TEST BANK
Classroom Management for Middle and High School Teachers, 11th edition
by 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
, kjhgfds
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.
[Q1]
Lena, a new student in Ms. Minor’s senior English class, just moved to the district and
TE
enrolled at Rosa Parks High school. In the first week she is in school, Lena is
unengaged and doesn’t interact with her peers much at all. Given what you know about
adolescent development and behavior, which of the following reasons is most likely to
explain Lena’s failure to eagerly jump into classroom activities?
1. Lena is uninterested in developing positive relationships with her peers and with Ms.
ST
Minor.
2. Lena doesn’t yet have meaningful peer relationships, which may be reducing her
motivation and engagement. [correct]
3. Lena is a low-performing student whose academic struggles reduce her investment
in class activities.
SO
4. Lena is intentionally trying to project a cool and disinterested persona because that
is her go-to strategy for managing her emotions.
[Feedback for Answer Choice 1]
Adolescents tend to be extremely focused on peers and social relationships. While it’s
possible that Lena just doesn’t like other people, it’s more likely that her disengagement
stems from the fact that she’s new to the district and doesn’t yet have positive,
LU
supportive relationships with other students.
[Feedback for Correct Answer 2]
Peer relationships are critically important for adolescents. As a student who is new to
the district, Lena may be feeling conspicuous, shy, or even angry about relocating. If
Ms. Minor works to help Lena build relationships with other students, it’s likely that she
TI
will show increased motivation and engagement.
[Feedback for Answer Choice 3]
O
Regardless of their achievement levels, adolescents tend to be extremely focused on
peers and social relationships. Lena’s disengagement is likely to stem from the fact that
she has not yet built friendships with her peers.
N
[Feedback for Answer Choice 4]
While it’s possible that Lena just considers herself too cool for school, it’s more likely
that she doesn’t yet feel a part of her peer group and that she is acting disengaged
because she doesn’t have positive peer relationships.
kjuytre
, kjhgfds
[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
responsibility for developing systems of classroom management.
TE
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.
4. Most pre-service teachers think that if they build good relationships with their
students, they will not have any management problems.
ST
[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.
[Feedback for Answer Choice 2]
SO
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
were doing.
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
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skills and concepts before working in real classes.
[Feedback for Answer Choice 4]
Sometimes pre-service teachers have the idea that all their students will love them, be
motivated by their teaching, and behave appropriately because they are so inspired by
TI
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
students, will have to work hard to be an effective classroom manager.
[Q3]
O
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
N
2. To simplify the complex classroom environment and let students know what is
expected of them [correct]
3. To avoid overreacting in instances of misbehavior
4. To establish clear communication with her students and their families
[Feedback for Answer Choice 1]
Sadly, no matter how good Miss Vickers’ classroom management plan is, she will not
be able to avoid all instances of student misbehavior. Expecting students always to be
kjuytre
Classroom Management for Middle and High School Teachers, 11th edition
by 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
, kjhgfds
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.
[Q1]
Lena, a new student in Ms. Minor’s senior English class, just moved to the district and
TE
enrolled at Rosa Parks High school. In the first week she is in school, Lena is
unengaged and doesn’t interact with her peers much at all. Given what you know about
adolescent development and behavior, which of the following reasons is most likely to
explain Lena’s failure to eagerly jump into classroom activities?
1. Lena is uninterested in developing positive relationships with her peers and with Ms.
ST
Minor.
2. Lena doesn’t yet have meaningful peer relationships, which may be reducing her
motivation and engagement. [correct]
3. Lena is a low-performing student whose academic struggles reduce her investment
in class activities.
SO
4. Lena is intentionally trying to project a cool and disinterested persona because that
is her go-to strategy for managing her emotions.
[Feedback for Answer Choice 1]
Adolescents tend to be extremely focused on peers and social relationships. While it’s
possible that Lena just doesn’t like other people, it’s more likely that her disengagement
stems from the fact that she’s new to the district and doesn’t yet have positive,
LU
supportive relationships with other students.
[Feedback for Correct Answer 2]
Peer relationships are critically important for adolescents. As a student who is new to
the district, Lena may be feeling conspicuous, shy, or even angry about relocating. If
Ms. Minor works to help Lena build relationships with other students, it’s likely that she
TI
will show increased motivation and engagement.
[Feedback for Answer Choice 3]
O
Regardless of their achievement levels, adolescents tend to be extremely focused on
peers and social relationships. Lena’s disengagement is likely to stem from the fact that
she has not yet built friendships with her peers.
N
[Feedback for Answer Choice 4]
While it’s possible that Lena just considers herself too cool for school, it’s more likely
that she doesn’t yet feel a part of her peer group and that she is acting disengaged
because she doesn’t have positive peer relationships.
kjuytre
, kjhgfds
[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
responsibility for developing systems of classroom management.
TE
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.
4. Most pre-service teachers think that if they build good relationships with their
students, they will not have any management problems.
ST
[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.
[Feedback for Answer Choice 2]
SO
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
were doing.
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
LU
skills and concepts before working in real classes.
[Feedback for Answer Choice 4]
Sometimes pre-service teachers have the idea that all their students will love them, be
motivated by their teaching, and behave appropriately because they are so inspired by
TI
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
students, will have to work hard to be an effective classroom manager.
[Q3]
O
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
N
2. To simplify the complex classroom environment and let students know what is
expected of them [correct]
3. To avoid overreacting in instances of misbehavior
4. To establish clear communication with her students and their families
[Feedback for Answer Choice 1]
Sadly, no matter how good Miss Vickers’ classroom management plan is, she will not
be able to avoid all instances of student misbehavior. Expecting students always to be
kjuytre
