Deck 5: Classroom Management: Beyond Discipline

Question 1

Because each child is different, classroom rules need to be changed frequently.

Answer 1

False

Question 2

Conflict resolution is newer thinking than discipline.

Answer 2

True

Question 3

Time management is simply following a schedule.

Answer 3

False

Question 4

In following the concept of logical consequences in behavior management, a teacher who says "I'll cry if you do that" should cry if a child does what she forbids.

Question 5

"You know I don't like that" is an acceptable "I" message.

Question 6

The only child strategy mentioned in the text that children use to avoid following rules is kicking teachers.

Question 7

If a teacher found a great picture book containing ideas for coping with jealousy in a positive way, it would probably be put on her bibliotherapy list.

Question 8

As a student teacher, you will not have to repeat rules or limits very often.

Question 9

Student teachers should expect some children to be angry with them when they enforce classroom rules.

Question 10

The main goal of teachers in child conflict situations is to have one child back off.

Question 11

One should believe that punishment helps children solve problems.

Question 12

Encouraging a child to yell at a child who throws sand, instead of hitting him, is appropriate.

Question 13

Most teachers use behavior modification techniques.

Question 14

Management and discipline are different terms for the same thing.

Question 15

We help children express both negative and positive emotions.

Question 16

Saying "I don't like you when you hit me" was recommended.

Question 17

Classroom room arrangements are not important when considering guidance.

Question 18

Rules are fairly standard in different preschools.

Question 19

Guidance should not include character guidance.

Question 20

Conflict resolution begins when teachers say, "Stop that."

Question 21

Candor is the ability to admit that you made a mistake and the courage to apologize.

Question 22

When determining guidance techniques, focus on the behavior itself, not the reasons that the children may have for it.

Question 23

Labeling the behavior, a recommended guidance technique, is easy. One tells the child "Hitting hurts. I don't like being hurt."

Question 24

Children taught to be assertive in their own culture may be perceived as aggressive in other cultures.

Question 25

Superhero play involves feeling powerful in a poorly controlled center.

Question 26

Children talking about what they are doing helps them learn to reflect.

Question 27

Consideration means that you respect the children and are aware of their needs, their likes, and dislikes.

Question 28

Abrupt transitions between activities are an effective way of avoiding problems.

Question 29

Mistaken behavior can be another term for misbehavior.

Question 30

Consideration includes acknowledging that you like some children more than others and will inevitably treat them better.

Question 31

The goal of guidance is for you, the student teacher, to control child behavior rather than children doing it themselves.

Question 32

Giving children choices in their work may cause chaos in the classroom and should be avoided.

Question 33

When material is new, children need time to think and reflect, whereas adults are able to comprehend meaning immediately.

Question 34

Lack of resolution is a common conflict outcome in which the issue is dropped and the children choose other activities, play partners or toys.

Question 35

Infant and toddler teachers should never physically remove an object from a child as a form of guidance.

Question 36

Time management means knowing how long children in your care can sustain interest in an activity.

Question 37

Classroom room arrangements are important when considering guidance.

Question 38

Motivated children exploring curricular areas of their own choice rarely display problem behaviors.

Question 39

Computers should be positioned in a high-traffic, busy area.

Question 40

The term "mistaken behavior" is associated with Gartrell.

Question 41

As a behavior change technique, choosing to ignore child behaviors really depends on

A) two factors: the intent of the behavior and its hurtfulness.
B) each child's habits.
C) how the cooperating teacher will see the action.
D) the classroom environment.
E) All of these answers are correct.

Question 42

When an escalating child conflict exists, it usually ends in one of four ways

A) a fight, children walk off, they talk it out, they call the teacher.
B) lack of resolution, mutual solution, submission, adult help.
C) a bully wins, some child cries, teacher disciplines, all parties walk off.
D) the issue is dropped, someone wins, a solution is found, teacher talks to them.
E) All of these answers are correct.

Question 43

An important room feature that is often overlooked is

A) the background noise level.
B) any unusual smells that reach the classroom.
C) the temperature of the room.
D) lighting.
E) All of these answers are correct.

Question 44

It is important that regular classroom routines like collecting lunch money

A) are cancelled occasionally to keep the children from becoming accustomed to a set schedule.
B) are determined by the students, not the teacher.
C) are facilitated by the cooperating teacher.
D) are planned and considered when deciding on the daily schedule.
E) All of these answers are correct.

Question 45

Children's conflicts have one of four outcomes:

A) continue, end, fade or disappear.
B) lack of resolution, mutual solution, submission or adult intervention.
C) safe, unsafe, neutral or closed.
D) physical, mental, emotional or metaphysical.
E) yes, no, maybe or not right now.

