Classroom Management

Question 1

Active Listening

Answer 1

the focused and intentional act of hearing and understanding what others say

Example.
For example, giving full attention, responding thoughtfully, and asking questions to clarify or expand on ideas.

Question 2

Flexible Grouping

Answer 2

grouping students based on their learning needs or interests

Example.
After reviewing the student test results, a teacher can use flexible grouping to organize groups based on students’ areas of weakness.

Question 3

Non-Interventionist

Answer 3

Theory assumes people are naturally striving to be good and they want to improve, and thus the teacher does not need to intervene regarding behavior issues because the child is trying to improve. Non-interventionists believe that adults need to allow children as much room as needed so they can grow and improve naturally on their own.

Example.
Discipline students much less because they do not want to punish or impede a student’s natural desire to improve. Students manage their own behaviors with subtle guidance from the teacher such as eye contact or a gentle pat on the shoulder when misbehaving.

Question 4

Non-Verbal Response

Answer 4

a way to communicate without speaking

Example.
The teacher taught the students the non-verbal response of setting their pencils down when they were ready for the next question.

Question 5

Behaviorism

Answer 5

learning theory rooted in the notion that all behaviors are learned through interaction with the environment

Question 6

Paraprofessional / Para

Answer 6

educators who are not certified teachers, but who provide direct instruction, behavior management, and other related educational services under the direction of the classroom or special education teacher

Question 7

Negative Reinforcement

Answer 7

removing a stimulus in reaction to a behavior to increase the likelihood of a behavior

Example.
The teacher allows students to talk to each other if they all earn “A”s on a quiz. The teacher is removing a stimulus (class-wide silence) in response to a behavior to increase the likelihood of the behavior.

Question 8

Positive Reinforcement

Answer 8

presenting a stimulus in reaction to a behavior to increase the likelihood of that behavior

Example.
a student answers a question, and the teacher gives him a compliment

Question 9

Positive Punishment

Answer 9

presenting a stimulus in reaction to a behavior to decrease the likelihood of the behavior

Example.
giving a detention for talking in class

Question 10

Stages of Development (Erikson)

Answer 10

Learning theory developed by Erik Erikson - people must pass through eight life stages in order to fulfill their own potential. Failure to complete any phase will hinder their ability to continue growth with success.

Example.
Trust vs. Mistrust: 0 - 1 ½ years

Autonomy vs. Shame/Doubt: 1 ½ - 3 years

Initiative vs. Guilt: 3 - 5 years

Industry vs. inferiority: 5-12 years

Identity vs. Role Confusion: 12-18 years

Intimacy Vs. Isolation: 18-40 years

Generativity vs. Stagnation: 40-65 years

Ego Integrity vs. Despair: 65+ years

Question 11

Homogeneous Group

Answer 11

group comprised of individuals working on the same level

Example.
A small group of students reading a book together on the same reading level is a homogeneous group.

Question 12

Hierarchy of Needs

Answer 12

learning theory developed by Maslow - in order for people to meet their full potential they must meet a series of needs

Example.
Physiological Needs: food, water, shelter Safety: Security, freedom from fear Love/Belonging: relationships, family Esteem: confidence, feeling of achievement Self-Actualization: meeting potential, creative abilities

Question 13

Heterogeneous Group

Answer 13

group comprised of individuals working on various levels

Example.
A small group of students with varying academic abilities working together on a science project is a heterogeneous group.

Question 14

Negative Punishment

Answer 14

removing a stimulus in reaction to a behavior to decrease the likelihood of the behavior

Example.
removing phone privilege from a student for using it to play games during instructional time

Question 15

Connectionism

Answer 15

Students learn by repeating a series of stimulus and response.

Question 16

Operant Conditioning

Answer 16

This theory uses positive and negative stimulus to get a particular outcome.

Question 17

Interventionists

Answer 17

The opposite of non-interventionists. They think by providing external stimulation, they can alter behavior and therefore control the individual’s actions.

Example.
Will try to create incentives to manage student behavior through a highly structured classroom. They will monitor how the incentives are changing behavior and alter the incentives accordingly. The teacher takes responsibility for all behaviors.

Question 18

Reinforcement

Answer 18

providing positive responses to positive behaviors in an effort to increase the frequency

Question 19

Classical Conditioning

Answer 19

Positive stimulus is paired with a neutral stimulus and repeated. Then the positive stimulus is removed and the neutral stimulus has the same effect.

