Deck 12: Classroom Management

Question 1

Which of the following would you expect an effective classroom manager to do on the first day of class?

A) Ask students to propose ways to handle classroom procedures.
B) Present the classroom rules and explain the penalties for misbehavior.
C) Plan not to plan for the first day's activities, just let students get to know one another.
D) Have students elect three teacher's helpers to carry out classroom procedures.

Answer 1

Present the classroom rules and explain the penalties for misbehavior.

Question 2

According to classroom management research, during the first weeks with a new class effective classroom managers are likely to

A) arrange a series of specific teacher-led assignments.
B) favor open education techniques to permit exploration.
C) make use of discussion groups to help students get acquainted.
D) organize discovery sessions to promote class spirit.

Answer 2

arrange a series of specific teacher-led assignments.

Question 3

Mr. Germane is delivering a science lecture as the phone in the classroom rings. He quickly asks the class a question and directs them to write their answer on a sheet of paper. He answers the phone on the fourth ring, takes care of the needs of the caller, and then turns his attention back to the class. Kounin would say that this is an example of

A) an authoritative teaching style.
B) withitness.
C) overlapping.
D) the ripple effect.

Answer 3

overlapping.

Question 4

Generalizing from Diana Baumrind's research on parenting styles, which style of interaction would likely allow students to regulate their own behavior most effectively?

A) permissive
B) authoritative
C) authoritarian
D) laissez-faire

Question 5

Which of the following teacher statements most clearly reflects withitness, as defined by Kounin?

A) "I know you guys don't like school too well, but if you want a job and a car, you'd better graduate."
B) "Paul, I see you are beginning to bother others. Finish your assignment and you can work on your own project."
C) "As the band leader said to his group, let's take it from the top."
D) "Amy, this is the third time I've had to speak to you this period. I want it to stop."

Question 6

Mrs. Swindell, during a lecture on the importance of proper hygiene, notices that Phil and Todd (the class clowns) are quietly plotting a scheme in the back of the room. The other students are not aware of the scheming, and Mrs. Swindell smoothly continues with the lecture. Upon completion, she calls the boys aside and, as the class works on another project, explains why their behavior is unacceptable. This example illustrates the use of

A) overlapping.
B) momentum in class activities.
C) the ripple effect.
D) an I-message.

Question 7

Which of the following teachers seems most aware of the importance of momentum in class activities?

A) Mr. Chong asks all students in the class to go to the board, one by one.
B) Miss Cleary schedules a test just after recess.
C) Mrs. Omori follows a standard pattern of class activities.
D) Ms. Oldham waits until a lesson is finished before commenting on a minor bit of misbehavior.

Question 8

In dealing with disruptive behavior, techniques such as signals, proximity control, interest boosting, and antiseptic bouncing are intended to

A) encourage student self-control.
B) encourage student imitation of desirable forms of behavior.
C) make use of group pressure to encourage desirable behavior.
D) increase the effectiveness of classroom rules.

Question 9

In which of the following situations is a teacher demonstrating skill at handling what Kounin calls overlapping?

A) A teacher deals with students of different ages on a playground by taking their various ages into account.
B) A teacher gives the class a free period and uses the time to help several students who have fallen behind.
C) A teacher notices that two students are sleeping, stops the lesson, wakes the students, and then begins again.
D) A teacher working with one group of students turns momentarily to tell another group to get busy, then quickly redirects his attention to the first group.

Question 10

Effective teachers usually

A) make the first day of school a no-work day.
B) don't find it necessary to provide a lsit of classroom rules.
C) plan how to handle classroom routines and behavior problems.
D) let students work separately on self-chosen activities

Question 11

Which of the following classroom situations most clearly reflects the ripple effect as described by Kounin?

A) A boy makes a wisecrack, and soon everyone in the class is trying to think up wisecracks.
B) A fight between two students leads to a fight between two parents.
C) Everyone works diligently after a dawdler is reprimanded.
D) Two students start to giggle, and soon the whole class is laughing.

Question 12

Which of the following statements suggests that the student who makes it is under the influence of the ripple effect?

A) "If we keep busy, we'll be able to leave early. Stop fooling around."
B) "This teacher will send you to the office for anything. Watch it."
C) "I don't have my homework finished, and I'm scared about what old sourpuss is going to do about it."
D) "For heaven's sake, put that comic book away! Didn't you see what just happened to Cathy?"

Question 13

Which of the following teacher statements would most likely allow students to better understand the need for classroom rules and encourage them to behave appropriately?

