TEST BANK
Classroom Management for Elementary Teachers, 11th edition
by Carolyn M. Evertson, Edmund T. Emmer
TE
ST
SO
LU
TI
O
N
, Table of Content
Introduction to Classroom Management
Building Supportive and Healthy Classroom Relationships
Organizing Your Classroom and Materials
Establishing Classroom Rules and Procedures
Managing Student Work
TE
Getting Off to a Good Start
Planning and Conducting Instruction
Managing Cooperative Learning Groups
ST
Maintaining Appropriate Student Behavior
Communication Skills for Classroom Management
Managing Problem Behaviors
SO
Managing Groups with Special Needs
Epilogue: Taking Classroom Management Online
LU
TI
O
N
, All Chapters Included
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All Answers Included
Chapter 1: Introduction to Classroom Management
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1: Identify and describe features that make classrooms complex
settings to manage.
TE
[Q1]
Lena, a student in Ms. Minor’s fifth-grade class, is an above-average student; she is a
quick learner and has high grades in academic subjects. However, Lena struggles to
develop positive classroom relationships and often exhibits attention-seeking behaviors
ST
that annoy some of her peers. Given what you know about student development, which
of the following reasons is most likely to explain the disparity in Lena’s academic and
social behaviors?
1. Lena is uninterested in developing positive relationships with her peers.
2. Lena’s academic and social development are progressing unevenly. [correct]
SO
3. Lena is gifted and should be moved to a more advanced grade level.
4. Lena’s classmates are envious of her high academic achievement and so are
reluctant to warm up to her.
[Feedback for Answer Choice 1]
LU
By and large, children desire positive peer relationships. It’s more likely that the
disparity in Lena’s academic progress and social patterns is maturational; her
development may simply be progressing unevenly, a typical occurrence among
elementary school students.
TI
[Feedback for Correct Answer 2]
While there are patterns to the way students develop physically, academically, socially,
emotionally, and experientially, development also occurs at individual rates.
O
[Feedback for Answer Choice 3]
Lena very well may be gifted, but her giftedness wouldn’t be the most probably cause
N
for the disparity between her academic and social progress. Instead it’s more likely that
she is simply developing at different rates in these two areas.
[Feedback for Answer Choice 4]
We don’t have any evidence that Lena’s classmates aren’t also achieving academically
at high levels; the disparity we see here more likely stems from uneven maturation
across the academic and social domains.
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[Q2]
Pre-service teachers are sometimes surprised at the work that goes into effectively
managing a classroom. Which of the following reasons is most likely to account for this
fact?
1. Most pre-service teachers have experience being students but were unaware of the
actions their teachers took to manage the classroom. [correct]
2. Most pre-service teachers assume that the school administration bears more of the
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responsibility for developing systems of classroom management.
3. Most pre-service teachers believe that there is no way to prepare to be effective
classroom managers until they’re in the classroom, so they are surprised by the
amount of work required.
ST
4. Most pre-service teachers think that if they build good relationships with their
students, they will not have any management problems.
[Feedback for Correct Answer 1]
As students, we observe teachers without being aware of the decisions they make and
the planning they’ve done to manage the classroom.
SO
[Feedback for Answer Choice 2]
Most pre-service teachers are likely aware that they’re expected to manage their own
classrooms; they simply may not know how much work it is because when they
themselves were students, they didn’t tune into the management work their teachers
LU
were doing.
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
skills and concepts before working in real classes.
TI
[Feedback for Answer Choice 4]
Sometimes pre-service teachers have the idea that all their students will love them, be
O
motivated by their teaching, and behave appropriately because they are so inspired by
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
students, will have to work hard to be an effective classroom manager.
N
[Q3]
Miss Vickers recognizes that classrooms are busy, complex places. What is the most
compelling reason for her to create a comprehensive classroom management plan?