Example.
Pavlov’s Dog

Question 20

Interactionist

Answer 20

Theorizes that action can be explained by analyzing the factors around the child. They think that growth occurs during the interaction between the child and society, and by studying all the factors that it is possible to understand and conceivably alter behavior by altering the various factors.

Example.
The teacher and student works together to monitor behavior. The teacher removes negative factors from the environment and encourages the student to increase positive participation. The teacher may provide tally marks on a sticky note to give a visual of great choices and reminders to be on task. The sticky note is on the student’s desk so they can see it and self-monitor.

Question 21

Punishment

Answer 21

a penalty given in response to a behavior

Example.
detention

Question 22

Which of the following will help promote responsibility in preschool students?

a reading age-appropriate books about responsibility

b teaching students to put away supplies when they are finished using them

c having students do ten minutes of independent reading each night and record it on a reading log

d encouraging students to work together to complete a given task

Answer 22

correct
Option b is the correct answer.
Explanation:
This will promote responsibility by teaching students how to be responsible for the classroom supplies and keeping their work area clean.

Question 23

Mr. House has a behavior board in his second-grade class. At the end of the day, students get a 1-5 (5 being the best) score based on their behavior for the day. If the student has 23 points or higher at the end of the week, they will earn a reward; if they have less than 23 points, they will not. Which of the following theories does this technique reflect?

a non-interventionist

b operant conditioning

c classical conditioning

d schema theory

Answer 23

Option b is the correct answer.
Explanation:
Operant conditioning (developed by Skinner) is a method of learning that occurs through rewards and punishments for behavior. The point system offers a reward for good behavior and no reward for bad behavior.

Question 24

In planning a morning schedule for kindergarten students, which of the following guidelines should the teacher take into account?

a Most activities should be directed by the students to maintain an active engagement in the learning process.

b Students should be able to sit still for long periods of time, and the instruction needs to encourage this.

c Instructional activities should be balanced between allowing students to be active during instruction and requiring students to be still and listen.

d Morning activities should not be active because students may not be fully alert.

Answer 24

correct
Option c is the correct answer.
Explanation:
This is the best option. Early education students are probably not able to sit still for long periods of time and the teacher should recognize and plan instructional activities accordingly.

Question 25

A teacher overhears a conversation between two children during center time. J'Mari: "I don't want you to play with me!" Emily: "But I want to play with the blocks too!" In this situation, the teacher should: a ask J'Mari to choose another center so that Emily can play with the blocks. b allow J'Mari to play in the center because he was there first. c redirect one student to a different center. d give options to the two students, such as playing in different areas of the center or choosing a collaborative activity together.

Answer 25

correct Option d is the correct answer. Explanation: By giving options, the teacher is engaging the student's executive functioning skills and helping them to grow in their social/emotional skills.

Question 26

Before the start of her first year of teaching, a sixth-grade teacher with multiple class periods decides to survey her peer teachers for ways to organize her classes so that appropriate routines and procedures are effective during group work. The experienced teachers offered several suggestions. Which of the following would be the best way to address this important need? a Have desks put together in groups of six, and provide labeled color-coded baskets in which each class period is to submit their assignments. b Have name tags on each desk so that students will have to sit alphabetically, and appoint row monitors by putting an asterisk by the name on each front row seat. c Create attractive bulletin boards to instruct students on group-work rules and procedures. d Place group supplies in a centralized location in the classroom.

Answer 26

correct Option a is the correct answer. Explanation: This is the best answer choice since it sets the tone for collaborative learning and the expectations for behavior from the beginning.

Question 27

The principal is observing Mr. Stein's mathematics class. During the class, Mr. Stein gives the students several problems to complete to practice the concept they've just learned. A handful of students finish the task in under three minutes, most students finish in about five minutes, and some take longer. The students who finish early start chatting with one another at their desks as they wait for their classmates to finish. After ten minutes, when all students have finished, Mr. Stein reviews the answers. In Mr. Stein's evaluation, the principal suggests that Mr. Stein might benefit from training in: a collaborative teaching techniques. b student behavior management. c classroom time management. d using technology in the classroom.

Answer 27

correct Option c is the correct answer. Explanation: Mr. Stein is not managing the classroom time well, as the majority of students spend time idle, waiting for their classmates to finish the task. Mr. Stein should begin reviewing the answers after most students have finished the task. The students who have not yet finished can stop where they are to review.

Question 28

At the beginning of the year, Ms. Harris, a kindergarten teacher, spends several minutes each day having students practice lining up and walking in the hallways. By doing this, Ms. Harris: a shows an understanding of the importance of obedience. b establishes expectations and consequences. c shows an understanding of the importance of establishing routines and procedures. d is losing valuable instruction time.

