Deck 13: Creating Learning Environments

Question 1

At what educational level is the direct teaching of classroom rules and procedures most critical for effective classroom management?

A) Early elementary
B) High school
C) Middle elementary
D) Late elementary to middle school

Answer 1

Early elementary

Question 2

When setting goals for a new school term, which of the following should be one of a teacher's classroom management goals?

A) Ensure that students have fun learning
B) Make sure she or he excels in content knowledge
C) Make sure students comply with rules
D) Help students achieve self-management

Answer 2

Help students achieve self-management

Question 3

Carson's achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson's success?

A) His teacher's content knowledge in fifth grade subjects
B) His teacher's knowledge and skill in classroom management
C) His increased interest in school
D) His increased ability to follow rules and procedures

Answer 3

His teacher's knowledge and skill in classroom management

Question 4

Which one of the following rules seems to be MORE appropriate for secondary school classes than for elementary school classes?

A) Bring all materials to class.
B) Listen attentively when others are speaking.
C) Obey all school rules.
D) Respect other students' property.

Question 5

What term designates the area in a classroom where the greatest amount of interaction takes place?

A) Action zone
B) Fishbowl area
C) Personal territories
D) Zone of proximal development

Question 6

Ms. Rivers has a student, Monika, who has difficulty completing her in-class work. Although Ms. Rivers allows plenty of time for study and Monika is actively working, Monika's efforts appear to be lacking in

A) academic learning time.
B) attended time.
C) class time.
D) time on task.

Question 7

The basic task for teachers in relation to classroom management is

A) dealing effectively with misbehaviour when it occurs.
B) gaining students' cooperation for learning tasks.
C) trying to ensure that students will be obedient.
D) working actively with administrators and teachers.

Question 8

Sherry's class knows that different behaviours are expected (and tolerated) during different kinds of activities. It is likely that her class has a good understanding of

A) each activity's goal.
B) participation structures.
C) self-management techniques.
D) structuring rules.

Question 9

When handing in material, Mr. Spark's students pass their work forward to the students in the front row, who then pass the materials from left to right. This approach is an example of classroom

A) organizational behaviours.
B) procedures.
C) protocols.
D) rules.

Question 10

In regard to personal territories, and action zones, researchers recently have recommended teachers:

A) utilize engaged learning time and encourage students to work independently.
B) not rely on computers that can slow down the action in a classroom.
C) design the physical space of the classroom so that students are forced to sit in dyads.
D) "spread the action around" by moving around the room when possible and asking direct questions of students who are seated far away.

Question 11

Based on guidelines for establishing classroom rules, which of the following statements is a good rule?

A) Do not come to class late.
B) As much as possible, come to class prepared.
C) Listen and stay seated while others are speaking.
D) Do not push, shove, or hit others.

Question 12

Which one of the following time measures would generally have the highest correlation with school achievement?

A) Academic learning time
B) Allocated time
C) Class time
D) Engaged time

Question 13

Which of the following seating arrangements is likely to be most effective in encouraging all students to participate in a brief brainstorming session?

A) Fishbowl
B) Horizontal rows facing the front
C) Clusters of four
D) Horizontal rows on opposite sides facing each other

Question 14

What is the key element underlying participation structures for different classroom activities?

A) Access to performance goals
B) Awareness of rules
C) Providing cognitive activities
D) Self-management

Question 15

Penny is an eighth-grade student in Mr. James' German class. Whenever Mr. James turns to the chalkboard, Penny pokes the student in front of her. The other students laugh, and it takes time to calm the class down. Which one of the following strategies would be the most appropriate for changing Penny's behaviour?

A) After-school detention
B) Contact with parents
C) Exclusion from group activities
D) Send to principal's office

Question 16

Time when students are actually succeeding at the learning task is referred to as

A) hot cognition time.
B) engaged time.
C) attended time.
D) academic learning time.

