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TEST BANK
Classroom Management for
Elementary Teachers
N
U
Eleventh Edition
R
Carolyn M. Evertson
SE
Edmund T. Emmer
Inge R. Poole
D
O
C
All Chapters Included
S
All Answers Included
, 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.
[Q1]
N
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
U
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?
R
1. Lena is uninterested in developing positive relationships with her peers.
2. Lena’s academic and social development are progressing unevenly. [correct]
SE
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]
By and large, children desire positive peer relationships. It’s more likely that the
D
disparity in Lena’s academic progress and social patterns is maturational; her
development may simply be progressing unevenly, a typical occurrence among
O
elementary school students.
[Feedback for Correct Answer 2]
While there are patterns to the way students develop physically, academically, socially,
C
emotionally, and experientially, development also occurs at individual rates.
[Feedback for Answer Choice 3]
S
Lena very well may be gifted, but her giftedness wouldn’t be the most probably cause
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
responsibility for developing systems of classroom management.
3. Most pre-service teachers believe that there is no way to prepare to be effective
N
classroom managers until they’re in the classroom, so they are surprised by the
amount of work required.
U
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]
R
As students, we observe teachers without being aware of the decisions they make and
the planning they’ve done to manage the classroom.
SE
[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
were doing.
D
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
O
skills and concepts before working in real classes.
[Feedback for Answer Choice 4]
C
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
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
S
students, will have to work hard to be an effective classroom manager.
[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
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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
perfectly behaved, highly accountable, and engaged in learning is a fantasy; even good
N
managers deal with occasional instances of misbehavior.
[Feedback for Correct Answer 2]
U
Teachers must attend to a tremendous range of responsibilities; a well-planned
management system can reduce some of the complexity of the environment so teacher
energy can be devoted to the most pressing concerns. Further, when students know
R
what is expected of them, they are able to develop their senses of personal
responsibility.
SE
[Feedback for Answer Choice 3]
It is good to avoid overreacting. However, good classroom managers are proactive in
thinking about their classrooms and in setting a plan in place that will prevent
misbehavior. Teachers without such a plan find themselves reacting to some behaviors
that could have been prevented in the first place.
D
[Feedback for Answer Choice 4]
Communication is one aspect of classroom management, and it’s important, but
O
teachers must consider classroom management from a broader perspective.
[Q4]
C
The classroom environment is complex, and teachers must make many quick decisions
throughout the school day. Which of the following options would most effectively reduce
complexity and make classes flow more smoothly?
S
1. Keeping meticulous notes about what needs to be done, when it gets done, and how
it gets done
2. Sticking to the planned schedule each day and adhering carefully to the lesson plan
in individual lessons
3. Reflecting carefully and thoroughly before making any decision regarding
management or instruction
4. Developing a management plan to provide structure, increase efficiency, and
prevent unproductive behavior [correct]
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TEST BANK
Classroom Management for
Elementary Teachers
N
U
Eleventh Edition
R
Carolyn M. Evertson
SE
Edmund T. Emmer
Inge R. Poole
D
O
C
All Chapters Included
S
All Answers Included
, 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.
[Q1]
N
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
U
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?
R
1. Lena is uninterested in developing positive relationships with her peers.
2. Lena’s academic and social development are progressing unevenly. [correct]
SE
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]
By and large, children desire positive peer relationships. It’s more likely that the
D
disparity in Lena’s academic progress and social patterns is maturational; her
development may simply be progressing unevenly, a typical occurrence among
O
elementary school students.
[Feedback for Correct Answer 2]
While there are patterns to the way students develop physically, academically, socially,
C
emotionally, and experientially, development also occurs at individual rates.
[Feedback for Answer Choice 3]
S
Lena very well may be gifted, but her giftedness wouldn’t be the most probably cause
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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, 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
responsibility for developing systems of classroom management.
3. Most pre-service teachers believe that there is no way to prepare to be effective
N
classroom managers until they’re in the classroom, so they are surprised by the
amount of work required.
U
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]
R
As students, we observe teachers without being aware of the decisions they make and
the planning they’ve done to manage the classroom.
SE
[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
were doing.
D
[Feedback for Answer Choice 3]
Fortunately this statement is not true; it is possible to learn foundational management
O
skills and concepts before working in real classes.
[Feedback for Answer Choice 4]
C
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
the teacher. Unfortunately, every teacher, regardless of the relationships they build with
S
students, will have to work hard to be an effective classroom manager.
[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
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, kjhgfdsa
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
perfectly behaved, highly accountable, and engaged in learning is a fantasy; even good
N
managers deal with occasional instances of misbehavior.
[Feedback for Correct Answer 2]
U
Teachers must attend to a tremendous range of responsibilities; a well-planned
management system can reduce some of the complexity of the environment so teacher
energy can be devoted to the most pressing concerns. Further, when students know
R
what is expected of them, they are able to develop their senses of personal
responsibility.
SE
[Feedback for Answer Choice 3]
It is good to avoid overreacting. However, good classroom managers are proactive in
thinking about their classrooms and in setting a plan in place that will prevent
misbehavior. Teachers without such a plan find themselves reacting to some behaviors
that could have been prevented in the first place.
D
[Feedback for Answer Choice 4]
Communication is one aspect of classroom management, and it’s important, but
O
teachers must consider classroom management from a broader perspective.
[Q4]
C
The classroom environment is complex, and teachers must make many quick decisions
throughout the school day. Which of the following options would most effectively reduce
complexity and make classes flow more smoothly?
S
1. Keeping meticulous notes about what needs to be done, when it gets done, and how
it gets done
2. Sticking to the planned schedule each day and adhering carefully to the lesson plan
in individual lessons
3. Reflecting carefully and thoroughly before making any decision regarding
management or instruction
4. Developing a management plan to provide structure, increase efficiency, and
prevent unproductive behavior [correct]
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