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10th Edition
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R
EU
SS
ORIGINAL FROM PUBLISHER
OI
MANAGEMENT
NN
CLASSROOM
TEST
CO
ED
Carolyn M. Evertson
ALL CHAPTERS
M
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
, Test Bank
M
for
ED
Classroom Management
CO
for Elementary Teachers
NN
Tenth Edition
Carolyn M. Evertson
OI
Vanderbilt University
Edmund T. Emmer
SS
University of Texas - Austin
EU
Prepared by
R
Karen Cole
University of North Carolina, Asheville
, Introduction
Running a classroom successfully can be challenging and most certainly requires an extensive skill set.
Creating test items to assess candidates’ knowledge about classroom management concepts is also
challenging. One thing that makes the task difficult is that there is often no definitive “right answer” for
questions about classroom management once you move beyond initial procedural recommendations. The
items in this test bank were written with this truism in mind. Each item relates directly to material covered
in the core text, and many DO have answers that will be consistently clear-cut. However, because of the
individualized nature of classroom management decisions, course instructors must carefully weigh not
only which items to utilize on tests but also what answers to accept from candidates.
M
The items in the test bank reflect a broad range of cognitive levels. Many items assess candidates’
knowledge of basic concepts in classroom management, particularly relevant terminology and procedural
guidelines; others ask students to apply their new knowledge in novel situations. Some questions require
ED
candidates to analyze situations in which management decisions are being made; still others ask the
candidate to synthesize information as they make recommendations with regard to specific management
topics. A few questions ask candidates to evaluate the decisions of others and make judgments about the
CO
appropriateness and/or effectiveness of each choice. Higher-order questions are indicted by an asterisk.
Some questions are lengthy and as instructors are creating tests, they should ensure that students will have
enough time to read each item thoroughly.
NN
The items included in this test bank are of both objective and constructed-response formats. Of particular
note are the suggested instructions for having candidates complete true-false items; to reduce the guess
factor associated with traditional T/F questions, instructions for the T/F questions in each chapter ask
students to rewrite any false statements to make them true, thus allowing them to demonstrate their
OI
understanding of the inaccuracies in the original item stem.
SS
EU
R
i
, Chapter One: Introduction to Classroom Management
T/F. If the statement is true, write TRUE. If the statement is false, write FALSE and REWRITE
THE STATEMENT TO MAKE IT TRUE. Simply inserting the word "not" is insufficient.
1. In general, prospective teachers are well aware of the behaviors involved in effective classroom
management, having spent many years as students observing their teachers’ behaviors.
Ans. – False. Many times new teachers find that they were unaware of the complexities
that their teachers faced as they managed their classrooms. (Chapter Introduction)
2. Classroom management is critically important because it facilitates other important teacher
M
behaviors, such as designing stimulating lessons, motivating students, and being an effective
communicator.
ED
Ans. - True (Classroom Management’s Connections to Other Facets of Teaching)
3. One reason classroom management is complicated is that teachers have little time for thinking
CO
deeply about the many of the decisions they must make.
Ans. – True (Classrooms are Complex Places)
NN
4. Studying a book about classroom management will enable a teacher to manage the classroom
smoothly and easily.
Ans. – False. Studying is a good start, but many aspects of classroom management are
OI
learned through experience. (Learning About Classroom Management)
SS
5. The effectiveness with which time is used in classrooms is often tied to the effectiveness of the
teacher’s classroom management scheme.
EU
Ans. – True (Classrooms are Complex Places)
6. Developing a sense of community among all members of the classroom community is an
important aspect of classroom management.
R
Ans. – True (Chapter Introduction)
7. Even an effective classroom manager is likely to face instances of student misbehavior.
Ans. – True (Learning about Classroom Management)
1
BANK
10th Edition
PDF DOWNLOAD
R
EU
SS
ORIGINAL FROM PUBLISHER
OI
MANAGEMENT
NN
CLASSROOM
TEST
CO
ED
Carolyn M. Evertson
ALL CHAPTERS
M
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
, Test Bank
M
for
ED
Classroom Management
CO
for Elementary Teachers
NN
Tenth Edition
Carolyn M. Evertson
OI
Vanderbilt University
Edmund T. Emmer
SS
University of Texas - Austin
EU
Prepared by
R
Karen Cole
University of North Carolina, Asheville
, Introduction
Running a classroom successfully can be challenging and most certainly requires an extensive skill set.
Creating test items to assess candidates’ knowledge about classroom management concepts is also
challenging. One thing that makes the task difficult is that there is often no definitive “right answer” for
questions about classroom management once you move beyond initial procedural recommendations. The
items in this test bank were written with this truism in mind. Each item relates directly to material covered
in the core text, and many DO have answers that will be consistently clear-cut. However, because of the
individualized nature of classroom management decisions, course instructors must carefully weigh not
only which items to utilize on tests but also what answers to accept from candidates.
M
The items in the test bank reflect a broad range of cognitive levels. Many items assess candidates’
knowledge of basic concepts in classroom management, particularly relevant terminology and procedural
guidelines; others ask students to apply their new knowledge in novel situations. Some questions require
ED
candidates to analyze situations in which management decisions are being made; still others ask the
candidate to synthesize information as they make recommendations with regard to specific management
topics. A few questions ask candidates to evaluate the decisions of others and make judgments about the
CO
appropriateness and/or effectiveness of each choice. Higher-order questions are indicted by an asterisk.
Some questions are lengthy and as instructors are creating tests, they should ensure that students will have
enough time to read each item thoroughly.
NN
The items included in this test bank are of both objective and constructed-response formats. Of particular
note are the suggested instructions for having candidates complete true-false items; to reduce the guess
factor associated with traditional T/F questions, instructions for the T/F questions in each chapter ask
students to rewrite any false statements to make them true, thus allowing them to demonstrate their
OI
understanding of the inaccuracies in the original item stem.
SS
EU
R
i
, Chapter One: Introduction to Classroom Management
T/F. If the statement is true, write TRUE. If the statement is false, write FALSE and REWRITE
THE STATEMENT TO MAKE IT TRUE. Simply inserting the word "not" is insufficient.
1. In general, prospective teachers are well aware of the behaviors involved in effective classroom
management, having spent many years as students observing their teachers’ behaviors.
Ans. – False. Many times new teachers find that they were unaware of the complexities
that their teachers faced as they managed their classrooms. (Chapter Introduction)
2. Classroom management is critically important because it facilitates other important teacher
M
behaviors, such as designing stimulating lessons, motivating students, and being an effective
communicator.
ED
Ans. - True (Classroom Management’s Connections to Other Facets of Teaching)
3. One reason classroom management is complicated is that teachers have little time for thinking
CO
deeply about the many of the decisions they must make.
Ans. – True (Classrooms are Complex Places)
NN
4. Studying a book about classroom management will enable a teacher to manage the classroom
smoothly and easily.
Ans. – False. Studying is a good start, but many aspects of classroom management are
OI
learned through experience. (Learning About Classroom Management)
SS
5. The effectiveness with which time is used in classrooms is often tied to the effectiveness of the
teacher’s classroom management scheme.
EU
Ans. – True (Classrooms are Complex Places)
6. Developing a sense of community among all members of the classroom community is an
important aspect of classroom management.
R
Ans. – True (Chapter Introduction)
7. Even an effective classroom manager is likely to face instances of student misbehavior.
Ans. – True (Learning about Classroom Management)
1
