Final Seminar Class (Fall 2022).

Mrs. Stallings has her room set up as in the diagram below. Which of the following statements is most applicable to this​ arrangement?

Accessibility is generally not a​ problem, but visibility and distractibility may be issues for this teacher.

When a teacher discovers that there is a mismatch between a classroom expectation and a​ student's cultural​ norm, which of the following would not be an effective​ response?

Adhere to the expectation without​ comment, because the classroom culture supersedes individual backgrounds and experiences.

In the​ teacher's lounge one​ day, you overhear an experienced teacher commenting about one of her colleagues who has just begun teaching. She​ says, "Miss Wertheim is really warm and fuzzy with her students. She hugs them and praises their accomplishments.​ She's setting herself up for a​ struggle, because students​ won't recognize her as the authority figure in the​ classroom." Which of the following responses to her assertion

Being warm and affirming does not preclude the teacher from establishing legitimate authority with her students.

Effective teachers not only manage the classroom carefully and​ consistently, but also design interesting​ lessons, support and motivate​ students, and demonstrate good communication skills. How do these desirable behaviors relate to each​ other?

Effective classroom management facilitates the other teacher behaviors.

Which of the following statements is true regarding parent-teacher ​relationships?

In the same way teachers are intentional about building positive relationships with their​ students, they should carefully consider how to best facilitate their relationships with their​ students' parents or guardians.

Mrs.​ Fredericks, whose students sit at tables that seat four students​ each, complains to you that her children have what she terms​ "pencil problems." Either they do not have pencils when they need​ them, or they are constantly asking to leave their group tables to go to the pencil​ sharpener, or they are squabbling over which pencil belongs to which group member. Which piece of advice would demonstrate adherence to classroom management principles and be most efficient in eliminating the problems Mrs. Fredericks is​ encountering?

Place a container of identical sharpened pencils on each​ group's table, along with a container for pencils in need of sharpening.

Early contact with parents in the school year is very important. Which of the following is the best way to establish early contact with parents before school​ starts?

Send an introductory​ "get-to-know-you" letter.

Class meetings can contribute to the development of healthy and supportive classroom relationships. Which of the following is least likely to be an outcome when a teacher establishes a regular class meeting time and​ format?

Students will be less likely to interact with their peers about class issues or behavioral concerns.

Which of the following is least likely to result when a teacher takes care to establish​ healthy, supportive classroom​ relationships?

Students' investment in classroom routines and activities will be lessened because the teacher has not established​ him- or herself as an authority figure.

Which of the following statements most accurately reflects a caution about boundary concerns in relationship​ development?

Teachers must be mindful of the nature and scope of the relationships they develop with students.

Which of the following statements regarding room arrangement is most​ accurate?

The sorts of instructional activities you will undertake with your students should drive your room arrangement.

A substitute teacher folder can contain many​ things, among them a class​ roll, a seating​ chart, a daily​ schedule, and a list of medical information and medicine to be given. Of the information in the following​ list, which item would you say is most important to include in such a​ folder?

a copy of classroom rules and consequences

The physical environment of the classroom is

a key factor in supporting management and instructional goals.

Effective classroom managers ensure that students clearly understand classroom rules and procedures. Teachers should

actively​ teach, reinforce, and​ re-teach rules and​ procedures, being sure to give a rationale for their implementation.

In terms of his or her role in establishing and maintaining a positive classroom​ climate, a teacher is most like a

benevolent dictator.

A teacher most effectively establishes procedures

by carefully considering everything that needs to happen during a school day.

When placing the​ teacher's desk or primary instructional vantage​ point, it is most important to do so in such a way that the teacher

can see all students at all times.

Although it makes sense to put the most planning emphasis on ensuring that students master curricular​ goals, teachers should also remember that

careful planning can lead students to become​ invested, interested partners in the learning process.

Higher-influence interpersonal behaviors include

goal-setting, explaining, and leading.

Which teacher behavior is least likely to be a positive influence on student​ outcomes?

maintaining a professional distance from students as a means of establishing and maintaining authority.

Which of the following would the authors likely recommend with regard to managing public​ failure?

normalizing mistakes and failure as an integral part of the learning process

Ms. Wise encloses her​ "reading nook," which is set up in the back of her​ classroom, with​ four-foot-tall bookcases on three sides. This arrangement is

not a particularly good​ idea, because there may be times when she cannot see the children in the nook.

Which of the following statements is a​ goal?

​"Follow directions correctly the first​ time."

Which of the following statements reflects the most effective use of​ praise?

"Great work,​ Mishiko! Your story map contains all the important pieces. Your efforts really paid​ off."

Mrs.​ Chastain, who teaches first​ grade, is frustrated and drops by your classroom to talk.​ "It is my​ assistant," she says.​ "She does not do anything...I thought she would just jump right in and help with the​ lessons, but she does not. In​ fact, she does not do much other than deal with materials and roll and lunches. I am going to have to ask the principal to get rid of her and find me someone who shows​ initiative." You​ say,

"Have you clearly explained your expectations to​ her?"

On the first work day of the new​ year, Miss Kisler plops down in your room and​ says, "I do not know why those new teachers are spending so much time thinking about a management plan. I think teachers need to be​ very, very​ flexible, and that when they get all bent out of shape about good​ behavior, it shows that they​ don't care very much about whether students feel good at school or​ not." Which of the following responses is most in keeping with current thinking about classroom​ management?

"I am pretty sure they put lots of thought into their management plans because they believe that students feel best when they operate within a predictable​ structure."

Ms. Tejera has been teaching​ first-grade for several years. She is known throughout the school as an efficient classroom manager and a​ dynamic, creative teacher who gives as much responsibility for learning as possible to her students. Which of these statements would she be likely to make about her classroom​ arrangement?

"I try to establish a physical space that supports my particular instructional goals and preferred​ methodologies."

Ms. Tewkes plops down in a chair in your classroom at the end of the​ day, obviously very annoyed.​ "I am steeling myself to call​ Lamar's mother. He has been testing the limits quite a bit​ lately: talking while I am​ talking, making snide remarks under his​ breath, and generally displaying a bad attitude. When I talk to his​ mom, I am going to tell her that she has got to help me get his behavior under control or I am going to flunk​ him." You think to​ yourself,

"Uh-oh. This is not the right approach to​ take."

How is a teacher who is inconsistent in monitoring student work and behavior like a slot​ machine?

A slot machine​ "pays off" at​ random, and so does an inconsistent teacher.

Mrs. Burch wants to provide an incentive to encourage her students to work effectively in their groups as they prepare for​ Friday's test. Which of the following would be most effective at accomplishing this​ task?

Any group in which all students make at least an 80 on their test gets a reward.

How can lesson creativity relate to student behavior and​ achievement?

Creative lessons may lead to increased student​ engagement, but may call for more careful management of excited students and must be carefully planned so they address all required learning outcomes.

Miss Jolley is working with a class of​ fifth-grader students whose abilities range widely. Six students in the class have IEPs or other special learning​ plans, six students have performances in the average​ range, and six students are classified as academically gifted. Miss Jolley comes to​ you, frustrated, because on each assignment she​ gives, her gifted students finish in mere​ minutes, but her​ lower-performing students take a very long time to finish the same assignment. The​ higher-performing students get restless while they wait for the others to​ finish, and the​ average- and​ lower-performing students are beginning to resent their gifted peers. What advice might you give to Miss​ Jolley?