Answer 28

correct Option c is the correct answer. Explanation: Establishing routines and procedures should involve plenty of practice time, particularly for young children.

Question 29

A kindergarten teacher observes the following conversation between two students at the kitchen center. Marcus: (Loudly) Hey! I was playing with that! Jose: You have some food. I want this pot! Marcus: I was here first! You're stealing. I'm telling! Jose: (Yelling) You're mean and I'm not your friend anymore! Which of the following steps should the teacher take to alleviate this situation? a Give the students more play food from the closet so they don't have to share b Send each student back to his desk as a consequence for arguing c Teach students how to talk calmly and agree on what to play together d Separate each student into a different learning center until they calm down

Answer 29

correct Option c is the correct answer. Explanation: This strategy teaches students to develop their negotiation skills and learn how to resolve the problem on their own in the future.

Question 30

Read the information below and complete the questions that follow. Every week Mr. Brown devotes an entire class period to small group activities. He separates the students into heterogeneous groups, which change each week so that students have the opportunity to work with every classmate at least once. At the end of the month, he reflects on the positive and negatives of group work and creates the following list: Positives: Exposure to different perspectives Improved ability to cooperate with others Enhanced social skills and ability to interact with others More student-centered approach Negatives: Unequal participation - Some students are passive participants in the group. Can be time-consuming Occasional conflict among group members During group work, Mr. Brown notices that some students always take control within the groups and dominate the task, while other students are more passive participants. What can Mr. Brown do to reduce this problem? a group students into homogeneous groups b appoint a student as the group leader c assign each member of the group a specific task to complete d have students self-assess themselves at the end of the activity

Answer 30

correct Option c is the correct answer. Explanation: In order for group activities to be successful, it is vital to create clear roles within groups and identify steps for successful completion of the activity.

Question 31

According to Maslow's theory of the hierarchy of needs, a person cannot achieve a sense of belonging without first: a developing self-esteem. b having their safety needs met. c achieving self-actualization. d achieving transcendence.

Answer 31

correct Option b is the correct answer. Explanation: Physiological needs such as food, water, and shelter, followed by safety, must be achieved before a person can feel as though they belong to a group.

Question 32

Mr. Ortiz is a paraprofessional that provides in-class support for sixth-grade students with emotional disabilities. The students will receive five minutes of free choice time if they complete work independently. Mr. Ortiz often prompts the students to begin working and reminds them of their free choice activities, but he doesn't consistently follow through with providing free choice options before moving onto the next activity. How can his supervisor help with the implementation? a Explain the effects of assigning consequences and not following through on them, especially with students who have behavior concerns. b Threaten Mr. Ortiz with disciplinary action as he is not following the procedure. c Reassign implementation to the sixth-grade teacher because Mr. Ortiz should not be responsible for behavior. d Keep data that shows the number of times Mr. Ortiz offers free choice but moves onto the next assignment instead.

Answer 32

correct Option a is the correct answer. Explanation: This should help Mr. Ortiz understand. If Mr. Ortiz does not implement the plan, he is not encouraging work completion.

Question 33

A first-grade class is working outside in the school garden, and the teacher notices most of the students want to work on the same five plants. Many students are starting to argue and take garden tools away from each other. Which of the following approaches should the teacher take to increase students' interpersonal skills? a arrange students so they are working with others they have worked well with in the past b put students in groups and assign each group to a different section of the garden c engage students in a class discussion about possible solutions for their disagreements d set a timer and have students rotate through the garden so they have the opportunity to work on all the plants.

Answer 33

correct Option c is the correct answer. Explanation: Having a class discussion about possible solutions would help the students learn to work together and develop their interpersonal skills.

Question 34

Mr. Brown notices students chatting with peers in his tenth-grade history class while a group is presenting a final project. What is the best way to respond to this behavior? a Mr. Brown should walk over to the group that is chatting and put a hand on the table of the chatting students. b Mr. Brown should stop the presentation to get the students to be quiet. c Mr. Brown should tell the students presenting to speak louder. d Mr. Brown should call an administrator.

Answer 34

correct Option a is the correct answer. Explanation: Non-verbal cues are useful in maintaining appropriate classroom behavior. Many times students will respond appropriately when a teacher simply moves closer to them. Non-verbal cues are often better received by students since they are not called out in front of peers, which may cause embarrassment.

