Classroom Management Quiz 1

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Questions and Answers

Which of the following issues causes the greatest amount of concern for teachers, parents, and students? (Select all that apply)

  • Cultural competence
  • Societal issues impacting students
  • Poor-quality teacher education programs
  • Classroom management (correct)

When teachers constantly analyze and adjust their management decisions to meet student needs, they find that:

  • They sacrifice a lot of instructional time for the sake of reflection.
  • Their principals question whether or not they are good managers. (correct)
  • Their students enjoy learning more and achieve at higher levels.
  • Their students struggle with the resulting inconsistency.

Classroom management for students of color often mistakenly emphasizes:

  • Compliance and control. (correct)
  • Social-emotional learning.
  • Individual student characteristics.
  • Connecting new material to students' lives.

You're interviewing Mrs. Blankenship, a first-year teacher. What is she most likely to utter when you ask her about her experience?

<p>&quot;I have several students with serious and ongoing behavior problems on my roll, and they make managing the classroom challenging.&quot; (D)</p> Signup and view all the answers

When teachers are concerned about their ability to maintain positive student behavior, they are LEAST likely to:

<p>Utilize highly-engaging classroom activities. (A)</p> Signup and view all the answers

According to a 2000 publication, the U.S. Department of Education traces 80% of classroom disruption to:

<p>Institutional dysfunction and poor teacher training. (B)</p> Signup and view all the answers

When teachers who struggle with classroom management receive support and professional development designed to enhance their abilities, which outcome is most likely?

<p>Their classroom management skills improve and instances of student misbehavior decrease. (A)</p> Signup and view all the answers

Which of the following is NOT one of the four social and emotional conditions for learning as enumerated by Osher et al.?

<p>Teachers utilize highly-engaging instructional methods. (D)</p> Signup and view all the answers

Which sort of teacher behavior would you expect to see at Level II of the Classroom Discipline Procedure model?

<p>Engaging in individual problem solving with a student. (B)</p> Signup and view all the answers

Classroom behavior improves when the teacher focuses on:

<p>Establishing and maintaining an effective learning environment. (C)</p> Signup and view all the answers

According to our text, which of the following is not identified as necessary to the effective implementation of comprehensive classroom management skills?

<p>Collaborating with other adults who show initiative in assisting children with behavior management. (B)</p> Signup and view all the answers

Positive Behavioral Support emphasizes all of the following EXCEPT:

<p>Teaching and reinforcing to students which behaviors are unacceptable. (A)</p> Signup and view all the answers

Kounin's research on discipline and group management in classrooms found that:

<p>Effective classroom teachers prevented disruptive student behavior. (C)</p> Signup and view all the answers

Multiple researchers have shown that smooth classroom functioning throughout the year can be traced back to:

<p>The teacher's planning and organization during the first weeks of school. (A)</p> Signup and view all the answers

Gardner, Dunn, Slavin, Johnson and Johnson, and Hunter are all researchers who spent time examining:

<p>How teachers engage students in the learning process. (A)</p> Signup and view all the answers

Response to Intervention is an approach that focuses on:

<p>Facilitating student mastery of learning objectives through careful assessment and implementation of highly-structured interventions. (B)</p> Signup and view all the answers

Research into the effectiveness of PBIS indicates that all but which of the following are true?

<p>PBIS's focus on culturally sensitive instruction has been shown to significantly reduce misbehavior. (D)</p> Signup and view all the answers

Which of the following characteristics is NOT recommended as part of a positive learning environment for students who have experienced significant adverse events/trauma?

<p>Adults who provide a flexible, less-predictable school and classroom structure. (A)</p> Signup and view all the answers

A student's challenging behavior often represents:

<p>A mismatch between the student's skills and the expectations of the school environment. (B)</p> Signup and view all the answers

The authors of our text assert that teaching prosocial skills and implementing plans designed to enhance positive student behavior will fall short unless the school also focuses on:

<p>Helping students feel cared for, competent, and valued. (A)</p> Signup and view all the answers

Teachers' classroom management behaviors are typically rooted in all of the following EXCEPT:

<p>Student preferences for how classrooms and schools should be managed. (B)</p> Signup and view all the answers

In functional behavior assessment, teachers would likely ask all but which of the following questions?

<p>What needs to be changed about the student for them to behave more appropriately? (D)</p> Signup and view all the answers

Which of the following behaviors would NOT be expected of teachers who are known for being culturally responsive?

<p>Valuing homogeneity. (C)</p> Signup and view all the answers

All the following are true about students who exhibit behavior problems at school EXCEPT:

<p>They tend to be very task-oriented. (B)</p> Signup and view all the answers

The text asserts that all but which of the following explain why classroom management is an ongoing problem?