Give differentiated​ assignments: give the​ high-performing students more complex​ work, and adapt the​ lower-performing students' work to suit their ability levels while still meeting your curricular goals.

Miss​ Raspberry's fifth-grade students do not have much experience working in groups. Many of the teachers in earlier grade levels in her school apparently felt that the noise level and​ off-task behaviors involved with group activities were so​ distracting, they chose to have students work individually instead.​ Consequently, Miss Raspberry finds her students​ ill-equipped to work effectively in groups. She asks you to recommend a good initial task that she can utilize to begin honing her​ students' interpersonal,​ leadership, and explaining skills. What do you​ recommend?

Have students turn and talk to a partner during a​ lesson, coming up with a joint answer and then sharing it with the class.

Students who live in​ poverty, according to some​ researchers, utilize negative​ self-talk that can exacerbate their feelings of helplessness. Teachers should encourage positive​ self-talk by these students. Which of the following is an example of positive​ self-talk?

I know I can do what my teacher asks me to do.

Mrs. French has taught her​ lesson, and students are engaged in cooperative group work. As she monitors the​ class, Mrs. French notices that Tian is chewing​ gum, which is against school rules. Which action would be best for Mrs. French to​ take?

Ignore the gum chewing until the next​ transition, then call Tian over and intervene.

Ms. Griffith has a system whereby her students can earn a class popcorn party for good behavior over time. The class has worked hard to achieve the​ reward, and tomorrow is supposed to be​ "party day." There is a fly in the​ ointment, though. Calvin is having a really bad​ day, and his outbursts have Ms. Griffith thinking about canceling the party. What advice would you give her in this​ situation?

Instead of canceling the​ party, just exclude Calvin from it.

Having a student complete a plan about an event that resulted in misbehavior is part of some of the strategies discussed in Chapter 11​ (e.g., five-step​ intervention, think​ time). Why is a written exploration of the issue an effective intervention​ strategy?

It requires the student to think through the situation that​ occurred, including not only its​ cause, but how the student could handle the same issue in the future.

Why is it so important to have​ planned, taught, and implemented rules and​ procedures?

It saves time and makes the classroom environment more pleasant and consistent.

Mr.​ Boxner, who teaches in the room next door to​ you, has begun using the​ five-step intervention procedure with students. It has worked​ well, although it is likely inappropriate in which of these​ situations?

Jada is chewing​ gum, a violation of a school rule

Ms. Toler meets with Linda to discuss an ongoing problem with​ Linda's classroom behavior—she is unengaged and often puts her head down on the​ desk; sometimes she even falls asleep. Ms. Toler uses her best​ problem-solving skills; she identifies the problem clearly and asks for​ Linda's ideas for how to solve it. Linda reluctantly helps to develop a plan and agrees to use it.​ However, Ms. Toler sees no real change in​ Linda's behavior. It is likely that

Linda was not sincerely committed to changing her​ behavior, and Ms. Toler needs to either revisit the plan with her or administer a consequence.

If someone asked you about managing cooperative​ groups, which of the following responses would be most on​ target?

Managing cooperative groups can be challenging and requires that particular attention be paid to​ pacing, monitoring, and providing feedback.

Although they have spent years as students​ themselves, prospective teachers may not recognize classroom management strategies in action because

Many aspects of management are seemingly invisible to students.

Miss McClelland has a policy in her class that students cannot get out of their seats without permission. You are seated at the back of the​ classroom, behind the long rows of student desks that face front. As you​ observe, Tina, the student in the back desk on the other side of the​ classroom, pauses during her work and is apparently rereading what she has written. She also raises her​ arms, stretching, and as she does​ so, accidentally drops her pencil. It lands about 2 feet behind her desk. She quietly gets​ up, picks up her​ pencil, returns to her​ seat, and starts writing again. How should Miss McClelland respond to this violation of a class​ rule?

Miss McClelland should ignore the event.

Lucas enters your​ third-grade classroom for the first time and​ says, "Wow! All the desks are in​ rows!" If you were​ Lucas, what conclusion might you draw about the nature of instruction in this​ class?

Most work will be done​ individually/independently.

Mr. Barbosa is sitting in the​ teachers' lounge looking dejected.​ "Ugh," he says.​ "I just tried to do some group work with my students. It did not go​ well, and I am not really sure why. I planned my groups carefully and gave them a simple activity to start with. The students got along well​ enough, and each group produced a product that earned a good​ grade, but when I began asking individual students questions about the​ content, I realized that they did not have a clue about some of it. In​ fact, in each​ group, it seemed that only one or two students really​ 'got' the intended information. What did I do​ wrong?" Your initial impression is that

Mr. Barbosa effectively planned for several aspects of the cooperative activity but failed to include a means to ensure individual accountability.

Mr. Browning regularly utilizes cooperative learning groups. He comes to your classroom after school one day and​ says, "My groups are doing reasonably​ well, but​ I'm stumped about what to do when​ I'm teaching a​ mini-lesson to one small​ group, and students in the others need help. If they get​ stuck, they either come up to me and interrupt​ me, or they just sit​ there, off​ task, until I can get to them to answer their questions. What should I​ do?" What recommendation makes the most sense in this​ situation?

Mr. Browning should​ establish, teach, and reinforce a procedure for getting help during group work.

Which of the following teacher behaviors is most obviously undertaken as a means of developing positive and supportive classroom​ relationships?

Mr. Granade tells students about himself and shows them pictures of his family.

Mr. Parker has a reputation in your school for exceptional classroom management. His children are well behaved at virtually all​ times, even though there is always something interesting going on in their classroom. You are​ shocked, therefore, to realize that the students who come to your​ second-grade class from his​ first-grade class are not very well​ prepared; they are academically behind their​ same-age peers. Although you know that such variation can just be attributed to the heterogeneous placements of students in​ classes, you also wonder if perhaps

Mr. Parker is so focused on his​ class's behavior that he neglects to address their learning needs fully.

Mr. Sawyer is a​ relaxed, down-to-earth teacher who asks his​ fifth-grader students to call him by his first name. He tells his students that he is a learner just like they​ are, and that they should think of him as another​ student, a​ co-learner. He gives them lots of choices in what they do and does not make many demands on​ them, preferring to let them develop their own motivation for completing the learning tasks set out for them. Mr. Sawyer comes to​ you, frustrated, because even though the kids seem to like him and want to come to​ school, they are not getting much​ done, and they often​ misbehave, contrary to what Mr. Sawyer would like to see. What do you think is at issue in this​ situation?

Mr. Sawyer has not presented himself as an authority figure.

Ms. Jarvis is frustrated.​ "You know, I just do not get it. I have been trying to use small​ teacher-led groups with my​ students, and it has been so​ difficult! I meet with each group for 20​ minutes, during which time the other students are working independently. And that is the problem. When I finish with my group and go to check their​ work, they have not gotten much​ done! My group accomplishes its daily​ goal, of​ course, but the other students are just not producing the amount of quality work that I am expecting. They were well​ behaved, but I wish they worked harder. I know they are capable of doing the​ work, so why​ don't they?" What issue do you think lies at the heart of Ms.​ Jarvis's frustrations?

Ms. Jarvis likely needs to increase her monitoring while she is working with the group. If she uses her​ "active eyes," she should be able to increase student productivity and compliance.

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 are not looking at Ms.​ Jacobs, so she cannot use eye contact alone to deal with the problem. Which of the following strategies would you recommend she​ use?

