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| 1 | |
Dillon agrees to stop pushing at the drinking fountain. His teacher agrees to let him be first at the drinking fountain Friday if he does not push his peers all week. This is an example of __________. |
| | A) | contracting |
| | B) | prompting |
| | C) | a schedule of reinforcement |
| | D) | extinction |
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| 2 | |
Mr. Gonzalez is having difficulty keeping students on task. Which of the following strategies will most likely increase academic learning time in the classroom? |
| | A) | Remember that a good sense of humor is important. |
| | B) | Hold students accountable for their work done during class. |
| | C) | Allow ample time for transition from one activity to the next. |
| | D) | Interrupt class presentations when distracted by student misbehavior. |
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| 3 | |
Jerome has started his first day student teaching and finds that his cooperating teacher is consistently aware of what is happening in the classroom, monitors students' behavior on a regular basis, and responds to misbehavior before it escalates. How would you describe Jerome's cooperating teacher? |
| | A) | With-it |
| | B) | Omnipotent |
| | C) | Punitive |
| | D) | None of the above |
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| 4 | |
Which of the following are recommended strategies for increasing academic learning time? |
| | A) | Flip-flopping from one topic to another |
| | B) | Maximizing transition time between activities |
| | C) | Avoiding dwelling on a topic once the point has been made |
| | D) | Responding to distractions |
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| 5 | |
Rules and procedures should be __________ and __________. |
| | A) | firm; punitive |
| | B) | flexible; subjective |
| | C) | reasonable; necessary |
| | D) | set in stone |
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| 6 | |
When getting students to share and assume responsibility in the classroom, teachers should do what? |
| | A) | Involve students in the planning and implementation of classroom initiatives |
| | B) | Accept reasonable excuses infrequently |
| | C) | Emphasize teacher control |
| | D) | Have students develop the classroom management plan |
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| 7 | |
Ms. Ryan offers students praise whenever they show that they are on task. Ms. Ryan is using what management strategy? |
| | A) | Shaping |
| | B) | Controlling the student's behavior |
| | C) | Reinforcement |
| | D) | Prompting |
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| 8 | |
Mr. Johnson wants to get the school year off to a good start. What can he do to make good use of the first weeks of school? |
| | A) | He should remain at his desk so that students don't feel over-controlled. |
| | B) | He should give students games and puzzles and avoid "real" assignments. |
| | C) | He should avoid talking about rules and procedures so that students develop a positive attitude about the class. |
| | D) | He should give students opportunities to experience success with content activities. |
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| 9 | |
In the Dreikurs' approach to classroom management, teachers administer "logical consequences" to students who misbehave. Which of the following would be a logical consequence for purposely breaking a classmate's lunchbox? |
| | A) | Write the student's name on the board. |
| | B) | Send a note home to parents and require the student to fix or replace the broken lunchbox. |
| | C) | Take away the student's recess privileges for the day. |
| | D) | Assign the student to after-school detention. |
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| 10 | |
Which of the following describes one of the disadvantages of using the Dreikurs' approach? |
| | A) | Conducting classroom meetings is a very complex activity that requires considerable skill on the part of the teacher. |
| | B) | It places too much emphasis on students learning how to be responsible for self-discipline. |
| | C) | The consequences are irrelevant to the misbehavior and often result in revenge seeking behaviors. |
| | D) | It can be difficult to identify logical consequences for some of the misbehavior that occurs in classrooms. |
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| 11 | |
Ms. O'Leary holds classroom meetings each Friday after lunch. During this time, students identify issues or problems that arose during the week. Ms. O'Leary facilitates the discussion as students share information and offer solutions. In order for such classroom meetings to be successful, Ms. O'Leary must first __________. |
| | A) | establish a level of trust and open classroom climate |
| | B) | reveal her sense of humor and warmth |
| | C) | list the names of the "problem students" on the board |
| | D) | develop pre-set consequences for student misbehavior |
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| 12 | |
Which of the following describes one advantage to implementing Glasser's classroom meeting? |
| | A) | It is a simple approach that requires little time and skill. |
| | B) | It is a teacher-centered approach that gives teachers full control over classroom management issues. |
| | C) | Students learn how to take responsibility for their own behavior and their personal and social development. |
| | D) | It is a particularly effective approach for passive and hostile teachers. |
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| 13 | |
In recent years, more classroom management programs have been developed on constructivist, child-centered principles. Such programs are said to promote a "caring classroom." Which of the following principles guide the new programs? |
| | A) | Keep punishments to a minimum. |
| | B) | Build authentic relationships free of power and control. |
| | C) | Join in mutual problem solving. |
| | D) | All of the above. |
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| 14 | |
Approximately seven minutes before the lunch hour, Ms. Caraway invites the lunch monitor to the front of the classroom. The student distributes lunch tickets to students and invites others to retrieve their lunches from cubbies. Ms. Caraway demonstrates effective management of __________. |
| | A) | classroom meetings |
| | B) | consequences |
| | C) | transitions |
| | D) | cuing |
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| 15 | |
When teachers solve many classroom problems through good planning, interesting and relevant lessons, and effective teaching, this is referred to as __________. |
| | A) | punishment |
| | B) | preventative management |
| | C) | reinforcement |
| | D) | assertive discipline |
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