1. To avoid all instances of student misbehavior
jhgfds
Classroom Management for Elementary Teachers, 11th edition
by Carolyn M. Evertson, Edmund T. Emmer
TE
ST
SO
LU
TI
O
N
, Table of Content
Introduction to Classroom Management
Building Supportive and Healthy Classroom Relationships
Organizing Your Classroom and Materials
Establishing Classroom Rules and Procedures
Managing Student Work
TE
Getting Off to a Good Start
Planning and Conducting Instruction
Managing Cooperative Learning Groups
ST
Maintaining Appropriate Student Behavior
Communication Skills for Classroom Management
Managing Problem Behaviors
SO
Managing Groups with Special Needs
Epilogue: Taking Classroom Management Online
LU
TI
O
N
, All Chapters Included
kjhgfdsa
All Answers Included
Chapter 1: Introduction to Classroom Management
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1: Identify and describe features that make classrooms complex
settings to manage.
TE
[Q1]
Lena, a student in Ms. Minor’s fifth-grade class, is an above-average student; she is a
quick learner and has high grades in academic subjects. However, Lena struggles to
develop positive classroom relationships and often exhibits attention-seeking behaviors
ST
that annoy some of her peers. Given what you know about student development, which
of the following reasons is most likely to explain the disparity in Lena’s academic and
social behaviors?
1. Lena is uninterested in developing positive relationships with her peers.
2. Lena’s academic and social development are progressing unevenly. [correct]
SO
3. Lena is gifted and should be moved to a more advanced grade level.
4. Lena’s classmates are envious of her high academic achievement and so are
reluctant to warm up to her.
[Feedback for Answer Choice 1]
LU
By and large, children desire positive peer relationships. It’s more likely that the
disparity in Lena’s academic progress and social patterns is maturational; her
development may simply be progressing unevenly, a typical occurrence among
elementary school students.
TI
[Feedback for Correct Answer 2]
While there are patterns to the way students develop physically, academically, socially,
emotionally, and experientially, development also occurs at individual rates.
O
[Feedback for Answer Choice 3]
Lena very well may be gifted, but her giftedness wouldn’t be the most probably cause
N
for the disparity between her academic and social progress. Instead it’s more likely that
she is simply developing at different rates in these two areas.
[Feedback for Answer Choice 4]
We don’t have any evidence that Lena’s classmates aren’t also achieving academically
at high levels; the disparity we see here more likely stems from uneven maturation
across the academic and social domains.
jhgfds
, kjhgfdsa
[Q2]
Pre-service teachers are sometimes surprised at the work that goes into effectively
managing a classroom. Which of the following reasons is most likely to account for this
fact?
1. Most pre-service teachers have experience being students but were unaware of the
actions their teachers took to manage the classroom. [correct]
2. Most pre-service teachers assume that the school administration bears more of the
TE
responsibility for developing systems of classroom management.
3. Most pre-service teachers believe that there is no way to prepare to be effective
classroom managers until they’re in the classroom, so they are surprised by the
amount of work required.
ST
4. Most pre-service teachers think that if they build good relationships with their
students, they will not have any management problems.
[Feedback for Correct Answer 1]
As students, we observe teachers without being aware of the decisions they make and
the planning they’ve done to manage the classroom.
SO
[Feedback for Answer Choice 2]
Most pre-service teachers are likely aware that they’re expected to manage their own
classrooms; they simply may not know how much work it is because when they
themselves were students, they didn’t tune into the management work their teachers
LU
were doing.
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
skills and concepts before working in real classes.
TI
[Feedback for Answer Choice 4]
Sometimes pre-service teachers have the idea that all their students will love them, be
O
motivated by their teaching, and behave appropriately because they are so inspired by
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
students, will have to work hard to be an effective classroom manager.
N
[Q3]
Miss Vickers recognizes that classrooms are busy, complex places. What is the most
compelling reason for her to create a comprehensive classroom management plan?
1. To avoid all instances of student misbehavior
jhgfds