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

Ms.​ Cain's students have firmly learned her preferred procedures for turning in​ work, and every student consistently submits required assignments. In recognition of this​ fact, Ms. Cain​ says, "I am so happy that you are all so diligent about turning in your​ work, and I want to reward you. I am going to put a sticker on each paper that is turned in on​ time." What do you think of Ms.​ Cain's idea?

She should be​ careful, because rewarding students for things they are already doing can actually undermine​ motivation, and now she has created additional work for herself with no real purpose.

Which of the following events would least likely be addressed by the presence of a​ social-emotional learning program in​ school?

Spencer fails to turn in his assignments because​ they're lost in his desk.

Which of the following statements is a teacher in an urban school most likely to say is​ false?

Teachers in urban areas should share all aspects of their lives with students as a way of demonstrating trust.

Which tier of the SWPBS system is most closely associated with the word​ "universal"?

Tier I

Miss Ladner is notorious for what her students call​ "punish work." When students​ misbehave, they get a​ warning, and if they misbehave​ again, they are required to copy several pages out of their class textbook as a penalty. Which of the following unintended consequences is likely to arise in this​ situation?

When Miss Ladner assigns readings from the​ book, students may be​ reluctant, seeing the text assignment as another form of punishment.

You are observing in Ms.​ Scala's class, and at​ 9:45 a.m., while she is in the middle of teaching a math​ lesson, one of her​ students, Rex, returns from his session with the special education teacher. You notice that he does not join the group lesson but instead sits at his desk drawing until the math lesson ends at​ 10:15 a.m. It is time for social studies when Ms. Scala invites him back into the group. Ms.​ Scala's decision not to involve Rex in the math lesson is

a poor​ one, because he is missing 30 minutes of engaged learning time every day.

Your school has a policy that students who are tardy to school must stop at the​ office, check​ in, and get a note admitting them to class.​ Everett, one of your favorite​ students, is frequently late to​ school, and you know it is not his fault. His parents are unmotivated and often drop him off at school late. You are tempted to just tell Everett to come directly to​ class, bypassing the​ office, because you know his tardiness upsets and frustrates him. Your idea is

a poor​ one, because individual teachers put themselves at tremendous risk when they flout established school policies.

In dealing with student​ misbehavior, effective classroom managers generally recognize the need to

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

Evan and Elise have been arguing all morning. They have continued to needle each other in spite of the fact that you had a​ mini-conference with them about the need to comply with your behavioral expectations. Right before​ lunch, you look over at their table and see that they are going at it​ again, and this​ time, they are distracting the other students around them so much that no one is getting much done. You should

apply whatever consequence is appropriate in response to their behavior.

Students with learning disabilities

are likely to have more difficulty in a particular academic area than you would​ expect, given their overall ability levels.

Mr. Truong is intent on making sure that his cooperative groups function well and contain all elements recommended by experts in the field. He​ decides, for one​ project, that each group will investigate a certain topic and share their findings with the rest of the class. Each student will receive a grade for the​ group's performance. Mr. Truong wants to be​ sure, though, that in addition to having a group​ goal, his students also demonstrate individual accountability. He could facilitate this by

assigning each member of each group to do a unique component of the final product and giving each student an additional grade for that piece of the whole.

Teachers must establish themselves as authority figures in classrooms because

authority is key in organizing social and work groups.

Mr. Clooney is teaching a lesson about animal camouflage. He asks if any of the children have ever gone hunting and have worn camouflage gear. He​ says, "That reminds me of a funny​ story!" and proceeds to tell students about a time he fell asleep while hunting and almost fell out of his deer stand. Mr. Clooney should

avoid getting himself sidetracked from the purpose of the​ lesson, as the lost minutes of instructional time can add up quickly.

For​ lower-achieving students, it is important to break instruction into short segments and to assess student understanding frequently. It is also of critical importance to

be clear and thorough in explanations and instructions.

Mr. Damiano has a class goal​ of, "We always do our best​ work." Knowing​ this, what can you determine about common values Mr. Damiano would like to foster in his​ class? Mr. Damiano likely expects his students to

be fully​ engaged, be​ responsible, and attend to detail.

Some research shows that the use of extrinsic rewards can interfere with

both the process and the quality of learning that takes place.

Teachers who use centers and stations generally find that this format gives students lots of chances to practice and apply new learning. They also find that it

can be difficult to monitor and to​ manage, especially when used with​ non-readers.

Classroom management is like the base of a pyramid because

classroom management sets the foundation for all other aspects of the​ teaching-learning situation.

Mr. and Mrs. Ortiz bring their daughter Elisabeta to your classroom on the morning of the first day of school. After you welcome​ her, and her parents​ leave, the best thing to have Elisabeta do would be

complete a simple puzzle at her desk.

A teacher who generally demonstrates​ high-influence behaviors and​ low-affect behaviors would most likely act in such a way that students

comply with directives and seek to meet expectations out of a sense of responsibility or fear.

In heterogeneous​ classes, teachers often modify instruction to address the wide range of abilities. When making assignments for heterogeneous​ classes, teachers should

consider giving assignments in two​ parts: a basic part that all students complete and a more difficult second part that only some students complete.

With regard to models of instructional​ delivery, good teachers

consider their learning outcomes for each lesson and choose the model that will move the most children to those outcomes.

Teachers who are sensitive to the importance of​ "facework" would likely

consider ways their own behaviors might impact their​ students' senses of identity.

Christina is one of those ideal​ students: motivated,​ polite, responsible, and hard working. You almost never have to correct her​ behavior, and she participates actively in all class activities. She often offers to help you with classroom tasks and seems to take pride in her work. She does her homework​ regularly, too.​ But, one​ morning, she enters your​ classroom, obviously​ upset, and​ says, "I left my notebook at​ Mom's house last​ night, so I do not have it to turn​ in." You notice that she is near tears because your policy is that students who do not turn homework in get a note home in their planners. You decide that

consistency is​ important, and although it will undoubtedly be upsetting for​ Christina, you must write the note home anyway.

Mr. King calls Garnetta over to his desk and says in a neutral tone of​ voice, "When you are out of your seat while you are supposed to be​ working, it distracts others and means you do not get your work done. I expect you to remain in your seat unless I have specifically given you permission to be up. If you need​ permission, raise your hand and wait for my​ attention." He then smiles and sends Garnetta back to her seat. Mr. King has used

constructive assertiveness.

In a classroom management​ system, the emphasis should be on

cooperation.

The most compelling reason that teachers should give​ elementary-aged students frequent feedback is that early and ongoing feedback

decreases the time students spend making errors.

Miss VanDevender wants her fourth graders to do research about different states. Each child will select a state and will then investigate its​ history, geography, primary​ industries, natural​ resources, and tourist attractions. She envisions the project extending over a​ nine-week period, culminating in a student poster session to which she invites families and other members of the school community. With regard to monitoring student​ progress, she should

define stages in the​ project, set deadlines for the completion of each​ stage, check assignments at each​ stage, and provide feedback.

Mrs.​ Tatum, the teacher in the room next to​ yours, says,​ "I really want to use cooperative grouping in my​ class, but every time I​ try, the students get so focused on what they are​ doing, and they talk so​ much, that when I try to call for their​ attention, they do not even hear me. I suppose I should be glad that they are so engaged in the​ tasks, but sometimes I have to walk around saying the same thing over and over to each group because I cannot get them to stop​ talking." Mrs. Tatum should consider

developing a few group attention​ signals, some auditory and some visual.