A) "Don't run in the hall because it isn't well-mannered behavior."
B) "Don't run in the hall because you may get hurt or hurt someone else."
C) "Don't run in the hall because it is against the rules."
D) "Don't run in the hall because you will get a demerit if you do."

Question 14

If you are concerned with maintaining the proper degree of control and management over your adolescent students, which of the following is the best approach?

A) Make and communicate a specific system of rules and procedures, one from which there is little deviation.
B) Allow the students to determine all classroom rules democratically.
C) Allow no input into making rules and procedures; determine them all yourself.
D) Don't worry about passing out rules to students or posting them; they wish to be treated as adults and need to be told about rules only once.

Question 15

Directing a meaningful stare toward, or moving closer to, a mildly misbehaving student is an influence technique intended to

A) extinguish the misbehavior.
B) mildly humiliate the offender.
C) encourage self-control in the student.
D) negatively reinforce the student.

Question 16

If you follow Kounin's recommendations for handling disruptive behavior, you would say to misbehaving students,

A) "If that behavior doesn't stop, I'll have to make an example of you."
B) "If you two don't cut that out, I'll send you to the principal."
C) "I'm beginning to get concerned about the behavior of some people."
D) "Pedro and Daniel, horseplay around chemistry equipment is dangerous. Get back to work on that experiment."

Question 17

According to classroom management studies, the most desirable classroom atmosphere can best be summed up as

A) businesslike and democratic.
B) cooperative and relaxed.
C) supportive and businesslike.
D) well-controlled and no-nonsense.

Question 18

If you are impressed by Kounin's concept of withitness, you should try to

A) show that you are informed about student interests and values.
B) keep abreast of new developments in styles of music and dress favored by your students.
C) be observant and quick to prevent small troubles from developing into large problems.
D) use a variety of influence techniques to prove you are a capable class manager.

Question 19

If you take into account Kounin's observations on class management, you are most likely to keep a class alert and involved if you

A) always call on a good student first, then ask a question.
B) ask one pupil to answer several questions in succession.
C) call on several students, in unpredictable order and in quick succession.
D) call on students while moving systematically around the room.

Question 20

A teacher creates a relationship with students that best parallels that of a

A) personal friend.
B) caring manager.
C) personal therapist.
D) school social worker.

Question 21

Ms. Sawyer, a fifth-grade art teacher, notices that Lamar, one of her more mischievous students, is using a compass to drill into his drawing table. She responds to this behavior by saying, "I get so upset when people are not respectful of my property. Let's try to be more caring." This is an example of the use of

A) an I-message.
B) the no-lose method.
C) a direct appeal.
D) defining limits.

Question 22

Which of the following is the clearest example of an I-message?

A) "Pete, I get frustrated when you do that. Please stop."
B) "Kim, I think you are being immature and I want you to improve."
C) "Carol, I see you're the only one misbehaving. You should be ashamed."
D) "Brian, I want you to stop that now, and I mean it."

Question 23

According to Kounin's studies of classroom management, how do effective teachers handle multiple groups and multiple activities in one classroom?

Question 24

How do boys and girls differ when it comes to bullying other students?

A) They don't.
B) Girls are more likely to use verbal rather than physical means to bully others.
C) Girls are more likely to use physical rather than verbal means to bully others.
D) Boys engage in verbal bullying as much as they do physical bullying.

Question 25

What are some techniques you might use to keep all the students attentive during class recitation periods?

Question 26

If you must criticize a student, you should

A) do it privately, then suggest appropriate behavior.
B) do it publicly so that others get the message as well.
C) make sure the criticism is severe enough to prevent recurrence.
D) follow the criticism with a restitution assignment.

Question 27

Describe the nature and significance of the ripple effect.

Question 28

Generalizing from information in the text, the student most likely to engage in violent behavior would be

A) a male with a low grade-point average attending an inner-city middle school.
B) a hyperactive male attending an inner-city high school.
C) a socially rejected male attending a suburban middle school.
D) an unattractive male from a broken home attending an inner-city high school.

Question 29

Summarize Kounin's conclusions about the consequences of interrupting classroom routines.

Question 30

You read about a classroom management program called The Good Behavior Game and decide to implement it in your classroom. The essence of the program is to

A) use group reinforcement procedures to eliminate disruptive behavior.
B) extinguish disruptive behavior by ignoring it.
C) allowing other students to determine the punishment for various classroom infractions.
D) have students visualize themselves behaving appropriately in the classroom.

Question 31

Programs like resolving conflict creatively and peer mentoring reduce violent and disruptive behavior in schools by

A) having a common set of expectations, rules, and punishments for the entire school.
B) using multiple behavior modification techniques.
C) teaching students how to use nonviolent conflict resolution techniques.
D) punishing students only for the most serious offenses.

