Deck 12: Critical Management Skills for Structuring the Learning Environment

Question 1

Which of the following is NOT part of making a plan for using teacher equipment?

A) making a list of what you need
B) teaching students how to run the equipment
C) making sure equipment is available
D) setting up equipment in advance

Answer 1

B

Question 2

Plan and teach major, nonroutine transitions at the beginning of the year.

Answer 2

False

Question 3

Teachers can respond to diverse student social needs through logistical planning.

Answer 3

True

Question 4

When planning for transitions, the teacher's goal should be to prevent behavior problems by making transitions as quick as possible.

Question 5

Which of the following is a guideline for effectively monitoring student behavior?

A) Teach from the back of the room rather than the front.
B) Write on the board in advance.
C) Position yourself behind a student when helping him with seatwork.
D) All of these are correct.

Question 6

Monitoring student behavior is a way of assessing their understanding of the lesson.

Question 7

What should a teacher do during routine transitions?

A) make sure his/her own materials are ready
B) acknowledge students for following the transition expectations
C) write the schedule for the next activity on the board/screen
D) give clear directions for where to go and what materials will be needed

Question 8

Which of the following is NOT a recommended strategy for monitoring student behavior?

A) looking
B) listening
C) assessing
D) moving

Question 9

What is the main reason for which teachers should use scanning to monitor behavior?

A) to catch students misbehaving
B) to notice which students work well together
C) to be aware of what is happening everywhere in the room
D) to evaluate students' skill at staying on-task

Question 10

A teacher's critical management skills support student learning.

Question 11

Transitions may cause anxiety for students who are not fluent in English.

Question 12

Students should not be allowed to play with new materials before using them in a lesson/activity as they will then think of the materials as toys.

Question 13

When preparing for transitions, teachers should plan for how to prepare students for transitions, how to communicate expectations for the transition, and how to regain attention after the transition.

Question 14

One way to prepare students for a transition is to provide them with a schedule for the day and/or for the lesson or activity.

Question 15

A major transition is one where:

A) 20 or more students are involved.
B) students are switching from small-group work to free time.
C) students are relocating to a different setting.
D) the teacher is distributing materials to the students.

Question 16

Transitions can involve moving from place to place or moving from task to task.

Question 17

Which of the following is NOT part of logistical planning?

A) planning how to return assignments to students
B) checking in advance to see if the TV monitor works
C) figuring out how to share 10 calculators among 25 students
D) planning how to move students from large group to small group work

Question 18

Students who tend to be disruptive should be seated at the back of the room.

Question 19

What factors would prompt a teacher to move closer to students to monitor behavior?

A) to stop inappropriate behavior
B) to prevent behavior problems
C) to help students attend to instruction
D) All of these are correct.

Question 20

When arranging the room, teachers should consider traffic patterns and plan to avoid crowding.

Question 21

Which of the following is NOT a consideration when teaching students how to make transitions?

A) deciding which transitions should be taught
B) task analyzing the transition by creating a set of steps for the students to follow
C) planning a homework component as part of teaching the transition
D) planning a mini-lesson to teach a new transition routine

Question 22

Which one of the following is NOT necessary or appropriate when preparing for transitions?

A) teaching all of the transitions at the beginning of the year
B) planning room arrangement changes and plan for logistics
C) showing and explaining directions for the transition to students
D) planning a reminder or precorrection for students on how to perform a routine transition

Question 23

Describe and give examples of the advance preparation that a teacher needs to do for major, nonroutine transitions.Include suggestions for how to prepare students for the transition.

Question 25

How can helping with chores in the classroom benefit students?

Question 26

Identify two strategies teachers can use to distribute materials in a way that will not distract students.

Question 27

Explain how to teach a transition routine, beginning with task analysis.

Question 28

Give three examples of how teachers can use seating assignments to meet individual needs.

Question 29

Read the following scenario.Describe the mistakes Mrs.Nottaklue made and explain how she could fix those mistakes.Be thorough and specific.
Mrs.Nottaklue Leads a Class Discussion
Mrs.N gained attention and communicated expectations.Next she introduced the discussion topic to the class.She then turned to write four discussion questions on the board.Finally, perched on her stool, she asked the class to respond to the questions and a lively discussion began between Mrs.N and the students in the front row.Meanwhile, students were slouched down in the back row, giggling as they passed something back and forth.An argument began.Some students were playing with stuff in their desks or were staring out the window.Mrs.N never noticed.

Question 30

Planning for logistics is important for all of the following reasons except:

A) protecting learning time.
B) preventing behavior problems.
C) teaching students to set goals for managing materials.
D) reducing down time.

Question 31

In developing an effective plan to use student equipment and materials, which of the following components would NOT be included?

A) a plan for gathering equipment and materials
B) a plan to ensure that students will not need to share equipment and materials
C) a plan for distributing equipment and materials
D) procedures for using equipment and materials

Question 32

Identify three factors teachers should consider when planning for cleanup.Provide an example for each.Include at least one example that addresses cultural diversity.