The classroom environment is​ complex, and teachers must make many quick decisions throughout the school day. One way to reduce this complexity is by

developing a variety of strategies to protect classroom​ time, including establishing rules and procedures and giving students as much responsibility as possible for their learning.

Individualized​ instruction, in​ principle, is the best way to cope with extreme heterogeneity in classes. In​ practice, individualized instruction is

difficult to implement.

Students with behavioral and emotional problems generally exhibit

difficulty regulating their behavior and their emotional reactions.

Ms. Rice is preparing to teach a unit on plants to her kindergarteners. She does some informal​ pre-unit assessment and realizes that​ Agya, Felipe, and Paula have much less prior knowledge about plants than the other students in the class do—so much so that she is worried that they will not understand the unit. In this​ case, Ms. Rice should

do some​ small-group work with these three students to introduce them to material other students already know before she begins teaching the unit.

Mr. Prenetta teaches his students to express their disagreement with​ peers' ideas by using particular​ phrases, such​ as, "What would you think if we tried x​ instead, because..." or​ "I am not sure I agree with you. Can you explain your thinking on​ that?" This practice is

effective, because sometimes students need to be taught the​ "language" of effective communication.

Ms. Avery is a bit concerned about​ Alicia, one of her fifth graders. Alicia did not turn in a homework assignment last​ week, and Ms. Avery spoke with her about it. Alicia promised that she would be more diligent about doing her​ homework, but today she did not turn in her homework assignment. Ms. Avery decides to call​ Alicia's parents to talk to them about​ Alicia's missing work. This intervention is

effective, because teachers should not wait for a pattern of work avoidance to develop before contacting parents.

You have written a referral form and requested that Dominique go to the​ principal's office because she has been disobedient and defiant in the middle of a lesson.​ However, she refuses to leave the classroom. In this​ instance, you should

either call the office or send a student to get an administrator.

Positive interdependence has occurred when

either the​ group's product or an​ individual's performance is enhanced by participation in the group.

In a cooperative learning​ situation, the​ teacher's role is mostly that of

facilitator.

In a​ discussion, a​ teacher's role should be that of

facilitator.

Common causes of misbehavior during transitions do not include which of the​ following?

failure to utilize a​ high-participation lesson format

Ms. Garrison has designed a token economy system in her class. She awards points for​ behavior, effort, assignment​ completion, positive social​ interaction, and other behaviors she wants to encourage. She provides students with their points totals at the end of each class period and maintains a wall display showing​ students' points earnings. Students can choose to​ "spend" their points at any point during the​ day, or can​ "bank" their points for longer periods of time. Each​ week, Ms. Garrison alternates the incentives that can be attained via the point​ system, and she generally spends a good bit of her own money to make sure that students have access to a variety of rewards and experiences. Ms.​ Garrison's system could best be characterized as lacking

feasibility.

To increase learning and improve the behavior of​ lower-achieving students, teachers should organize activities into short​ segments, convey instructions and content​ clearly, and

give ample feedback.

At the beginning of the​ year, teachers must make sure students clearly understand classroom rules and procedures. The most effective way to do this is by

giving a rationale​ for, describing, and demonstrating expected​ behaviors, then rehearsing them and giving the students feedback on their performance.

For long or​ multiple-part assignments, the practice of checking assignments and providing feedback at each stage is a

good idea because it helps students learn how to manage larger projects and reduces the likelihood that someone will flounder.

It is the beginning of a new school​ year, and, on the first unstructured teacher work​ day, Mr. Dennison decides to arrange his classroom instead of planning lessons or writing rules. From a management point of​ view, this is a

good​ decision, because Mr.​ Dennison's room arrangement and organization will be a significant factor in lesson delivery and in meeting​ students' needs.

A rationale for the team teaching that often occurs in elementary schools is that

grouping students of similar abilities together is the most efficient way to meet their needs.

It is the beginning of the school day on a cool October morning. Students in your​ first-grade class arrive at the​ classroom, and, without being​ reminded, they put their book bags in their​ cubbies, make their lunch​ choices, turn in their homework​ folders, sharpen their​ pencils, sit​ down, and begin doing their morning​ work, which you have placed on their desks. It is clear that your

hard work in teaching morning procedures has paid off.

Mrs. Riley is about to begin teaching third grade and​ decides, after setting up her​ classroom, to seek out information about her students. She takes the roster to the office and pulls each​ student's cumulative​ folder, examining their test scores and other relevant data. She talks to some of the other​ teachers, asking for their impressions about the students on her roster. She writes her first few​ weeks' worth of lesson plans to include several activities that she will assess closely to determine her​ students' achievement levels and skills. Mrs. Riley

has done a good​ thing, because the more information she has about her​ students, and the earlier she has​ it, the better she can tailor her plans to meet​ students' needs.

Mr. Hammond wants to make sure that his students understand what they are supposed to do on a particular assignment. He gives out the assignment​ sheet, on which instructions are clearly​ written, and he goes over each step in the process. The best thing for him to do next would be to

have a student restate the expectations aloud for the class and then clarify any aspects of their understanding that indicate confusion.

Miss Mills wants to be sure that her students are completing their​ homework, so each​ afternoon, she has them copy the assignment instructions into their planners.​ However, even with this procedure in​ place, she finds that not all students are getting the homework done. One simple way to try to increase student accountability for homework would be to

have parents initial the​ students' notebooks after the assignments are completed.

Which of the following is least likely to be an effective method for furthering relationships with the parents and guardians of your​ students?

having them make copies of upcoming assignments

Students with serious social deficits​ (including autism spectrum​ disorder, or​ ASD) often exhibit

high verbal ability but difficulty in communicating effectively.

Research suggests that positive parent-teacher relationships are most directly related to

higher academic and social growth rates in students.

​Antonio, Pixie,​ Julian, and Esmerelda have been working together on a cooperative group project. Antonio is known for being a bit aggressive and for not always being willing to consider other points of view. As you observe the​ group's functioning, you notice that he is the driving force in the​ group, sometimes so much so that the other​ students, particularly​ Pixie, are not contributing much. The best way to intervene in this situation would be to

hold a brief conference with the group asking them for ideas on how they could equalize their participation.

As the text authors define​ it, consistency is

holding the same expectations for all students at all times.

Teachers who use cooperative learning do so because they believe it

increases learning and involvement.

Two fundamental dimensions make up the interpersonal behaviors that are the basis for describing relationships. The words the authors use to describe these dimensions are

influence and affect.

Parent-teacher communication is enhanced when teachers

intentionally plan for continuing contact with parents.

Every teacher occasionally must deal with student misbehavior. In each​ case, the​ teacher's goal is to

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

Mr. Flitter wants to develop effective rules for his students. A good place to start would be

investigating the school​ rules, and making sure that his classroom rules are compatible with them.

You are concerned about Richard​ Whitehead, a student in your class. His behavior is​ erratic, and he is often oppositional and defiant. You have tried to work with him to reduce the inappropriate behaviors but are having little success. It is the end of the grading​ period, and you are going to be meeting with​ Richard's father to discuss his progress. You have met Mr. Whitehead​ before, and you know he is very defensive of his son and is quick to assume that whatever problem a teacher has is not​ Richard's fault. When you plan the meeting with​ Richard's father, you are careful to

invite another teacher or administrator to the meeting.