Question 46

When attempting to change a child behavior, withholding privileges is

A) a technique that works at times.
B) used after rule statements have failed.
C) not very effective.
D) a rather cruel punishment.
E) All of these answers are correct.

Question 47

It is often easier for the student teacher

A) to teach the children how to do things rather than do it herself.
B) to address conflict in the classroom rather than just working around it.
C) to do everything for children than teach them how to do it themselves.
D) to create conflict in the classroom so that she has the chance to practice her skills as a teacher.
E) None of these answers are correct.

Question 48

Psychological reinforcements that can control children's behavior can satisfy needs for

A) belonging.
B) intellectual variety.
C) being loved.
D) esteem.
E) All of these answers are correct.

Question 49

If a conflict ends in mutual solution

A) the children have bargained or discovered an alternative.
B) both children are likely dissatisfied.
C) an adult must have intervened.
D) a child yields willingly or unwillingly.
E) None of these answers are correct.

Question 50

The four Cs, mentioned as guidance guidelines, include

A) care, consistency, clarity, and closeness.
B) consistency, considerateness, confidence, and candor.
C) caring, cuddling, comforting, and caressing.
D) companionship, caregiving, cordiality, and control.
E) None of these answers are correct.

Question 51

Classroom management involves

A) the physical arrangement of the classroom.
B) curriculum choices.
C) time and classroom routine management.
D) guidance or discipline.
E) All of these answers are correct.

Question 52

In the preschool classroom, classroom management can be defined as

A) searching for an alternative.
B) any teacher act that helps a child satisfy needs in acceptable ways.
C) punishment.
D) any teacher action that assists children's growth toward maturity.
E) any teacher act that helps a child satisfy needs in acceptable ways and any teacher action that assists children's growth toward maturity.

Question 53

Transitions from one activity to another

A) should be planned by the teacher and executed in a timely fashion.
B) may be problematic if they are abrupt.
C) should be abrupt and clearly defined.
D) rarely impact the mood in the classroom.
E) are always child-initiated.

Question 54

Teacher attention is such a powerful tool that student teachers should

A) use it often.
B) be selective in using it.
C) limit it to when it is needed most.
D) be sincere and honest.
E) All of these answers are correct.

Question 55

The statement, "Brandy, the plants need watering. I have another watering can by the shed. Come on, we'll get it" is a behavior change technique for changing less acceptable behavior. It is called

A) cause-and-effect directions.
B) labeling.
C) positive consequences.
D) redirection.
E) direct communication.

Question 56

If a conflict ends in submission

A) the children have bargained or discovered an alternative.
B) both children are likely dissatisfied.
C) an adult must have intervened.
D) a child yields willingly or unwillingly.
E) None of these answers are correct.

Question 57

Roberta, a student teacher, feels certain that a textbook or a practicing teacher will be able to describe guidance strategies that work. Roberta needs to know that

A) children are different but the same strategies work.
B) teachers handle behaviors based on examples their parents and teachers modeled in their own childhood.
C) there are no techniques that always work.
D) books and practicing teachers agree on best methods.
E) None of these answers are correct.

Question 58

Guidance has two facets

A) managing routine behavior problems and managing serious behavior problems.
B) positive and negative.
C) teacher and student.
D) internal turmoil and external management.
E) behavioral and emotional.

Question 59

Reliability in the classroom means:

A) fairness.
B) that your children know you and your routine for the class.
C) fairness and that your children know you and your routine for the class.
D) similarity to the home.
E) fairness and similarity to the home.

Question 60

Social behaviors are often

A) taught at home but not in the classroom.
B) the absence of doing, such as choosing not to spank.
C) taught in the classroom but not at home.
D) taught by doing, such as yelling.
E) None of these answers are correct.

Question 61

Survival behavior can be difficult for the teacher to accept because

A) of its nonsocial and, at times, antisocial aspects.
B) so many professionals doubt that it really exists.
C) its symptoms can be difficult to spot.
D) the child generally displays the behavior at home making direct observation difficult.
E) None of these answers are correct.

Question 62

Often children that are angry with a teacher

A) are angry because the teacher implements rules that have no value in the classroom.
B) are upset because the teacher's actions blocked the child's goals.
C) are physically ill but just don't know how to tell anyone.
D) won't do anything that alerts the teacher to their feelings.
E) All of these answers are correct.

Question 63

It can be challenging for teachers to recognize

A) which behavior modification techniques will work with which children.
B) which behavior modification techniques are congruent with their self-image.
C) which behavior modification techniques will work with which children and are congruent with their self-image.
D) that behavior modification is a waste of time.
E) that parents believe that behavior modification is a waste of time.

