Test Bank For A Guidance Approach for the
Encouraging Classroom
1. Which of these individuals is NOT a pioneer of the
guidance tradition?
a. Maria Montessori
*b. Jean Piaget
c. Friedrich Froebel
d. John Comenius
2. Which of the following practices is NOT used in the
guidance tradition?
*a. punishment
b. encouragement
c. the empowering of productive human activity
d. the teaching of democratic life skills
3. Who was best known for work in the area of “positive
discipline”?
a. Johann Pestalozzi
b. Maslow
c. Haim Ginott
*d. Rudolph Dreikurs
4. John Dewey’s greatest contribution to the guidance
tradition resulted when he
a. initiated the constructivist movement in the United
States.
b. joined the “self psychologists” and formulated a new
branch of self analysis.
*c. promoted progressive education in the United
States.
d. formulated the basics for assertive discipline in
the United States.
5. The encouraging classroom
a. Uses the assertive discipline approach to classroom
management
*b. Fosters worth within each child and gives
confidence to all children that they can learn.
c. Leaves the teacher-only empowered to build classroom
interactions
1
, Test Bank For A Guidance Approach for the
Encouraging Classroom
d. Creates a teacher-centered approach to learning.
6. Seven key practices about the way in which children
should be treated in schools were identified by
a. Maria Montessori
b. John Dewey
c. Friedrich Froebel
*d. Robert Owen
7. Maria Montessori started schools known as “casa del
bambini” that were
a. Designed for the children of factory workers
b. Provided a model for the elevation of child care
from custodial care to educational care.
*c. Both a and be
d. Neither a nor b
8. Assertive discipline and obedience-based systems
a. Support developmentally appropriate practice
*b. Use a system of rewards and punishments
c. Holds that the adult should guide the child, rather
than discipline the child
d. Stems from the belief that human nature has the
potential for good
9. A child in a constructivist-learning environment
a. Learns concepts and facts as presented by the
teacher or teacher aide
b. Creates learning from adult-led interactions only.
*c. Encourages the child to make meaning from the
personal experience
d. Ignores social, emotional, and cultural differences
in learners.
10. Describe Montessori’s, Froebel’s, and Dewey’s contribution in
changing educational practices in the classroom.
Correct Answer:
2
, Test Bank For A Guidance Approach for the
Encouraging Classroom
Strict discipline and obedience were widely practiced.
Froebel believed that education should guide behaviors
natural to development, Montessori stressed discipline that
matches development, and Dewey developed this further,
advocating progressive education and guidance.
11. Describe how Piaget’s idea of individual respect and cooperation in
the classroom coincides with other Pioneers of the guidance tradition.
Correct Answer:
The modern ideal is cooperation—respect for the individual
and for general opinion as elaborated in free discussion.
Children gain democratic skills through practice with
adults modeling the practice as well as other interactions
with the social and physical environment. This is
constructivist education. Dewey’s ideas talk about the need
to produce results in a social and cooperative way.
Montessori claims that learning occurs through absorption
in meaningful tasks. Froebel talks about natural impulses
and proper development with guidance. All of these pioneers
in guidance, in one way or another, talk about the child’s
interaction with the social and physical environment.
12. Explain the differences between the guidance approach and the
assertive discipline approach.
Correct Answer:
The basis of the guidance approach stems from the belief
that human nature has the potential for good. It holds that
the adult should guide the child, rather than discipline
the child, to develop inner strength needed to make ethical
and intelligent decisions.
Assertive discipline clearly establishes the role of the
student and authority of the teacher, using a system of
rewards and punishments.
For the children, it does not allow for individual
differences or circumstances, setting up winners and
losers. Public identification of “culprits” demoralizes and
humiliates. For the teacher, they are unable to use
professional judgment or accommodate for learner
differences. This method of discipline places the teacher
and learner at odds.
Critics of assertive discipline have argued that it has
negative implications for children and teachers. In
3
, Test Bank For A Guidance Approach for the
Encouraging Classroom
addition, it has been criticized for its failure to allow
for individual circumstances. Children who might make
innocent mistakes would suffer humiliation. Additionally,
it was believed that students can grow immune to the
demands of the discipline and become stigmatized as “out-
groups” within the school setting.
13. Compare Piaget’s constructivist approaches to the classroom
environment with those in the NAEYC document on guidance practices.
Correct Answer:
The basic perspective of constructivist education is that
the child creates knowledge by interacting with the social
and physical environment. This knowledge is not a product
conferred on a child but is the meaning that the child
creates from experience. Piaget emphasized that the
maturing child learned best by interacting with the
environment.
All individuals in a classroom are empowered. Interactive
learning is a progressive process of construction using
developmentally appropriate activities, which incorporates
differences in learners and their emotional, social, and
cultural needs.
14.Who was responsible for bringing developmental theory of
children to the forefront of psychology in the 20th
century?
a. Maria Montessori
b. Howard Gardner
*c. Jean Piaget
d. Lev Vygotsky
15.The self-talk that children engage in during play is
known as
a. zone of proximanl development
b. the problem of the match
c. separation anxiety
*d. private speech
16.Which of the following is NOT one of the stages Piaget
identifies in his developmental theory?
