks, and pencils out." As he gives the students a moment to comply, Mrs. Hoffstetder says, "I see that Yanika is ready- thank you, Yanika. Ah, now Marcel is ready, and Jonathan, and Sylvan." Mr. Hoffstetder's banter is a. ineffective, because it is a distraction to the students, who will likely be focusing on his words rather than what they are supposed to be doing. b. ineffective, because Mr. Hoffstetder doesn't have time to recognize every student who complies, and this could lead to hurt feelings. c. effective, because it helps build positive feelings among class members. d. effective, because it is a means of praising compliant students while redirecting behavior of students who aren't prompt in following instructions.

a poor one, since students may spend more time than is desirable in the area as they watch the fish.

Mr. Li's pencil sharpener is located near the aquarium and the garbage can. This arrangement is likely to be: a. a good one, since students can sharpen their pencils and throw away any trash at the same time. b. a poor one, since students may spend more time than is desirable in the area as they watch the fish. c. a poor one, since generally teachers keep the pencil sharpener and garbage can in different areas of the room. d. irrelevant, since it is solely the teacher's use and enforcement of rules that affects students' behavior.

d. creating class rules applicable to the new learning experience

Mr. McMahan is giving his fourth-graders a complex assignment that requires the completion of multiple tasks. All of the following actions are necessary for him to take EXCEPT: a. checking for understanding of the task b. providing written instructions c. reminding students of applicable procedures d. creating class rules applicable to the new learning experience

a. ineffective, because his model deprives children of helpful structure and may result in over- or under-emphasis of certain curricular areas

Mr. Washington allows his lesson times to "go with the flow;" that is, he simply begins teaching in the morning and lets each lesson last as long as it needs to last. He also varies the order of his content presentations, doing math first on some days and reading first on other days; he may allocate an hour to science on Monday, not teach it at all on Tuesday, and give it a half hour on Wednesday. His system is a. ineffective, because his model deprives children of helpful structure and may result in over- or under-emphasis of certain curricular areas. b. effective, because he is teaching his students the critical skill of flexibility. c. effective, because he is making an autonomous professional judgment. d. ineffective, because he should allow the students to have input into the class's schedule.

c. "Having students comply with your expectations is only half the monitoring battle. Mrs. Estapa seems to be overlooking the fact that student involvement in learning activities is critical to student mastery of new material."

Mrs. Estapa's students are incredibly well-behaved - quiet, compliant, and friendly. They have learned their teacher's rules and procedures and rarely exhibit misbehavior of any kind, though their work is often incomplete or sloppily done. When you observed Mrs. E's class, you noticed that students worked slowly and somewhat apathetically. At lunch one day, you hear another teacher say, "That Mrs. Estapa is a genius. I am so impressed by her ability to manage her classroom; I want to learn to monitor the classroom as effectively as she does." You think to yourself, a. "Now that she has them following her rules consistently, she can begin to work on their motivation." b. "I want to know what system of incentives she uses; teachers really only get that sort of compliance if they are utilizing a complicated reward system." c. "Having students comply with your expectations is only half the monitoring battle. Mrs. Estapa seems to be overlooking the fact that student involvement in learning activities is critical to student mastery of new material." d. "What does it matter how well-behaved students are if they aren't learning anything? I think my classroom, where students misbehave frequently but do enjoy their work is probably a better model of effective monitoring."

Ms. Bryson has failed to attend to a facework issue, and her relationship with Seong Wook and the rest of the class may deteriorate as a result of this interaction.

Ms. Bryson has, for the most part, worked to develop healthy and supportive relationships with her students. However, today she is having a frustrating day, and her own emotions are running high. When Seong Wook is, for the third time in the lesson period, out of her desk, Ms. Bryson says, "What is wrong with you? Are you so immature that you absolutely cannot do what even a much younger student could do - staying in a desk? I mean really, sometimes I don't know what's wrong with your brain, but something is very, very off." Based on what you've learned in this chapter, which of the following statements best describes the situation? a. Ms. Bryson is demonstrating high affect behaviors but low influence behaviors. b. Ms. Bryson probably doesn't need to worry about this communicative slip, as the cumulative effect of her regular classroom interactions are largely positive, so the students will likely not think badly of her for this event. c. Ms. Bryson has shown her class that she, too, is human, and her students are likely to recognize this event as something that doesn't matter. d. Ms. Bryson has failed to attend to a facework issue, and her relationship with Seong Wook and the rest of the class may deteriorate as a result of this interaction.

inappropriate behaviors are easy to identify.