You are administering a consequence to​ Butch, a student who you know comes from an impoverished home. When you tell him what the consequence​ is, he laughs and​ says, "I do not care about your old consequences. You are not going to get to​ me." Some researchers say that this behavior

is typical for students from a culture of​ poverty, because saving face is an important value in that culture.

Learning to manage a classroom is like learning how to drive because

it usually starts with a focus on the​ basics, building a foundation of​ "automatic" skills that allows the teacher or driver to focus on more complex tasks.

Questions a teacher plans to ask during a lesson or discussion should be thoughtfully designed ahead of time so the teacher can

keep the discussion productive and develop​ students' higher-order thinking skills.

Miss Wiltshire is a stickler for neatness and legibility. If a​ student's work is messy or has too many erasures or​ strike-throughs, Miss Wiltshire requires the student to​ re-do the work more neatly before she will grade the content. This practice is

largely ineffective because it ultimately emphasizes form over correctness and because mistakes are part of learning for all children.

Your friend in the licensure program​ says, "I do not like​ multitasking, and I am 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?

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

Beverly is a student who is prone to emotional outbursts when she is corrected or redirected. One morning during science​ class, Mr. Trurow notices that Beverly​ is, once​ again, off task. He walks over near her desk without saying​ anything, to see if his proximity will motivate her to begin working. It​ doesn't. He catches her eye and gives her a questioning look in hopes of redirecting her. She gives him a blank stare and slumps down in her seat. At that​ point, Mr. Trurow moves to kneel beside​ Beverly's desk, puts an arm across the back of her​ chair, and whispers to​ her, "I notice​ you're not working on your​ assignment." Mr.​ Trurow's strategy is not likely to do which of the​ following?

make Beverly feel that her reputation or competence is being called into question

A teacher who has not given a lot of thought to her management system might get frustrated that students begin packing up their belongings long before the school day is officially at an end. If this were your​ classroom, the best action to take would be to

make clear your expectations for how the day​ ends, and develop and reinforce procedures accordingly.

Procedures are typically established for all of the following​ areas, except which​ one?

managing those behaviors that are dangerous and always unacceptable in the classroom or school

If a teacher is not effective at​ overlapping, chances are that he or she will struggle most with

managing​ teacher-led small-group instruction.

Ms. Peters circulates among her students as they work in​ groups, noting who is producing each part of the final project. She notes the sort of work they are​ doing, how much effort and engagement each student​ exhibits, and how effectively they are using their time. She is missing a critical​ element, though, in her evaluation. The missing element is the

nature and quality of​ student-to-student interactions.

Mr. Ponder is reading a text selection to his students. He notices that Anita is playing with her shoelace but seems to be paying attention to the text.​ Anita's behavior can be categorized as​ a(n)

nonproblem.

In addressing students who exhibit inappropriate​ behavior, good classroom managers

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

Mr. Pine teaches science and often requires his students to complete experiments that utilize microscopes and other lab materials. After he demonstrates the process he wants them to​ follow, he dismisses them to the lab tables at the back of his classroom. He commonly identifies a​ "materials manager" for each small​ group; this student is in charge of gathering the materials needed for each​ day's work. Given this​ scenario, the best place for Mr. Pine to store his materials is

on shelves or tables near the​ students' work space.

You are in the computer lab with your​ students, who are researching their favorite authors. All of a​ sudden, you hear a commotion in one corner of the lab. When you get​ there, Eva is looking extremely​ nervous, and the students are looking​ around, embarrassed. There on​ Eva's screen is a totally inappropriate picture. You ask her what​ happened, and she says she clicked on something and that this picture just opened up. You believe that she did not go looking for the picture. In this​ case, the best response is to

plan and teach a procedure for what students should do when they encounter inappropriate material on the Internet so you can avoid this type of distraction in the future.

Miss Rabinowitz is finishing a unit in social​ studies; her next social studies lesson will introduce a new​ topic, economics, which covers some concepts that may be entirely new to her​ third-grade students. Miss Rabinowitz plans to start the new unit at the regular social studies​ time, 1 p.m. As she eats lunch prior to the​ lesson, she realizes that five students will be out of the room at that​ time, receiving speech therapy or other special services. The most efficient move for Miss Rabinowitz to make in this situation is to

postpone the lesson until all​ (or at least​ most) students are​ present, and revisit the daily schedule to see if it needs permanent modification.

Miss​ Livingston's garbage can and pencil sharpener are located near the door to the hallway. This arrangement is likely to be

problematic, because students may spend more time than is desirable either traveling to the area or in the area itself as they look to see who is passing in the hallway.

When giving directions for group​ work, you should

put students in​ groups, give them the​ instructions, ask them to restate the​ expectations, and then give them their materials.

Which of the following academic activities might be best for Miss Tigerfish to do with her​ second-grade students on the first day of​ school?

reading a book to the​ class, having a discussion about​ it, and having students do an art project that shows an event from the story

A​ school-wide positive behavioral support​ (SWPBS) system

reflects​ school-wide expectations for behavior and provides multiple levels of intervention.

It is most likely that a teacher will use positive and negative consequences to

reinforce​ students' compliance with her expectations.

During the first day of​ school, Mrs.​ Chen's class is responding well to her teaching and reinforcement of rules and procedures.​ Max, however, seems to be having some difficulty controlling his impulse to talk when others are talking. When she corrects​ Max, Mrs. Chen should

remind him of the rule that he is​ breaking, and communicate a​ gentle, but​ clear, expectation that he follow it.

During one cooperative group activity she is facilitating in her​ class, Miss Erdur assigns roles to group members. One​ student, for​ instance, is the​ "materials manager" and is responsible for collecting all needed materials for the group. Another role is that of​ "reporter," who is responsible for sharing the​ group's findings with the rest of the class. A third student is designated as the​ "time-keeper," responsible for keeping the group on track and working within time constraints. The fourth student is the​ "recorder" and is counted on to write down the​ group's ideas. Miss Erdur really wants Bart to develop his leadership and explaining skills. To which role would you recommend Miss Erdur assign​ Bart?

reporter

By teaching and reinforcing rules and​ procedures, and by pressing for full student engagement in all learning​ activities, teachers can enhance​ students' belief that

school tasks are meaningful and that they will be successful at​ school-related work.

The first consideration in planning the classroom space should be

setting up the classroom so that instruction and activities can be done easily and well.

The students in Ms.​ Andre's fourth-grade class are on task and efficient during their writing seatwork. They access their​ materials, head their papers​ consistently, and work steadily until Ms. Andre asks them to put their work away in preparation for the next lesson. As you observe them​ working, you realize that Ms. Andre

should do a more has likely taught a set of procedures to her students and has reinforced them until all students do them consistently.

You are teaching an integrated​ science/literacy lesson about magnets. It is going very​ well, and students are fully​ engaged, but you look at the clock and realize that your allocated time for the lesson is almost up. Students are not finished with their​ work, and you hate to disrupt their thought processes. You consider whether or not to​ "steal" some time from the upcoming mathematics lesson so the children can continue working on science. In​ general, this practice

should only occur​ infrequently, because if​ overused, it may lead to some curricular areas being shortchanged in terms of the time afforded to them.

Miss Vickers recognizes that classrooms are​ busy, complex places. She knows that utilizing her knowledge about classroom management will allow her to

simplify the complex classroom environment and let students know what is expected of them.

One disadvantage to small​ teacher-led groups is that

some students may be engaged in long periods of independent seatwork without being adequately monitored.

​Generally, the foundation of the planning decisions a teacher makes is the

state and local curriculum guidelines.

