Test Bank for Classroom Management for Elementary Teachers, 10th edition by Carolyn M. Evertson, Edmund T. Emmer, Chapter 1-12 | All Chapters

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Test Bank
for
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Classroom Management
for Elementary Teachers
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Tenth Edition
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Carolyn M. Evertson
Edmund T. Emmer
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D
O
All Chapters Included
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All Answers Included
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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)
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2. Classroom management is critically important because it facilitates other important teacher
behaviors, such as designing stimulating lessons, motivating students, and being an effective
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communicator.

Ans. - True (Classroom Management’s Connections to Other Facets of Teaching)
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3. One reason classroom management is complicated is that teachers have little time for thinking
deeply about the many of the decisions they must make.
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Ans. – True (Classrooms are Complex Places)

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
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learned through experience. (Learning About Classroom Management)

5. The effectiveness with which time is used in classrooms is often tied to the effectiveness of the
teacher’s classroom management scheme.
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Ans. – True (Classrooms are Complex Places)
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6. Developing a sense of community among all members of the classroom community is an
important aspect of classroom management.

Ans. – True (Chapter Introduction)
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7. Even an effective classroom manager is likely to face instances of student misbehavior.

Ans. – True (Learning about Classroom Management)


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8. If your classroom management system is strong enough, you can de-emphasize the need to plan
engaging, motivating lessons.

Ans. – False. In fact, planning engaging, motivating lessons is one aspect of classroom
management; keeping students interested contributes to their appropriate behavior.
(Classroom Management’s Connections to Other Facets of Teaching)

9. In the well-managed classroom, instances of inappropriate behavior are rare and are handled
promptly.

Ans. – True (Learning about Classroom Management)
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10. Classroom management is foundational to other aspects of teaching.

Ans. – True (Classroom Management’s Connections to Other Facets of Teaching)
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Multiple Choice. Circle the letter of the BEST answer.
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1. Teachers need to provide students with opportunities to satisfy their needs for autonomy, competence,
and relationship. Which of the following responses reflects management strategies that address these
areas?
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a. allowing students to make choices, giving them responsibility, and teaching them self-regulation
b. allowing to solve their own problems and praising them for good behavior, even behavior that is
minor in scope and importance
c. adhering to your classroom management and lesson plan structures in all instances
d. being kind and welcoming
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Ans. – a (Classroom Management’s Connections to Other Facets of Teaching)

2. When teachers are supportive of students, they generally find that the students are
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a. prone to become suspicious of the teacher’s motives.
b. likely to be motivated in school.
c. prone to becoming over-reliant on the teacher as a source of praise.
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d. likely to have a difficult time figuring out appropriate behavioral boundaries.

Ans. – b (Classroom Management’s Connections to Other Facets of Teaching)
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3. When a teacher has a well-managed classroom, he or she is more likely to

a. have confidence to try out new activities and approaches.
b. spend significantly less time doing paperwork.
c. experience conflict with particular students in the group.
d. coast, relying predominantly on independent seatwork activities.

Ans. – a (Learning about Classroom Management)



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4. Which of the following would NOT generally be thought of as a reason that classroom management is
complex?

a. Much of what happens is public, which means people are aware of and potentially reactive to
events.
b. Teachers can rarely give each student all the time he/she needs to have his/her individual needs
met.
c. School administrators often interfere with a teacher’s preferred management style.
d. Classroom events move so quickly that the teacher may not have time to reflect before making a
decision.

Ans. – c (Classrooms are Complex Places)
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5. The main reason to study classroom management is so a teacher can

a. reduce the complexity of the classroom environment for all its members.
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b. get favorable evaluations from students, parents, and administrators.
c. control students’ behavior and avoid conflict and confrontation.
d. devote all his or her time to delivering content.
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Ans. – a (Classrooms are Complex Places)
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Constructed Response.

1. What is meant by the statement “classroom management includes both preventative and
interactive aspects”? (Chapter Introduction)
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2. What are some of the ways in which an elementary classroom is complex? (Classrooms are Complex
Places)

3. How is learning to manage a classroom analogous to learning to drive a car? (Learning about
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Classroom Management)
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