Question 17

The essential difference between rules and procedures is that rules are

A) established by schools; teachers establish procedures.
B) seldom written; procedures are usually written.
C) what and what not to do; procedures involve how to do activities.
D) concerned with behaviours; procedures deal with cognitive activities.

Question 18

Kenneth frequently misbehaves in Ms. Lindquist's biology class. Which one of the following penalties for his misbehaviour is an example of an appropriate negative consequences?

A) Having Kenneth stand in corner at the front of the class
B) Having Kenneth write an essay about his misbehaviour and its effects
C) Having Kenneth write multiple times what he shouldn't do (e.g., "I should not talk in class.")
D) Using mild physical punishment with Kenneth whenever he misbehaves

Question 19

Expert teachers primarily use detention to

A) assemble misbehaving students so they could be dealt with as a group.
B) make the consequences somewhat public so that peer pressure to behave may be encouraged.
C) prevent the student from participating in a desired extra-curricular activity.
D) talk privately with the student about why the particular misbehaviour occurred.

Question 20

Although specific consequences may be established for specific misbehaviour, a logical consequence for many infractions is

A) extra school-related work.
B) redoing the procedure or activity correctly.
C) removing all reinforcement.
D) time-out or detention.

Question 21

What is the primary rationale for using the paraphrase rule with a class?

A) Encourage students to speak in full sentences.
B) Give students the benefit of the doubt when they break a rule.
C) Increase students' communication skills.
D) Promote classroom interactions among students.

Question 22

What should teachers do about teasing among students?

A) Teach students how to cope with harmful teasing without having hurt feelings or turning to adults.
B) Ignore teasing among students at school.
C) Teach students to read intentions of others and distinguish playful teasing from harmful teasing.
D) Forbid teasing among students at school.

Question 23

What is the best way to deal first with a defiant, hostile student?

A) Be consistent in applying established consequences.
B) Give the student a chance to cool down and save face.
C) Have a conference with the counselor and parents.
D) Make sure that the school office is aware of the incident.

Question 24

An adolescent student approaches a teacher and says, "I can't sleep very well at night and worry about all the mess in my life." This situation is an example of a(n)

A) external-stable crisis.
B) student-and teacher-owned problem.
C) student-owned problem.
D) teacher-owned problem.

Question 25

Kathy's student teacher works well with small groups, but she finds it difficult to keep track of the rest of the class during small group sessions. Kathy should work with her student teacher to develop

A) group focus.
B) movement management.
C) overlapping.
D) withitness.

Question 26

Thomas Gordon stresses that the first step in solving a problem is to determine

A) if a rule has been broken.
B) who is at fault.
C) who owns the problem.
D) why the problem has occurred.

Question 27

Spreading rumours and lies about someone in an effort to damage is an example of

A) cyberbullying.
B) social/relational bullying.
C) verbal abuse.
D) identity bullying.

Question 28

The purpose of using choral responses is to establish

A) group focus.
B) movement management.
C) overlapping.
D) withitness.

Question 29

Mr. Marshall's first two science classes were devoted to demonstrating and explaining rules and procedures in the laboratory. According to principles of effective classroom management, this procedure will probably result in

A) loss of student interest and involvement in the subject.
B) poor understanding of the course material.
C) rushing through much material to make up the lost time.
D) time gained over the course of the school year for learning activities.

Question 30

A key element in empathetic listening is

A) giving students clear prescriptions about what actions to take.
B) ignoring the students' emotions and attending only to verbal behaviours.
C) reflecting back to the student what you think that student is saying.
D) sending students "I" messages in order to change the student's behaviour.

Question 31

As a first step toward dealing with a discipline problem quickly, teachers should

A) ask the student to state the correct rule or procedure.
B) give the student a nonverbal signal to stop.
C) give the student a soft reprimand.
D) tell the student in a clear, assertive way to stop.

Question 32

Mr. Crain experiences a discipline problem with Joe. In imposing penalties, Mr. Crain should

A) discuss the situation with Joe immediately after the infraction occurs.
B) negotiate the level of punishment with Joe.
C) re-establish a positive relationship with Joe as quickly as possible.
D) reprimand Joe publicly in order to gain the support of the group.