Miss Crabb is teaching a lesson about latitude and longitude. After her​ mini-lesson, she asks students to work in pairs to figure out what locations are found at certain​ latitudes/longitudes. As the groups begin to​ work, there is a great deal of restlessness and​ chatter, and Miss Crabb finds that as she​ circulates, pairs of students seem to have the same​ questions, most of which seem to indicate they understood neither the concepts nor the assignment. In this​ case, she should

stop and​ re-teach the​ content, working examples with the students until they seem to get the hang of the assignment.

A​ teacher's major goal at the beginning of the year is mostly likely to be

strengthening​ students' beliefs that school tasks are worth doing and that they can be successful.

Supplementary instruction is often delivered via pullout​ programs, meaning the students leave your classroom and travel to another​ teacher's room for a specified period of time. The biggest drawback to pullout programs is that

students often are absent from your room while instruction is proceeding.

You and your students have been using cooperative learning activities for a few​ months, and you are generally pleased with how things have been going. As you are monitoring the class during a group​ activity, though, you notice that a squabble seems to be starting in one group.​ Apparently, students in the group differ in their opinions about how best to present the final product. The best action on your part at this point would be to

suggest to the group that they address the issue in a productive​ way, and help them do this.

Classroom teachers are not encouraged to use which of the following methods for establishing and maintaining home-school ​relationships?

surveying parents about whether or not they are fully able to meet their​ child's educational needs.

​Pre-teaching vocabulary to students who are deaf or who have hearing impairments can be helpful because

the amount of new content vocabulary introduced during a lesson may overwhelm the student.

It is almost time for a new school year to​ begin, and you are carefully considering what your first few days with students will be like. You know it is critical to pay extra attention when planning​ early-in-the-year activities because

the beginning of the school year sets the stage for the remainder of the year.

A teacher​ who, when correcting a student for being off​ task, leans over the student and​ whispers, "You need to get busy. I​ swear, you're just getting lazier and lazier as the school year​ progresses!" could be said to be insensitive to facework because

the comment attempts to correct misbehavior by criticizing the​ student's character.

Mr.​ Roberts's students love to​ read, and all of them are proficient at it. Each day after they finish their math​ lesson, which typically lasts about 45 minutes and involves students in a variety of appropriate but challenging​ activities, Mr.​ Roberts's students engage in free reading time. They choose their own reading material and are allowed to move to a comfortable seat in the room to read independently. With regard to the sequence of​ events, Mr. Roberts has likely decided that

the period of intense focus required by the math lesson is best followed by a​ lower-effort activity.

You are spending a day observing in Mrs.​ Fletcher's classroom. For the most​ part, things go​ smoothly, except when it is time for students to transition into sustained silent reading. The general practice at this time is that students go to their​ cubbies, grab their​ snack, stop at the water fountain if they need​ to, and pick a book from the bookshelves. The water fountain is located at the center of the back wall of the​ room, the bookshelf is on the right side of the water​ fountain, and the cubbies are to the left. You notice that quite a bit of time is lost during this​ transition: a long line forms for water and students crowd the bookshelves. Two kids start​ horse-playing at the water​ fountain, and water is splashed onto a third child who is selecting a book. It becomes obvious to you that

the physical space​ is, at least in​ part, contributing to the bumpy transition because of the backlog of students around the water fountain and the bookshelves.

With regard to classroom​ relationships, the authors assert that

the quality of classroom relationships directly impacts student learning and behavior.

Question content area top Part 1 When a class runs smoothly and with a minimal amount of wasted​ time, it is likely that

the teacher has carefully planned a set of clear expectations and has taught and reinforced them with the students.

Question content area top Part 1 One problem teachers sometimes encounter when they want children to work independently is that

the teachers have not been clear enough about what the students are to​ do, so students keep coming back and asking for clarification.

In most​ cases, the reason teachers use​ teacher-led small-group instruction is that

they can target instruction to fit​ students' ability levels more closely.

Many teachers schedule topics they feel are more intensive in nature in the mornings because

they prefer to teach those topics when​ students' minds are still alert.

The authors suggest that instead of pointing out students who are not meeting​ expectations, the teacher should call attention to those who are behaving as​ instructed/expected. The most likely rationale for this recommendation is that

this approach reduces the negativity that would be associated with a correction directed to those who are not meeting the expectation.

To facilitate monitoring of cooperative group​ activities, student seating should be arranged to allow for

unrestricted teacher movement and as few​ noise-related distractions as possible.

At​ meet-the-teacher night, Mr. Carter is pleased to see that almost every child is there with at least one family member. Mr. Carter wants to know which of his students will have home access to a computer. The best way for him to get this information is to

use a written questionnaire that asks about preferred means of contact and about technology availability at home.

You just sent Lola to another​ teacher's classroom for acting inappropriately during independent work time. When Lola returns to your room after her time​ away, you should

welcome Lola back with a smile and get her started on the next activity.

Miss Dawes has a practice in her kindergarten classroom that only the very best papers get posted on the bulletin board in the hallway. This practice is

well​ intentioned, but​ lacking, because some students will​ rarely, if​ ever, produce a paper that is good enough to be displayed.

​Arguably, the most important consideration a teacher needs to make when planning instruction is

which activity or set of activities will best facilitate​ students' achievement of the desired learning outcomes.

It is the first day of​ school, and​ five-year-old Markus is really upset because he does not know which bus to ride. You go to talk to​ him, and he is clearly feeling threatened and frustrated. You respond to his concerns by​ saying, "Oh​ no! I hope you have not missed the​ bus! That would be a terrible thing to have happened on the first day of​ school! And your mom will probably be really​ mad!" It is likely that your response

will make Markus feel even more upset and afraid.

Your students are working on an​ assignment, and you call Roberto to your desk so you can work with him on a concept he does not yet understand. You start the task with​ Roberto, and after a few​ minutes, you notice a commotion in the front of the room. You are not really sure what is going​ on, but four students are​ involved; two are out of their​ seats, gesticulating at the other two. This occurrence is most likely indicative of

your failure to monitor the rest of the class closely enough while you work with Roberto.

You read a news article about a teacher who was dismissed because her principal felt she was not doing an adequate job of addressing her​ students' individual learning styles. The principal was quoted as​ saying, "In​ today's classrooms, every teacher must craft lessons in such a way that they meet every​ student's preferred learning​ modalities." Given what​ you've read in this​ chapter, you'd most likely think to​ yourself,

​"Although it's good for teachers to consider​ students' learning styles as they​ plan, the principal is missing an important​ idea: students need to learn that they can be successful in all sorts of instructional​ formats."

Andre comes into the room just as the bell rings and throws himself down in his seat huffily. You note that this is out of character for​ him, and you decide to try your empathic responding skills. Once the other students are​ working, you crouch by​ Andre's desk and​ say,

​"Did something happen to upset you on your way into​ class?"

The teacher in the classroom next door to yours comes over to​ you, saying,​ "I just cannot seem to find enough time to teach everything I need to teach these​ days! It is crazy...where does the time​ go? And these​ kids! They cannot stop touching each​ other, talking, and playing with stuff.​ Today, while Ellie was waiting in line to wash her​ hands, she actually dropped a pencil down​ Javon's shirt. He got mad and jumped​ up, accidentally whacking Martin in the knee with his chair. It was​ chaotic, and I am so​ frustrated!" Which of these responses would be best for you to make in this​ circumstance?