Question 32

Which of the following statements accurately describes the incidence of violence in American public schools?

A) Violence in public schools reached epidemic proportions during the late 1990s.
B) Criminal incidents occur frequently in most American public schools.
C) Violence is more likely to occur in high schools than in middle or elementary schools.
D) Violence in public schools has decreased in recent years.

Question 33

Adolescent male aggressiveness can best be related to

A) hormone levels and inborn tendencies.
B) testosterone levels and cultural expectancies.
C) chromosomal abnormalities.
D) peer pressure.

Question 34

Discuss the reasons that the authoritative approach to classroom management appears to be superior to authoritarian and permissive approaches.

Question 35

Taking into account Kounin's studies of classroom management, describe the classroom skill you should cultivate if you want to head off discipline problems. (Kounin coined a term to refer to this skill; name it.)

Question 36

Which of the following is the best three-word motto summing up recommendations the text offers for handling problem behavior?

A) explain, insist, restructure
B) establish, explain, enforce
C) ignore, punish, explain
D) prompt, consistent, reasonable

Question 37

Pam, Mazy, and Tim have just received their scores on the history test they took last week. Mazy and Tim appear pleased with their scores. Pam, however, approaches her teacher and laments, "I am so angry! I studied really hard for this test, and I got a D. The test was just too hard!" According to Gordon, it is best if the teacher

A) gently criticizes Pam for making excuses for her poor performance.
B) explains why the test was fair and why Pam likely performed poorly.
C) helps Pam determine who owns the problem and shows interest in what she is saying.
D) listens to Pam carefully and arranges for her to take a makeup exam.

Question 38

LeVar, Rebecca, and Aubry have just received their scores on the political science test they took earlier in the week. LeVar and Aubry seemed pleased with their scores. Rebecca, however, approaches her teacher and laments, "I'm so upset! I studied really hard for this test, and I got a D. The test was just too hard!" According to Gordon, it is best if the teacher

A) gently criticizes Rebecca for making excuses for her poor performance and encourages her to take responsibility for her own behavior.
B) explains why the test was fair and why Rebecca may have performed poorly.
C) listens to Rebecca carefully and arranges for her to take a makeup exam.
D) first determines who owns the problem, then uses active listening.

Question 39

In terms of Erikson's description of psychosocial development, misbehavior on the part of high school students can often be attributed to

A) the epigenetic principle.
B) the amount of violence in American society.
C) lack of a positive identity.
D) premature foreclosure of identity.

Question 40

Sometimes it will be necessary to criticize students. If you follow suggestions offered in the text, you will

A) do it promptly, even if you must interrupt a lesson.
B) do it privately, then say something encouraging.
C) explain why the behavior is unacceptable and ask for an apology.
D) first permit the student to explain, then give your criticism.

Question 41

How should you approach classroom management on the first day of class?

Question 42

Taking into account the current research on classroom management, describe how effective teachers handle classroom routines.

Question 43

Comment on the incidence of crime and serious violence in U.S. public schools.

Question 44

Describe and provide an example of each of the following classroom management techniques described by Kounin: withitness, overlapping, smoothness, momentum, involvement, variety, enthusiasm, and the ripple effect.

Question 45

Is there a difference in the amount and type of bullying engaged in by boys and girls? If so, describe the difference.

Question 46

According to current classroom management research, what procedures should be followed during the first weeks with a new group of students?

Question 47

What makes managing the middle, junior high, and high school grades different from managing the primary and elementary grades?

Question 48

What would you do if you followed Ginott's suggestions regarding communication during disciplinary situations?

Question 49

What procedures for class rules are necessary for effective classroom management of middle school and high school students?

Question 50

Describe the six key ingredients of well-managed classrooms that have been suggested by research. Describe the relationship between these ingredients and instruction, constructivism, classroom management, and student affective factors.

Question 51

Name two of the three school-wide programs mentioned in the book whose purpose is to prevent disruptive and violent behavior and explain what they have in common.

Question 52

What procedures does the text recommend if you find that you must criticize a student?

Question 53

Explain what Gordon means when he suggests that teachers should try to determine who owns a problem before deciding how to handle it.

Question 54

Describe two factors that contribute to aggressive behavior in males.

Question 55

Describe three techniques you might use to give students who seem to be on the verge of misbehaving the support they need to maintain self-control.

Question 56

What explanations have been offered to account for the disproportionately high rate of violence among middle school boys?

Question 57

Define bullying, note any gender differences in bullying, and explain why it is a problem that educators need to specifically address.