4
Encouraging Classroom
1. Which of these individuals is NOT a pioneer of the
guidance tradition?
a. Maria Montessori
*b. Jean Piaget
c. Friedrich Froebel
d. John Comenius
2. Which of the following practices is NOT used in the
guidance tradition?
*a. punishment
b. encouragement
c. the empowering of productive human activity
d. the teaching of democratic life skills
3. Who was best known for work in the area of “positive
discipline”?
a. Johann Pestalozzi
b. Maslow
c. Haim Ginott
*d. Rudolph Dreikurs
4. John Dewey’s greatest contribution to the guidance
tradition resulted when he
a. initiated the constructivist movement in the United
States.
b. joined the “self psychologists” and formulated a new
branch of self analysis.
*c. promoted progressive education in the United
States.
d. formulated the basics for assertive discipline in
the United States.
5. The encouraging classroom
a. Uses the assertive discipline approach to classroom
management
*b. Fosters worth within each child and gives
confidence to all children that they can learn.
c. Leaves the teacher-only empowered to build classroom
interactions
1
, Test Bank For A Guidance Approach for the
Encouraging Classroom
d. Creates a teacher-centered approach to learning.
6. Seven key practices about the way in which children
should be treated in schools were identified by
a. Maria Montessori
b. John Dewey
c. Friedrich Froebel
*d. Robert Owen
7. Maria Montessori started schools known as “casa del
bambini” that were
a. Designed for the children of factory workers
b. Provided a model for the elevation of child care
from custodial care to educational care.
*c. Both a and be
d. Neither a nor b
8. Assertive discipline and obedience-based systems
a. Support developmentally appropriate practice
*b. Use a system of rewards and punishments
c. Holds that the adult should guide the child, rather
than discipline the child
d. Stems from the belief that human nature has the
potential for good
9. A child in a constructivist-learning environment
a. Learns concepts and facts as presented by the
teacher or teacher aide
b. Creates learning from adult-led interactions only.
*c. Encourages the child to make meaning from the
personal experience
d. Ignores social, emotional, and cultural differences
in learners.
10. Describe Montessori’s, Froebel’s, and Dewey’s contribution in
changing educational practices in the classroom.
Correct Answer:
2
, Test Bank For A Guidance Approach for the
Encouraging Classroom
Strict discipline and obedience were widely practiced.
Froebel believed that education should guide behaviors
natural to development, Montessori stressed discipline that
matches development, and Dewey developed this further,
advocating progressive education and guidance.
11. Describe how Piaget’s idea of individual respect and cooperation in
the classroom coincides with other Pioneers of the guidance tradition.
Correct Answer:
The modern ideal is cooperation—respect for the individual
and for general opinion as elaborated in free discussion.
Children gain democratic skills through practice with
adults modeling the practice as well as other interactions
with the social and physical environment. This is
constructivist education. Dewey’s ideas talk about the need
to produce results in a social and cooperative way.
Montessori claims that learning occurs through absorption
in meaningful tasks. Froebel talks about natural impulses
and proper development with guidance. All of these pioneers
in guidance, in one way or another, talk about the child’s
interaction with the social and physical environment.
12. Explain the differences between the guidance approach and the
assertive discipline approach.
Correct Answer:
The basis of the guidance approach stems from the belief
that human nature has the potential for good. It holds that
the adult should guide the child, rather than discipline
the child, to develop inner strength needed to make ethical
and intelligent decisions.
Assertive discipline clearly establishes the role of the
student and authority of the teacher, using a system of
rewards and punishments.
For the children, it does not allow for individual
differences or circumstances, setting up winners and
losers. Public identification of “culprits” demoralizes and
humiliates. For the teacher, they are unable to use
professional judgment or accommodate for learner
differences. This method of discipline places the teacher
and learner at odds.
Critics of assertive discipline have argued that it has
negative implications for children and teachers. In
3
, Test Bank For A Guidance Approach for the
Encouraging Classroom
addition, it has been criticized for its failure to allow
for individual circumstances. Children who might make
innocent mistakes would suffer humiliation. Additionally,
it was believed that students can grow immune to the
demands of the discipline and become stigmatized as “out-
groups” within the school setting.
13. Compare Piaget’s constructivist approaches to the classroom
environment with those in the NAEYC document on guidance practices.
Correct Answer:
The basic perspective of constructivist education is that
the child creates knowledge by interacting with the social
and physical environment. This knowledge is not a product
conferred on a child but is the meaning that the child
creates from experience. Piaget emphasized that the
maturing child learned best by interacting with the
environment.
All individuals in a classroom are empowered. Interactive
learning is a progressive process of construction using
developmentally appropriate activities, which incorporates
differences in learners and their emotional, social, and
cultural needs.
14.Who was responsible for bringing developmental theory of
children to the forefront of psychology in the 20th
century?
a. Maria Montessori
b. Howard Gardner
*c. Jean Piaget
d. Lev Vygotsky
15.The self-talk that children engage in during play is
known as
a. zone of proximanl development
b. the problem of the match
c. separation anxiety
*d. private speech
16.Which of the following is NOT one of the stages Piaget
identifies in his developmental theory?
4