Question 35

A few times a year Ms. Preston separates her second-grade students into heterogeneous groups for project-based work. She notices that whenever she does this, the same students always take control and do the majority of the work. What can Ms. Preston do to stop this from happening? a Use homogeneous groups based on student ability and level of motivation. b Give higher marks to the students who she observes to be doing the majority of the work. c Give clear roles and responsibilities to each student in a group. d Have students choose their own groups.

Answer 35

correct Option c is the correct answer. Explanation: To manage student behavior in groups, it's always a good idea for the teacher to give clear roles and responsibilities to each student. Group roles ensure that everyone in the group has a clearly defined job.

Question 36

A teacher prioritizes making students feel comfortable and safe in her classroom in order to increase the likelihood that they learn the content. Which of the following behavior theories is this teacher demonstrating? a Maslow's Hierarchy of Needs b Skinner's Operant Conditioning c Thorndike's Connectionism d Pavlov's Classical Conditioning

Answer 36

correct Option a is the correct answer. Explanation: Maslow's Hierarchy of Needs says that in order for people to meet their full potential, they must meet a series of needs. In this case, the teacher is working to meet their need of feeling safe to improve their ability to learn.

Question 37

On the first day of class, Mrs. Patterson wants to ensure she creates the best classroom environment for her third-grade students. One of the first things she should convey to the students is: a her background in education and the credentials and qualifications she holds as an educator. b the classroom rules and procedures, letting them know she expects each student to follow the rules. c the importance of letting their parents know the scope and sequence of the upcoming school year via a letter sent home with them, as well as the best means of communication to reach Mrs. Patterson. d that her classroom is an open environment where students are free to pursue their academic interests.

Answer 37

Option b is the correct answer. Explanation: Letting students know what is expected of them and what they can expect allows for the implementation and enforcement of standards so the class can operate with little confusion or interruption. incorrect Option d is the wrong answer. Explanation: Allowing students to dictate their own learning is not the best option as students may not be aware of their academic needs.

Question 38

Choose the answer below that best completes the idea. Within a classroom, a teacher is planning to use ability-grouping for math instruction. To minimize potential negative effects, the teacher should: a establish goals for each group based on past test performances. b be willing to rearrange groups based on their specific learning needs. c set a timer to ensure equal time is spent with each group. d have set groups with neutral names to ensure there is not an indicator of level.

Answer 38

Option b is the correct answer. Explanation: Flexible groups keep students from viewing one group as better than others. incorrect Option d is the wrong answer. Explanation: Set groups allow students to determine the level of each group, even if the names are neutral. Students identify the smartest children and assume they are in the highest group, whereas flexible groups allow for students to be grouped based around the activity, including using peer tutoring and creative strengths as reasons for grouping.

Question 39

Ms. Henricks finds that much of class time is spent responding to student requests for bathroom breaks and asking students to quiet down. These interruptions disrupt the classroom routine and take time away from instruction. What could Ms. Henricks do to ensure her instructional time is not lost to these interruptions? a set higher expectations of students b instruct students to use and follow nonverbal cues c remove students' bathroom privileges d allot specific times in the class period for breaks

Answer 39

correct Option b is the correct answer. Explanation: Nonverbal cues, such as having students point to a bathroom sign before getting up to leave the room, or the teacher turning off the lights to signify that the class needs to quiet down, can be used to limit class disruptions and manage time more effectively.

Question 40

Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision based on the presented information. Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey students, display and analyze the results, and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can provide constructive feedback and give students time to find solutions to improve their work. When the students present their conclusions to the class, Ms. Wright is impressed by her students' presentations and findings, but is worried because the task took two days longer than it should have. She feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay: 1) Too much instructional time was spent collecting student work and returning it to students. 2) A lot of her planning time was spent commenting on student work and providing feedback. 3) Students often misplaced parts of their assignment, as it was on separate pages and frequently transferred from student to teacher. In order to avoid these issues in the future, Ms. Wright's mentor is likely to suggest some tips related to: a student behavior management. b time and material management. c fostering a positive classroom climate. d varying instructional techniques for different learning styles.

Answer 40

correct Option b is the correct answer. Explanation: It is clear that Ms. Wright is struggling with time management, as her assignment has taken two days longer than she had planned. It is also clear that she struggles with material management, as much time is wasted collecting and distributing papers and waiting for students to find misplaced papers.