Ms. Lee has decided to use an incentive system to improve behavior in her fifth-grade class, which has become noisy, rowdy, and frequently off-task. Ms Lee tells her students that she will give each of them a card to keep at their desks and that each day that they do not yell, leave their seats without permission, or push and shove each other while entering the room, they will each earn 5 points. However, whenever they engage in one of these behaviors they will lose one point. Students who accumulate 15 points per week will be allowed to participate in special Friday activities, such as viewing a movie, a popcorn party, or free time activity. An advantage of Ms. Lee's system is that a. inappropriate behaviors are easy to identify. b. demands on teacher time and monitoring will be minimal. c. appropriate student behavior is clearly indicated. d. the reward can be earned with little effort.

an appropriate rule for elementary school students.

The rule, "Respect and be polite to all people," is a. obvious and unnecessary in most elementary schools. b. too general to be included in a list of classroom rules. c. an appropriate rule for elementary school students. d. clear in identifying both acceptable and unacceptable behavior.

Sensitive topics will arise only infrequently, and students will not misbehave because they're invested in classroom relationships.

When teachers use respectful communication and regularly demonstrate high influence/high affect behaviors when interacting with students, all but which of the following are likely natural results? a. Students feel confident that their classroom is a safe space to live and learn. b. Teachers focus on building their students' identities as competent, capable individuals who are important to the class. c. Sensitive topics will arise only infrequently, and students will not misbehave because they're invested in classroom relationships. d. Teachers will correct inappropriate behaviors in ways that do not call the student's character into question.

Teachers should post general rules and discuss specific expectations for behavior.

Which of the following statements is most consistent with the text's recommendations regarding rules? a. Rules should explicitly list each student behavior that is prohibited. b. Rules communicate negative expectations to students and should be presented only after a class has behaved irresponsibly. c. Teachers should use them in K-2, but should avoid explicit classroom rules in higher elementary grade levels. d. Teachers should post general rules and discuss specific expectations for behavior.

c. School administrators often interfere with a teacher's preferred management style.

Which of the following would NOT generally be thought of as a reason that classroom management is complex? a. Much of what happens is public, which means people are aware of and potentially reactive to events. b. Teachers can rarely give each student all the time he/she needs to have his/her individual needs met. c. School administrators often interfere with a teacher's preferred management style. d. Classroom events move so quickly that the teacher may not have time to reflect before making a decision.

a. remain in the classroom, facing the children, and speak quietly with Mr. Caulfield.

You are teaching a math lesson. Mr. Caulfield, one of the Special Education teachers, comes to your door. He is setting up an IEP meeting and wants to know which dates and times work for you before he calls the child's parents. You: a. remain in the classroom, facing the children, and speak quietly with Mr. Caulfield. b. tell the children to wait quietly at their desks while you step into the hall to talk with Mr. Caulfield. c. tell Mr. Caulfield in a loud voice that he is interrupting a lesson and that the two of you will have to talk later. d. go get the teacher next door to wait with your class while you talk to Mr. Caulfield.

d. ineffective, because you have labeled Stanley in your statement.

You're teaching a lesson and Stanley burps loudly. You give him "the look" but do not otherwise react. He does it again - this time, a really loud, long burp. You say, "Stanley, you are rude to burp out loud like that. How gross." Your response is a. effective, because it clearly states which behavior is offensive. b. effective, because when disciplining students, the teacher should not minimize his/her own personal response. c. ineffective, because you should always address misbehavior in private. d. ineffective, because you have labeled Stanley in your statement.