Question 33

Greg was trying to pass Bill a note, but Bill kept his eyes on his own work and thought, "Why does Greg do this to me? Mrs. Pepper will spot him for sure. She never misses anything. You'd think she could read minds." Mrs. Pepper could be described as exhibiting what characteristic?

A) Assertiveness
B) Group focus
C) Movement management
D) Withitness

Question 34

Wendy, a ninth grader, is very bright and energetic in class. She always knows the right answer and pays close attention. Her only problem is that she rarely hands in homework. Her teacher should

A) enforce the established consequences for incomplete work.
B) ignore the problem behaviour so that it will extinguish.
C) place Wendy on a system of token reinforcement.
D) relax the rules slightly so that she can catch up.

Question 35

In the area of movement management, a common error is

A) abrupt and slowdown transitions.
B) keeping group focus.
C) demonstrating withitness.
D) watching for overlapping activities.

Question 36

Jeremiah throws his book at Sally, but Mrs. Fox mistakenly reprimands Sally for the disruption. Mrs. Fox has made what kind of error?

A) Movement
B) Selection
C) Target
D) Timing

Question 37

According to Jacob Kounin's strategy for effective management, the key goal is

A) enforcement of consequences.
B) preventing misbehaviour from occurring.
C) selecting appropriate punishments and reinforcers.
D) stating rules.

Question 38

In determining who owns a problem, what basic question should the teacher ask?

A) "Can I do anything about solving the problem?"
B) "Does the problem tangibly affect me and disrupt my role?"
C) "How long has the problem been bothersome to the class?"
D) "Who is annoyed most by this problem?"

Question 39

Ms. Simone teaches high school freshmen who often enter the high school scene feeling disconnected and overwhelmed. She wants to create a caring community and help these freshmen feel a sense of belonging. Which of the following actions is most likely to help her achieve her goal appropriately?

A) Ms. Simone might connect with her students on social media to encourage connections outside the classroom.
B) Ms. Simone should get student feedback about topics of study but not about her teaching or classroom management practices.
C) Ms. Simone might conduct weekly academic skill contests that involve individual competition for the top rank in the class.
D) Ms. Simone should get to know the students as individuals and learn about their academic and nonacademic interests.

Question 40

If you use empathetic listening in a discussion with a student, there is likely to be an increase in what type of behaviour?

A) Criticism
B) Defensiveness
C) Problem solving
D) Solution messages

Question 41

Which one of the following behaviours would be considered an "assertive response" to a discipline problem?

A) "If you do that once more, you'll be punished."
B) "If you weren't so slow, we could be finished by now."
C) "Stop talking and return to your seats."
D) "Why do you persist in annoying the class?"

Question 42

Effective teachers who practice culturally responsive classroom management usually have high expectations of their students and demonstrate great care for their students. These effective teachers are often referred to as ________.

A) compromising.
B) multidimensional.
C) warm demanders.
D) accommodating.

Question 43

Which one of the following behaviours is likely to be the most successful method for a teacher to follow in attempting to resolve a conflict with a student?

A) Give in to the student's demands.
B) Impose a solution on the student.
C) Negotiate assertive discipline.
D) Try Gordon's "no-lose" method.

Question 44

There are three basic ways of organizing space in the classroom: (1) interest areas, (2) personal territories, and (3) teacher territories.

Question 45

A circle seating arrangement is generally inappropriate for whole-group presentations.

Question 46

Effective managers communicate rules over time rather than primarily during the beginning weeks of school.

Question 47

Of the seven ways suggested for stopping misbehaviour quickly, the least intrusive way is the make eye contact with, or move closer to, the offender.

Question 48

A limitation of encouraging students to become self-managers is the amount of time required to accomplish this goal.

Question 49

Decisions about penalties and rewards should be made early in the school year so that students will know before they break a rule or use the wrong procedure what the consequences will be.