Question 64

Guidance is

A) the responsibility of the primary caregiver.
B) an ongoing process of directing children's behavior.
C) negative.
D) usually perceived as negative.
E) usually perceived as positive.

Question 65

Teachers need to understand that family rules

A) have to match classroom rules exactly.
B) that may seem unsafe to the teacher (like physical fighting to solve an argument) may be approved of at home and therefore must be allowed in the classroom for consistency.
C) have no impact on the classroom environment.
D) fluctuate daily.
E) might have been stated at home but not enforced by primary caregivers.

Question 66

The six methods of behavior management include

A) setting limits and insisting that they be kept.
B) labeling the child instead of the behavior.
C) using the concept of illogical consequences.
D) conflict inflation.
E) All of these answers are correct.

Question 67

"Why are you so clumsy?" is an example of

A) a genuine question that a teacher may have about a child's dexterity.
B) a you message.
C) an I message.
D) a false I message.
E) a we message.

Question 68

If rules become picky or ultra-specific

A) it may be indicate an overuse of teacher power.
B) the detail is probably needed.
C) the teacher may be dealing with one difficult child by addressing the group.
D) the teacher may be hiding behind rules to avoid conflict.
E) the student teacher should trust the cooperating teacher's judgment.

Question 69

When adult intervention in conflict is minimized

A) the conflict generally goes unresolved.
B) children learn to negotiate and resolve conflicts themselves.
C) the conflict will probably get physical.
D) children don't know what to do.
E) the children generally "agree to disagree" and schedule another time to discuss the issue.

Question 70

In an I message

A) you recognize that the problem is the child, not you.
B) the child recognizes that they are the problem.
C) you recognize that it is your problem rather than the child's.
D) the child recognizes that you believe they are the problem.
E) the child recognizes that it is your problem and that you are blaming them.

Question 71

Aggression is

A) acceptable in a early childhood classroom as long as no one but the aggressor is hurt.
B) a nonverbal request for help.
C) uncommon in children.
D) not able to be addressed in the classroom unless the primary caregiver approves the redirection.
E) expressed the same way in every culture.

Question 72

Logical consequences

A) never occur naturally and must be imposed on the student by the teacher.
B) are difficult for children to understand.
C) happen the most during solitary play.
D) happen infrequently at home, so they should be emphasized and discussed when they happen while the child is in the early childhood classroom.
E) should relate as closely as possible to the misbehavior so the child can see the connection between them.

Question 73

Outcomes of guidance may include

A) never having conflict again.
B) never having the same conflict twice.
C) an increased ability to get along with others and solving problems with words.
D) an increased use of physical violence to solve problems.
E) None of these answers are correct.

Question 74

If teachers discuss classroom rules with children the children

A) are not as likely to complain about the rules.
B) won't break the rules.
C) have a greater understanding that rules protect everyone.
D) are less likely to break the rules.
E) None of these answers are correct.

Question 75

The four C's of managing behavior are consistency, consideration,

A) cooperation and closure.
B) coordination and closure.
C) cooperation and confidence.
D) candor and coordination.
E) confidence and candor.

Question 76

The goal for discipline is to help children

A) make friends.
B) behave better at home.
C) learn greater responsibility for their own behavior.
D) be more likeable by everyone, including their teachers.
E) All of these answers are correct.

Question 77

Talking about how they feel

A) helps children manage their feelings.
B) only works if the child's conflict was with an adult.
C) only works if the child's conflict was with another child.
D) helps children and should be done privately so that the other children won't accidentally overhear.
E) usually confuses children at first, but in the long run is helpful.

Question 78

One of the four basic categories for rules in early childhood centers is

A) that children should be allowed to defend themselves.
B) some children help with cleanup tasks, others are excused.
C) children should impact, sometimes negatively, other children's instruction.
D) that children should not be allowed to hurt themselves.
E) All of these answers are correct.

Question 79

Empowering families

A) is done easily with the help of professional counselors.
B) only refers to help given to mothers, fathers and siblings.
C) is usually done without the families' knowledge.
D) means helping parents and children gain a sense of control over events in their lives.
E) is not your responsibility as a student teacher.

Question 80

Bibliotherapy is

A) the use of books that deal with emotionally sensitive topics, in a developmentally appropriate way, to help children gain accurate information and learn coping strategies.
B) the use of water to help children better understand science and math.
C) the use of peer counseling to work through stressful isolated incidents.
D) a healthy way for student teachers to process their experiences through writing.
E) None of these answers are correct.