<p>Teachers are required to spend so much time on assessment of student learning that they lack time to effectively manage the classroom. (D)</p> Signup and view all the answers

Ms. Felix says to you, "The students don't have to like me, but they do have to respect me. I insist on it." Ms. Felix is most likely relying on:

<p>Role-bound authority. (B)</p> Signup and view all the answers

Flashcards

Classroom Management

A major concern for teachers, parents, and students in education.

Teacher Adaptability

Teachers' ability to adjust their methods, which impacts student outcomes positively.

Misconceptions in Management

Incorrect strategies that focus on control for students of color, ignoring their need for connection.

Behavior Challenges

Behavioral issues are a top concern for teachers and schools, especially new teachers.

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Constructive Classrooms

Creating effective learning environments rather than relying on strict discipline.

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Professional Development

Training that helps improve classroom management skills and reduce misbehavior.

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Essential Learning Conditions

Feeling secure and connected, but not necessarily engaging instructional methods.

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Level II Discipline

Teachers solve problems individually to address student behavior issues.

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Planning for Success

Teachers' initial planning and organization greatly affect classroom success.

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Structured Intervention

The use of structured intervention approaches to engage students.

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PBIS (Positive Behavior Support)

Teaching good behavior and building relationships between school, family, and community.

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Proactive Management

Preventing issues through active management, not just reacting when problems happen.

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Identifying Student Needs

Student behaviors come from a mismatch between their skills and the expectations at school.

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Supportive Environment

Schools encourage feelings of being cared for, capable, and valued among students.

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Culturally Responsive Teaching

Understanding their own biases and students' cultural backgrounds.

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Behavior Problem Insights

Students who have difficulties relating to others and may have gone through tough times.

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Ongoing Challenges

Heavy workload and not enough proper training make managing classes difficult.

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Role-bound Authority

Respect is expected from students based on the teacher's position.

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Management Skills

Skills in classroom management can influence student enjoyment and achievement.

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Teacher Analyzation

Teacher's ability to analyze their approaches affects educational outcomes

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Effective Learning Environment

When schools focus on building safe setups for learning instead of forcing how people act.

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Individualized approach

A structured intervention approach tailored to engage a child.

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Understanding your biases

When teachers recognize how personal views can influence teaching methods.

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Lack of training

How much a teacher works plus not enough learning lead to classroom issues.

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Expectations of students

What the teacher expects of the student dictates mutual respect.

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The Teacher

The person expected to guide behavior.

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Study Notes

Classroom Management Concerns

  • Classroom management is a primary issue of concern for teachers, parents, and students.
  • Educational environments often struggle due to poorly trained teachers and institutional dysfunction.

Teacher Adaptability

  • Teachers who analyze their management approaches positively influence student enjoyment and achievement.
  • Struggles with classroom management lead to principal evaluations of a teacher's effectiveness.

Misconceptions in Management

  • Strategies for students of color often incorrectly emphasize compliance and control, overlooking the need for connection to their lives.

New Teacher Perspectives

  • First-year teachers, like Mrs. Blankenship, often highlight ongoing behavioral challenges with students as a significant concern.

Student Behavior and Management

  • Classrooms become more constructive when teachers focus on establishing effective learning environments rather than strict disciplinary methods.

Support for Teachers

  • Professional development for struggling teachers tends to improve their classroom management skills and decrease incidents of misbehavior.

Social and Emotional Learning

  • Essential conditions for learning include safety and connectedness, but not necessarily engaging instructional methods.

Discipline Procedures

  • At Level II of discipline procedures, teachers are expected to engage in individual problem-solving to address student behavior.

Planning for Success

  • Effective classroom functioning relies significantly on teachers' planning and organization from the outset of the school year.

Prospective Research Findings

  • Research continues to emphasize teachers' roles in engaging students, highlighting the importance of structured intervention approaches.

Positive Behavioral Support (PBIS)

  • PBIS focuses on teaching acceptable behavior and creating partnerships within families and communities, avoiding punitive measures.

Effective Classroom Management

  • Effective classroom teachers prevent disruptive behaviors by proactive management rather than reactive discipline.

Identifying Student Needs

  • Mismatches between student skills and school expectations often underlie challenging behaviors in students.

Building a Supportive Environment

  • A positive school culture necessitates promoting feelings of care, competence, and value among students.

Culturally Responsive Teaching

  • Teachers must recognize their biases and consider the cultural contexts that affect students, avoiding homogeneity in approaches.

Behavior Problem Insights

  • Students displaying behavior problems often struggle socially and may have experienced trauma, showing less success in relationship-building.

Ongoing Challenges in Management

  • Teacher workload and lack of training contribute to the ongoing challenges in effective classroom management strategies.

Authority in the Classroom

  • Role-bound authority reflects the expectation of respect from students, which can shape the classroom dynamic and teacher-student relationships.

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