Question 50

Jacob Kounin has suggested that the key element of effective classroom manager's styles is the prevention of misbehaviour.

Question 51

Gordon's "no-lose" method of dealing with conflicts involves

A) having both the teacher and the students participate in the solution.
B) having students vote on the best solution to the problem.
C) imposing a solution for the problem on the students.
D) using empathetic listening to help the students discover the solution on their own.

Question 52

The time actively spent with the learning task is called engaged time.

Question 53

A teacher who is skilled in overlapping has the ability to keep as many students as possible involved in a task.

Question 54

According to David Johnson and his colleagues' five-step negotiating strategy, the first step is to

A) have the students jointly define the problem or conflict.
B) separate the students in order to define the conflict.
C) require the students to take the reverse perspective so they can consider the other person's point of view.
D) ask the students to invent at least two arguments that allow mutual gain.

Question 55

Which one of the following teachers is sending an "I" message to a student?

A) "With all the noise that you're making while I'm teaching, I am unable to be heard by students at the back of the room, and I am frustrated."
B) "I hear you saying that you do not understand what Mary is saying."
C) "I like David's suggestion. It shows a lot of imagination, so let's try to use it."
D) "I think that Sam should be given the benefit of the doubt about this issue."

Question 56

Participation structures help define how students should behave in various types of activities.

Question 57

One of the characteristics of a multidimensional classroom is predictability.

Question 58

Movement management means propelling the class lesson at an appropriate and flexible pace and avoiding abrupt transitions and slowdowns.

Question 59

The most effective set of classroom rules is one that specifically spells out as many of the "dos and don'ts" as possible.

Question 60

The fishbowl arrangement in the classroom helps to create a feeling of group cohesion.

Question 61

When students are actively attending to learning material, the process is called ________ time or time on task.

Question 62

In Gordon's "no-lose method" of conflict resolution the needs of both the teacher and the students are taken into account.

Question 63

Teachers who appear to have "eyes in the back of their head" due to their awareness of everything that happens in the classroom are considered by Kounin to be skilled in ________.

Question 64

In addition to the goals of having time for learning and access to learning, the third goal of any classroom management system is ________.

Question 65

A teacher who listens carefully to a student and then tries to paraphrase what the student is saying and feeling is using ________ listening.

Question 66

Gordon's approach to resolving conflicts that involves a cooperative effort by the teacher and students to find a solution is the ________ method.

Question 67

The informal rules that define when and how students may interact with one another during given activities are called ________ structures.

Question 68

The steps taken to accomplish activities in the classroom are described as ________.

Question 69

Both research evidence and classroom practice indicate that using a hostile response style is an effective management technique.

Question 70

Describe how procedures differ from rules. Using Carol Weinstein and her colleagues' suggestions, identify key areas for which procedures need to be established.

Question 71

Empathetic listening is an effective strategy for helping students to find solutions to problems by keeping the lines of communication open.

Question 72

When teachers make "you" statements that condemn students without stating clearly what the student should be doing, these teachers are using a ________ style.

Question 73

A student tells you that he broke up with his girlfriend last night and was unable to complete his essay on time. This is an example of a teacher-owned problem.

Question 74

The most important thing for secondary teachers to do with regard to classroom management is to enforce the established consequences for incomplete work.

Question 75

Keeping track of and supervising several activities at the same time is called ________.

Question 76

Experts agree there are times when teachers must use grades as a means of discipline or penalty for misbehaviour.

Question 77

Canter and Canter's approach to dealing with behaviour problems by making expectations clear and following through with defined consequences is called ________ discipline.

Question 78

The time students spend working on learning tasks, while experiencing a high rate of success, is called ________ learning time.

Question 79

Requiring the next participant to summarize what the preceding speaker has said before being permitted to speak illustrates the ________ rule.

Question 80

Choral responding is used to maintain ________ by keeping the whole class attentive to the lesson activities.