U
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, Chapter 1: Classroom Management in Perspective
6. According to a 2000 publication, the U.S. Department of Education traces 80% of
classroom disruption to
a. the number of students with special needs enrolled in public schools.
b. societal factors such as poverty and increased drug usage.
c. institutional dysfunction and poor teacher training.
d. permissive parents who are unprepared or unwilling to help teachers manage their
offspring.
7. When teachers who struggle with classroom management receive support and professional
development designed to enhance their abilities, which outcome is most likely?
TU
a. They become resentful of the need to do additional study/work.
b. Their classroom management skills improve and instances of student misbehavior
decrease.
c. They adopt more authoritarian approaches and their students report higher levels of
dissatisfaction with their school experience.
d. They remain at about the same level of ability but report more satisfaction with their
TO
careers.
8. Which of the following is NOT one of the four social and emotional conditions for learning
as enumerated by Osher et al.?
a. Teachers provide an environment in which students experience emotional and physical
safety.
b. Teachers utilize highly-engaging instructional methods.
R
c. Teachers and students experience a sense of connectedness.
d. Teachers provide students with authentic challenges.
9. Which sort of teacher behavior would you expect to see at Level II of the Classroom
G
Discipline Procedure model?
a. engaging in individual problem solving with a student
b. creating an individual behavior contract for a student
U
c. developing positive peer relationships
d. providing academic work at which all students can be successful
R
10. Classroom behavior improves when the teacher focuses on
a. establishing and maintaining an effective learning environment.
b. being a disciplinarian who enforces school rules.
U
c. teaching the subject matter in detail.
d. providing immediate consequences for misbehavior.
11. According to our text, which of the following is not identified as necessary to the effective
implementation of comprehensive classroom management skills?
a. using research and theory as a basis
b. establishing positive peer and student-teacher relationships
c. using management strategies that facilitate safe, smooth-flowing class structures
d. collaborating with other adults who show initiative in assisting children with behavior
management
2
Copyright © 2021, Pearson Education, Inc. All Rights Reserved.
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, Chapter 1: Classroom Management in Perspective
6. According to a 2000 publication, the U.S. Department of Education traces 80% of
classroom disruption to
a. the number of students with special needs enrolled in public schools.
b. societal factors such as poverty and increased drug usage.
c. institutional dysfunction and poor teacher training.
d. permissive parents who are unprepared or unwilling to help teachers manage their
offspring.
7. When teachers who struggle with classroom management receive support and professional
development designed to enhance their abilities, which outcome is most likely?
TU
a. They become resentful of the need to do additional study/work.
b. Their classroom management skills improve and instances of student misbehavior
decrease.
c. They adopt more authoritarian approaches and their students report higher levels of
dissatisfaction with their school experience.
d. They remain at about the same level of ability but report more satisfaction with their
TO
careers.
8. Which of the following is NOT one of the four social and emotional conditions for learning
as enumerated by Osher et al.?
a. Teachers provide an environment in which students experience emotional and physical
safety.
b. Teachers utilize highly-engaging instructional methods.
R
c. Teachers and students experience a sense of connectedness.
d. Teachers provide students with authentic challenges.
9. Which sort of teacher behavior would you expect to see at Level II of the Classroom
G
Discipline Procedure model?
a. engaging in individual problem solving with a student
b. creating an individual behavior contract for a student
U
c. developing positive peer relationships
d. providing academic work at which all students can be successful
R
10. Classroom behavior improves when the teacher focuses on
a. establishing and maintaining an effective learning environment.
b. being a disciplinarian who enforces school rules.
U
c. teaching the subject matter in detail.
d. providing immediate consequences for misbehavior.
11. According to our text, which of the following is not identified as necessary to the effective
implementation of comprehensive classroom management skills?
a. using research and theory as a basis
b. establishing positive peer and student-teacher relationships
c. using management strategies that facilitate safe, smooth-flowing class structures
d. collaborating with other adults who show initiative in assisting children with behavior
management
2
Copyright © 2021, Pearson Education, Inc. All Rights Reserved.
