SubSkills: Classroom Management

Which of the following is an example of the common sense trap? -"Jackson, if you don't start this assignment you won't be done by the end of class." -"Jackson, let's get started on the assignment. Let me help you with the first question so you can be finished by the time class is over." -"Jackson, I see you have not started the assignment. Why haven't you started?" -"Jackson, if you don't complete this assignment I will keep you after school."

"Jackson, if you don't start this assignment you won't be done by the end of class."

A student intentionally gives a silly answer. The teacher decides the behavior is inconsequential, asks a second student the same question, and another silly answer is given. Now the teacher should: -Calmly explain that if such actions continue there will be serious consequences. -Calmly move to the next topic. -Call out for volunteers to see who might know the answer and then call on one of them. -Ask a third student. If the correct answer is given, have the two original students repeat the answer.

Ask a third student. If the correct answer is given, have the two original students repeat the answer.

Which of the following is NOT a strategy for responding non-coercively? -Begin instruction immediately -State the facts (NOT) -Re-evaluate the situation -Proximity (NOT)

Begin instruction immediately

As a teacher, you can exhibit the "despair and pleading" trap by: -Being honest about feeling inadequate at the beginning of the class. -Being prepared with more than one classroom management strategy. -Rewarding students using positive verbal reinforcement. -Reinforcing appropriate behavior in a tangible way.

Being honest about feeling inadequate at the beginning of the class.

All of the following are characteristics of coercion, EXCEPT: -Coercion seems to solve the problem immediately. (NOT) -Coercion destroys a student's self-confidence. -Coercion helps the student recognize his inappropriate behavior. -Coercion makes a student want to escape their coercer.

Coercion helps the student recognize his inappropriate behavior.

If you can't find a current seating chart, be prepared to: -Any of these methods are appropriate. -Pass around a clipboard with a paper for the students to sign. -Create your own using sticky notes. -Ask a student who knows everyone's name to write a list of students who are in class.

Create your own using sticky notes.

Positive teacher-to-pupil interaction can be implemented by: -Walking around the room, maintaining close proximity to the students. -Beginning the lesson plan rapidly to avoid student boredom. -Focusing attention on and fixing negative behavior. -Encouraging and commenting on positive student behavior.

Encouraging and commenting on positive student behavior.

Common sense, reason, and logic are used to persuade a student to change his/her behavior. This strategy is: -Effective when a positive environment exists in the classroom. (NOT) -Ineffective because the student doesn't learn anything new. -Ineffective because incentives for changing behavior vary between students. -Effective when the student enjoys the attention while being coached.

Ineffective because the student doesn't learn anything new.

The most effective way for you to start the school day is to: -Take attendance, lunch count, put your name on the board, and introduce yourself to the class. (NOT) -Introduce a learning activity that engages the students, allowing you to take roll. -Take time to get to know the students and what they have learned the past week. -Review the lesson plans as the students arrive.

Introduce a learning activity that engages the students, allowing you to take roll.

Your students have returned to class after participating in a highly energetic pep rally. The energy created in the rally has accompanied the students back to class. You should: -Review your expectations of behavior with students. -Spend a few minutes discussing the pep rally. -Involve students in a brainteaser or riddle activity. -Begin writing down names of students who are misbehaving.

Involve students in a brainteaser or riddle activity.

Which of the following would be LEAST effective when a student has an emotional outburst? -Ignore the inappropriate behavior. -Let the student know that this behavior hurts your feelings and is unacceptable. -Implement the "I understand" technique and other appropriate interventions. -Firmly tell the student to stop, positively redirect their behavior, and restate your expectations.

Let the student know that this behavior hurts your feelings and is unacceptable.

Which of the following statements is true? -On average only two percent of appropriate behavior is recognized by teachers. -A substitute teacher who can't think of an appropriate way to respond should consult a permanent teacher. -Doing nothing when unable to think of an appropriate response is less effective than a negative response. -Teachers who use proactive responses will likely experience negative interactions with students.

On average only two percent of appropriate behavior is recognized by teachers.

When responding to comments or answers given by students in the classroom, you should: -Promote a risk-free environment by not implying failure or criticism. -Acknowledge the effort being made by all students. -Make sure the class understands why a comment or answer was incorrect. -Question student responses to generate classroom discussion.

Promote a risk-free environment by not implying failure or criticism.

The need for students to act out to get attention is virtually eliminated when teachers: -State expectations at the beginning of class. -Provide reinforcement for appropriate behavior. -Have four positive interactions for every negative interaction. -Immediately stop the inappropriate behavior.

Provide reinforcement for appropriate behavior.

Which of the following are examples of consequential behavior: -Speaking out without being asked. -Getting out of your seat to sharpen a pencil. -Pushing other students around. -All of the answers are correct. (NOT)

Pushing other students around.

Select an example where a student is exhibiting consequential, inappropriate behavior: -Sharpening a pencil while the teacher is talking. -Tapping a pencil on the desk or drumming fingers. -Answering a question without raising a hand. -Socializing with other students.

Socializing with other students.

You are having difficulty teaching in an elementary school. Some of the students are being disruptive and will not follow directions. What you have tried has not been effective and you are feeling discouraged. You should: -Take a proactive approach by reinforcing appropriate student behavior. -Refer the disruptive students to the office. -Leave a note for the permanent teacher listing the names of the students who have misbehaved. -All of the answers are correct.

Take a proactive approach by reinforcing appropriate student behavior.

Which of the following is an effective way to respond non-coercively to inconsequential behavior? -The teacher responds to the inappropriate behavior by restating the expectations. -A student calls out the correct answer without raising her hand and the teacher acknowledges her. -The teacher says, "Stop tapping your pencil." -The teacher ignores the behavior.

The teacher ignores the behavior.

Questioning students about inappropriate behavior is not suggested unless: -You really need information to redirect behavior. -The student needs to recognize the misbehavior. -You need to know the motive. -You need time to regain your composure.

You really need information to redirect behavior.

Your introduction to the class should include which of the following: -Your name. -An amusing fact about yourself. -Your teaching experience. -All of the answers are correct. (NOT)

Your name.