Question 41

Which of the following tasks would be appropriate to ask of a paraeducator in a classroom? a providing one-on-one tutoring during independent practice time b providing direct instruction at the beginning of a unit c developing lesson plans based on the district's scope and sequence d conducting parent conferences independently

Answer 41

correct Option a is the correct answer. Explanation: Paraeducators can provide tutoring during times that students are not receiving other instruction. This tutoring can be to help a student that is struggling or it can be enrichment for students that are ahead of others.

Question 42

It is important for teachers to make time for group work in the classroom because group work, when done effectively, does all of the following except: a clarifies understanding through sharing knowledge with peers b increases student feelings of autonomy c develops students' social skills d exposes students to a wide variety of ideas and approaches

Answer 42

correct Option b is the correct answer. Explanation: There is no evidence that suggests that group work increases student feelings of autonomy.

Question 43

Each day, a teacher either puts a sticker or a behavior note in her student's take-home folder. At the end of each month, the teacher reviews each student's behavior record to determine whether there is an overarching issue that needs to be addressed. This teacher is applying which theory of learning? a Classical Conditioning b Behaviorism c Hierarchy of Needs d Operant Conditioning

Answer 43

correct Option b is the correct answer. Explanation: Watson's theory of Behaviorism focuses on recognizing and evaluating behaviors. In this example, the teacher is recording student behaviors for further reflection and analysis.

Question 44

Which of the following activities would be implemented to maximize instructional time? Select all answers that apply. a independent warm-up activities b learning centers or station rotations c hands-on learning activities d collaborative learning activities

Answer 44

correct Option a is the correct answer. Explanation: By establishing clear expectations and a routine for warm-up activities, students can get started on a learning activity before the whole class is even in their seats and settled. This makes the most of the class period, and helps students transition into the classroom by providing a quiet and structured activity rather than allowing students to chat and wander at the start of class. correct Option b is the correct answer. Explanation: Learning centers or station rotations maximize class time by allowing the teacher to meet with small learning groups and provide differentiated instruction without any wasted time while others wait for instruction. All students can participate without having to wait for directions or teacher help.

Question 45

Mr. Daniels has assigned his class a group project and wants to ensure the students understand the project as they complete it. Which of the following would be the best strategy to monitor student understanding during the project? a Provide a self-assessment questionnaire for students to complete after the group project is finished. b Observe the students from the front of the class. c Walk from group to group while observing the students. d Assign one group member to observe and report on the group members' understanding.

Answer 45

correct Option c is the correct answer. Explanation: This is the best answer option as Mr. Daniels would be able to observe students' behavior and spot indicators of misunderstanding while students are completing the task. Also, it will make him more available for student questions.

Question 46

During independent work time, a teacher has book chats at the conference table in the room. In order to be available to all students without interrupting the book chat, the teacher should: a put out a sheet where students can write questions that will be addressed between chats. b have students ask each other questions. c have students write questions on a sticky note and ask at the end of class. d give students an opportunity to ask questions before beginning work, and then not again.

Answer 46

correct Option a is the correct answer. Explanation: This allows students to have their needs met throughout class without being disruptive.

Question 47

In Mrs. Deaver's fifth-grade classroom, many students seem to enjoy using a word-processing program for writing. However, there are only four computers in the room. How could the teacher best make use of the limited classroom computer access? a Reserve computers for revisions; facilitate student rotations with a computer station to provide time for all students. b Allow students who particularly struggle with spelling skills to use the computers; all others write by hand. c Let students earn the privilege of using the computers for drafting; require revisions be completed independently. d Prioritize those with limited access; allow students who do not have computers at home to use the computers during class time.

Answer 47

correct Option a is the correct answer. Explanation: Using the classroom computers as a compliment to computer-lab time is a good way to accommodate students working at different rates. Specifically, their use in revision would be reasonable since students will often vary greatly in the amount of time needed throughout the writing process.

Question 48

Mr. Oden would like to develop a set of classroom behavior standards to create a positive environment. Which of the following strategies would be the best way for Mr. Oden to accomplish this goal? a Create classroom rules during a group discussion with students, where they can provide their input and opinions for behavioral consequences. b Ask parents of the students to email which rules they think are most important in creating a positive classroom environment. c Create clear classroom behavior standards, post the standards in a visible location in the classroom, and discuss in detail each standard with the students. d Implement and explain the behavioral standards as the school year progresses, to allow flexibility among student behavior and to encourage individual expression.

Answer 48

correct Option a is the correct answer. Explanation: When students are allowed to participate in the creation of classroom rules, a greater sense of ownership is instilled among the students and they will be more likely to hold themselves and their classmates accountable to the behavioral standards.