​"Have you thought about rearranging the​ room? Changing the traffic flow and eliminating opportunities for kids to be​ "too close" might reduce the time the kids are​ wasting."

Mr. Barron comes into your classroom and​ says, "Wow. I am so happy. My students are really​ 'getting it.' They are all turning their work​ in, and it is all accurate. They​ don't see much point to a lot of​ it, but they are getting it​ done." Given what you know about student​ accountability, you think to​ yourself,

​"Hmmm...the kids​ aren't really engaged by the​ work, even though what they submit is accurate. Maybe they need help understanding the purpose of the​ work."

Ms. Lavender comes into your room at the end of the first day of school.​ "Hot dog! I taught a lot of​ procedures, and the kids did so​ great! My professors were​ right; students do really need to practice doing things the way I want them done. Today went so well. I bet that​ tomorrow, the students will be able to meet my expectations almost​ perfectly." You think to​ yourself,

​"I am glad it went​ well, but just because students can follow a procedure once​ doesn't mean that​ they'll automatically do it consistently​ forever."

Henri comes to you and​ says, "Barrow just took the book that I wanted to read...I was just reaching for​ it, and he grabbed​ it." Your best recourse in this situation is to​ say,

​"I am glad you know it is not okay to behave that way. See if you can find another book that you are interested​ in."

All students in Mrs.​ Leo's class are working quietly on an assignment. After circulating around the room to ensure that each student knows what to do and is working​ steadily, she goes to sit at her desk. She glances at her​ "to-do" list and sees that tomorrow is the deadline for students to turn in their field trip permission forms. She calls for the​ class's attention and reminds the students that if they do not have a signed permission form​ tomorrow, they will not be able to go on the field trip on Friday. If a good classroom manager saw this​ event, he or she would most likely think

​"If she had waited until the next transition time to announce​ this, she would have taken less of a​ chance, management-wise."

Mrs. McReynolds says to​ you, "I want to do cooperative​ learning, but my desks are set up in​ rows, and I am worried about the time that will be lost in moving the furniture around. Do you have any​ advice?" You say

​"If you teach your students procedures for moving their desks​ efficiently, you can rely on them to move the furniture with a minimum of wasted​ time."

Mrs. Barnette stops by your classroom after a faculty meeting one day. She​ says, "I do not know why they keep teaching us all this stuff about working with students who have IEPs or other special needs. After​ all, it is very unusual for that kind of student to show up in​ 'regular' classes. They are almost always taught by special education teachers or other​ specialists." You​ say,

​"In fact, the law requires that these students be educated with their typical peers to the greatest extent​ possible, so we are all likely to have some special students in our​ classes."

Ms. Jaquard​ says, "I've got quite a few students in my class whose cultures differ from mine.​ It's almost time for parent​ conferences, and​ I'm nervous. What if I they​ don't want the same things for their children that I​ do? What if they want me to treat their students differently because of their cultural​ values?" The best advice you can give her is to​ say,

​"It's important to learn about their values and their goals for their​ children, and to try to understand ways in which cultural differences may be affecting student achievement and behavior. If you communicate an honest desire to do​ this, your conferences will likely go more​ smoothly."

Mr. Walls is a​ third-grade teacher. A couple of weeks before school​ starts, he comes to​ you, saying,​ "I have heard that when teachers let their students make the​ rules, the students behave​ better, so I think​ I'm going to try it.​ I'm thinking of letting my students make up their own rules. What do you​ think?" Your response is

​"It's not a bad idea to have students involved in rule​ creation, but in​ general, the teacher should have an idea of what behaviors must be covered by​ rules."

Miss Slagle is an effective classroom​ manager, and has very few problems with her students. She is consistent and​ fair, and she establishes a positive climate within her classroom. She rarely has to administer a consequence because students have really​ "bought in" to her​ teaching, and she recognizes their engagement and good behavior with periodic incentives.​ However, on Tuesday​ afternoon, she comes in to see you and​ says, "Wow. Kids are so strange. Yesterday it was like someone had replaced my students with​ argumentative, whining children. They were not even fazed by the loss of the time we usually spend doing enrichment​ activities, which I had to take away as a penalty. They were just out of control and out of sorts all​ day! But today they were back to their​ normal, well-behaved​ selves." What would you say to Miss​ Slagle?

​"Keep an eye on the​ situation, but do not overreact. No strategy works all of the​ time, and your students probably just had a bad​ day."

Mr. Bryson is telling you about his first day of​ school, and he​ says, "On Day​ One, I'm all about establishing myself as an authority figure and making sure that students understand my behavioral expectations. I​ don't particularly concern myself with their feelings or their​ attitudes." Which of the following responses would the text authors be most likely to give to Mr.​ Bryson?

​"Making sure students behave appropriately​ doesn't mean that teachers​ can't also consider student feelings and​ attitudes."

Miss Michaels comes to your room and​ says, "I have decided that Ivana knows a lot more English than she lets on. I watched her at​ lunch, and she was chattering away in English with her friends. I even heard them talking about their favorite television shows. Up until​ now, I have not expected much participation from​ her, because I did not think she could speak English. Now that I am onto​ her, I am going to require a lot more from her in​ class, and I am going to recommend that she stop going to her ESL​ class." You​ say,

​"Non-native English speakers often learn conversational language​ quickly, but their skill in this area can mislead teachers into thinking that they understand more than they​ do."

Miss Kranfel drops by your room one afternoon after​ school, saying, ​"Wow—I am so impressed with my​ students! Their behavior is really good. They are compliant and generally follow all my rules and​ procedures, and​, wonder of​ wonders, they are engaged and involved in each learning activity we​ do." You​ suspect, however, that there is more to the story. Which of the following responses would likely be paired with Miss​ Kranfel's initial​ claims?

​"Of course, it helps that I monitor like crazy. I make sure students are recognized for their​ efforts, I always intervene in cases of inappropriate​ behavior, and I do not allow them to​ 'tune out' or become​ disengaged."

Mrs. Lampkin teaches fifth grade at your school and is complaining about her​ students' seeming lack of motivation to complete their assignments.​ "I tell them exactly what they need to​ do, and I am even flexible about when assignments are​ due! As long as students get them in sometime during the grading​ period, I am okay with it. But even though I am as flexible as can​ be, they do not get the assignments turned in. I​ declare, students today just do not care about their​ work!" In reviewing the​ conversation, you think to​ yourself,

​"Sometimes teachers can be too flexible. Establishing firm due dates and making only occasional exceptions is a good accountability​ practice."

A teacher has the​ rule, "Do not talk during​ class." Which of the following restatements would be more​ effective?

​"Speak at appropriate times in an appropriate​ voice."

You have decided to have a conversation with Jeanne about the fact that she continuously is distracting the students around her. You have administered several consequences in response to her​ behavior, but she is still​ chatting, humming, and generally bothering the other students. When you begin the conversation with​ her, you​ say, "Even though we have discussed it​ before, you still seem to have a hard time not distracting your peers. That means they cannot get their work​ done." Jeanne launches into a tirade about how the other students are really the problem and that they are distracting her. She says you should talk to them about their behavior. You consider her view but have seen no evidence that the other students are complicit in the misbehavior. The most appropriate response in this case is to say

​"The fact remains that you are engaging in behavior that is​ distracting, and right​ now, I want to talk about how we can reshape your​ behavior."

