Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, 13th edition — By Vern Jones, Louise Jones | Complete Test Bank (Chapter 1-10)

Test Bank for
Comprehensive Classroom
Management: Creating
TE

Communities of Support and
S

Solving Problems, 13th
TS

edition By Vern Jones, Louise
Jones
O

(All
LU

Chapters 1-10, 100% Original
TI

Verified, A+ Grade)
O
N

, Table of Content
PART I: FOUNDATIONS OF COMPREHENSIVE CLASSROOM MANAGEMENT

Classroom Management in Perspective

Understanding Students’ Basic Psychological Needs

PART II: CREATING A SAFE AND SUPPORTIVE LEARNING COMMUNITY

Establishing Positive Teacher—Student Relationships
TE
Creating Positive Peer Relationships

Working with Family Members

Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student
S
Behavior
TS
PART III: INCREASING STUDENT MOTIVATION AND LEARNING BY
IMPLEMENTING INSTRUCTIONAL METHODS THAT MEET STUDENTS’
ACADEMIC NEEDS
O
Enhancing Students’ Motivation to Learn

PART IV: WHEN PREVENTION IS NOT ENOUGH: METHODS FOR ALTERING
UNPRODUCTIVE STUDENT BEHAVIOR
LU

Responding to Behavior That Disrupts the Learning Process

Using Problem Solving to Resolve Behavior Problems
TI
Developing Individual Behavior Change Plans
O
N

, Chapter 1: Classroom Management in Perspective


Chapter 1: Classroom Management in Perspective
Multiple Choice

1. Which of the following issues causes the greatest amount of concern for teachers, parents,
and students?
a. cultural competence
b. classroom management
TE
c. poor-quality teacher education programs
d. societal issues impacting students
2. When teachers constantly analyze and adjust their management decisions to meet student
needs, they find that:
S
a. their students enjoy learning more and achieve at higher levels.
b. they sacrifice a lot of instructional time for the sake of reflection.
c. their students struggle with the resulting inconsistency.
TS
d. their principals question whether or not they are good managers.
3. Classroom management for students of color often mistakenly emphasizes
a. compliance and control.
b. connecting new material to students’ lives.
O
c. individual student characteristics.
d. social-emotional learning
4. You’re interviewing Mrs. Blankenship, a first-year teacher who recently graduated from
LU
college and earned her teaching license. Given what you know about classroom
management, which statement is she most likely to utter when you ask her about her
experience?
a. “The biggest problem I have as a new teacher is making sure I know and understand the
material I am going to teach to my students.”
TI
b. “Classroom management comes naturally to most new teachers.”
c. “I have several students with serious and ongoing behavior problems on my roll, and
they make managing the classroom challenging.”
d. “My school principal doesn’t really consider classroom management as she is assessing
O
teachers’ performance.”

5. When teachers are concerned about their ability to maintain positive student behavior, they
are LEAST likely to
N
a. utilize highly-engaging classroom activities.
b. limit the sorts of instructional methods they use.
c. become frustrated and ultimately leave the teaching profession altogether.
d. spend a significant amount of classroom time attempting to manage misbehavior and
convince students to comply with expectations.


1
Copyright © 2021, Pearson Education, Inc. All Rights Reserved.

, 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.
TE
7. When teachers who struggle with classroom management receive support and professional
development designed to enhance their abilities, which outcome is most likely?
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
S
dissatisfaction with their school experience.
d. They remain at about the same level of ability but report more satisfaction with their
careers.
TS
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.
O
b. Teachers utilize highly-engaging instructional methods.
c. Teachers and students experience a sense of connectedness.
d. Teachers provide students with authentic challenges.
LU
9. Which sort of teacher behavior would you expect to see at Level II of the Classroom
Discipline Procedure model?
a. engaging in individual problem solving with a student
b. creating an individual behavior contract for a student
c. developing positive peer relationships
TI
d. providing academic work at which all students can be successful
10. Classroom behavior improves when the teacher focuses on
a. establishing and maintaining an effective learning environment.
O
b. being a disciplinarian who enforces school rules.
c. teaching the subject matter in detail.
d. providing immediate consequences for misbehavior.
N
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.