Miss Martin is a teacher in your school. At lunch one​ day, she​ says, "Oh, I did the greatest cooperative group activity​ today! I put my students into​ groups, and then had them help each other as they worked some math problems. It was easy to​ do, they had a great​ time, and each person got the whole assignment​ done." You think to​ yourself,

​"There is a difference between group work and true cooperative​ learning; Miss Martin used the former rather than the​ latter."

Which of the following is the best example of group alerting during a​ lesson?

​"Who can tell me how Wilbur was feeling at this point in the​ story?" (Teacher pauses for a few​ seconds, scanning the​ room.) "Yvette? Would you like to tell us what you​ think?"

Ms. Abrams visits you and​ says, "I have been trying to be really deliberate about letting my students know why I am asking them to do each assignment or activity. We now have a​ 'Why Am I Learning​ This?' moment before each​ lesson." You think to​ yourself,

​"Wow. She's doing a good job helping students understand not only what to​ do, but also why she is asking them to do it. I bet that helps them focus on how useful each activity​ is."

According to the​ text, which of the following teacher responses is most likely to facilitate productive teacher-student ​relationships?

​"Wow. Your hard work on this project really shows. You put in a lot of​ time, and you earned a really good​ grade."

Ms.​ Fluke's first-grade students often do their​ work, but for some​ reason, they fail to turn it in. When she is grading​ papers, Ms. Fluke finds herself rummaging through their desks and​ folders, often finding complete​ (but crumpled) papers that she ultimately​ takes, grades, and returns. A principal might suggest several things to help Ms. Fluke with this issue. Which of the following is most in keeping with strong classroom management​ practices?

​"You should develop a system for how papers are to be turned​ in, then​ teach, practice, and reinforce student​ compliance."

As she circulates among​ groups, Mrs. Warren carries a clipboard with student names on it. She makes brief notes about what each student is doing and contributing. This strategy is

​effective, because it is a way to assess individual accountability.

It is the first week of​ school, and you want to begin doing some simple cooperative group activities. Instead of assigning students to​ groups, you decide to let your students group themselves. This idea is

​effective, because it is still early in the​ year, and you do not know students well.

Before the school year​ starts, Mr. Duncan mails a letter to his students and their families. In the​ letter, he writes about himself and his​ interests; he also previews some of the things the students will be doing during the upcoming year. He includes a list of needed supplies and invites parents to volunteer their time in different ways on behalf of their children. His practice is

​effective, because it may reduce some of the anxiety the students feel about coming to​ Meet-Your-Teacher night or to the class on the first day.

Miss Temple gives her students a​ "bubble gum​ ball" assignment sheet. The sheet shows the outline of a bubble gum machine filled with small circles. Each time a student completes and submits an​ assignment, he or she gets to color one of the gumballs and put the score in the center. When a​ child's gumball machine has the required number of colored​ circles, the child is given 20 minutes of time on the computer. This procedure is

​effective, because it provides feedback to​ students, involves them in​ self-monitoring, and motivates them to complete assignments on time.

Mrs. Davis gives her students a stamp in their assignment notebooks when they demonstrate good behavior. As she is giving the​ stamp, which can later be traded for​ rewards, she likes to tell the student why the behavior they exhibited is positive. Mrs.​ Davis's actions are

​effective; Mrs. Davis is pairing the use of a verbal reward​ (social reinforcement) with material reinforcement. This will eventually allow her gradually to replace the latter and motivate the students with the use of the social reinforcement.

"Empathic responding is particularly effective because one effective exchange can generally be relied on to resolve the issue at​ hand." This statement is

​false, because although empathic responding can reduce negative emotions and lead to positive​ conversation, it is not a miracle cure.

​"Typically, students in cooperative groups are naturally good at explaining things in a way that their peers understand​ it, and​ are, for the most​ part, equally good at asking for explanations or help from the other group​ members." This statement is

​false, because many students need to learn when and how to ask for help from​ peers, and when and how to provide help to others.

​"Unlike students with social​ deficits, students with attention deficit hyperactivity disorder​ (ADHD) generally function better in classrooms that are less structured and more​ free-flowing in​ style." This statement is

​false, because students with ADHD tend to benefit greatly from​ structure, because it gives them parameters within which to function.

​"Using empathic​ responding, constructive​ assertiveness, and​ problem-solving skills will make things in the classroom go more​ smoothly, but these techniques are likely to have little effect in other​ situations." This statement is

​false, because these​ skills, once​ learned, can be utilized in your interactions with all members of the school community.

Miss Nunnalley has a student in her class whose name is Arturo. She says to​ him, "You are in America​ now, and I am just going to call you​ Arthur." Her action is

​inappropriate, because students deserve to be called by their given​ names, no matter what they are.

Ms. Jonas is teaching a mathematics lesson on telling time to the half hour. After giving a​ mini-lesson that contains guided​ practice, she gives each student a worksheet that asks them to apply their new learning. As soon as she is finished going over the​ instructions, she moves to her desk at the back of the classroom and begins preparing for reading groups. This practice is

​ineffective, because Ms. Jonas should be circulating the room and monitoring​ students' progress.

Marcie is a student in your​ class, and she has been talking to the students around her during​ seatwork, despite the fact that you have warned her and begun to impose consequences for each infraction. You decide to talk with her​ again, this time using your constructive assertiveness skills as you address her. You begin the conversation by​ saying, "Marcie, when you talk during quiet​ times, it distracts others and keeps them from doing their work. It also prevents you from getting your own work done. Why do you insist on talking even when I have repeatedly asked you not​ to?" Your response is

​ineffective, because although you named the behavior and explained its​ effects, you also quizzed​ Marcie, a practice that should be avoided.

Miss McGuire has recently earned her teaching license​ and, as part of her​ program, learned how to make a web page. When she is hired to teach second​ grade, she sets up a web page as the primary means of communication with parents. Her idea is

​ineffective, because it assumes that all parents will have access to the website.

In​ general, phrasing rules with the word​ "don't" in them is

​ineffective, because it does not help students think of the actions they should be demonstrating.

Seymour is one of your​ lower-functioning students, and he rarely produces work that earns a grade higher than a C. You notice one day that he has done an outstanding job on an assignment and say​ (within the hearing of the whole​ class), "Seymour! High​ five! You did good work on this. Pretty soon you will be as good at this as Vivian​ is! I am so proud of​ you!" Your praise is

​ineffective, because it is not specific about the aspects of​ Seymour's work that drew your​ attention, and it compares his work to that of another​ student, which is to be avoided.

Mrs. Becker gives out certificates for every student who earns an A on the unit test. This practice is

​ineffective, because it will motivate only some students.

A​ social-emotional learning program focuses primarily on

​students' emotional​ self-awareness, self-management, and interpersonal skills.

When lessons are​ engaging, well​ planned, and developmentally​ appropriate,

​students' motivation is typically maximized and behavior problems tend to be minimized.

​"Having students work with a peer or small group is an acceptable way to offset extreme heterogeneity in elementary​ classrooms." This statement is

​true, because peer assistants can serve to reduce the burden on the teacher and increase student involvement.

Mr. Twigg​ says, "I​ can't wait to spend some time really thinking about and reflecting upon different possible room arrangements for my new classroom. The way the space is set up is the first really critical decision I will make to ensure that my students and I have a successful​ year." Mr.​ Twigg's statement is

​true, because room arrangement and organization are key aspects of smooth classroom management and can directly impact student achievement and behavior.

Three words that describe major considerations a teacher needs to make when considering room arrangement are

​visibility, accessibility, and distractibility.