ED 367 Exam 1-3 Review PDF

## ED 367 Exam 1 (Ch. 1-3) **Name:** Madison white 1. Which of the following issues causes the greatest amount of concern for teachers, parents, and students? - Cultural competence - **Classroom management** - Poor-quality teacher education programs - Societal issues impacting stud...

## ED 367 Exam 1 (Ch. 1-3) **Name:** Madison white 1. Which of the following issues causes the greatest amount of concern for teachers, parents, and students? - Cultural competence - **Classroom management** - Poor-quality teacher education programs - Societal issues impacting students 2. Which of the following is NOT one of the four social and emotional conditions for learning as enumerated by Osher et al.? - Teachers provide an environment in which students experience emotional and physical safety. - Teachers utilize highly-engaging instructional methods. - **Teachers provide students with authentic challenges.** - Teachers and students experience a sense of connectedness. 3. Multiple researchers have shown that smooth classroom functioning throughout the year can be traced back to - the number of students in the class. - the academic level (ability) of the students in the class. - **the teacher's planning and organization during the first weeks of school.** - limited academic expectations. 4. Response to Intervention is an approach that focuses on - facilitating student mastery of learning objectives through careful assessment and implementation of highly-structured interventions. - meeting students' individual learning styles as a way of engaging them in material, and intervening when a mismatch is identified. - **intervening in student misbehavior in ways that cause the least disruption to the learning environment.** - providing interventions to student misbehavior that directly involve students' parents or family members ## ED 367 Exam 2 (Ch. 4-6) **Name:** Madison White 1. Miss Taylor has the students in each of her small groups interview each other, asking questions like, "What things are you best at?" and "What role do you like to take when you're working in a group?" The students share their answers, and Miss Taylor helps them identify which student in each group will fulfill each of several recurring roles. This group is likely at which stage of group development? - Inclusion - Resolution - **Dependency** - Adjournment 2. When students are seated closer to peers whom they may not initially know well or may not like: - Peer relationships may be strengthened - **Peer victimization is likely to be increased** - Less academic progress is made because students are spending time getting to know one another - Students lose their sense of individual identity within the group 3. In helping students develop positive relationships with their peers, it is crucial that teachers: - Intervene swiftly and severely when any student expresses a concern about treatment by others - **Set conditions so students from all cultural groups feel valued and accepted in class and in school** - Are of the same ethnic/cultural heritage of their students - Allow students to choose their own seating assignments and grouping assignments ## ED 367 Exam 3 (Ch. 7-10) **Name:** Madison white 1. The text authors' view is that motivation is a factor of - **expectation, value, and climate.** - success, failure, and encouragement. - interest, ability, and support. - relationship, instructional integrity, and power. 2. When students are unsure why they are learning particular content or skills and/or doubt that they can be successful at tasks they're told are important, they are likely to: - develop serious emotional or behavioral disorders. - **be academically unproductive and prone to misbehavior.** - pursue deeper knowledge of the tasks at hand to alleviate their own discomfort. - achieve well on standardized tests but gain little practical knowledge. 3. For a student to find an instructional task motivating, the teacher needs to ensure all but which of the following? - that students will be able to be successful at the task - that there is a significant amount of challenge involved with the task - **that the work itself is meaningful and important** - that the relationships and support they need are available to them 4. Mason is working very hard to make the Honor Roll this semester. The type of value most involved in this situation is - **intrinsic value** - utility value - attainment value - challenge value 5. The text suggests that when students do not appear to value learning the content presented in class, the teachers should - structure the classroom environment and activities in ways that allow several student goals to intersect. - have students articulate why each task is important. - **tell students to find something about the content that they can build into an interest.** - have students engage in a grade-level-appropriate study of human motivation as a starting point for behavior change. 6. The authors of our text would likely argue that the most common reason students don't study is because they - **don't value the content they're studying.** - are unconcerned about their grades. - don’t have goals and aspirations. - spend their time preparing for standardized tests. 7. A teacher who writes the day's objective on the board and discusses the list briefly with students is most likely doing so in an attempt to help students - understand and value the communicative process. - **understand and value the learning goals.** - experience success in completing their assignments. - see learning as an exciting and rewarding process. 8. Donald is a very talkative and social student. He seems to be able to make friends at the drop of a hat. In the past this has gotten him in trouble, but this year is different; his teacher is a firm believer in respecting the different areas of intelligence proposed by Howard Gardner. This teacher respects Donald’s - **interpersonal intelligence.** - intrapersonal intelligence - linguistic intelligence - kinesthetic intelligence 9. Mr. Hernández has his students keep a study log and a log of their homework grades in his class. Further, he has them maintain folders that contain their work samples throughout the year. Periodically, Mr. Hernández has the students go back and review the logs and the work samples. The most likely reason he does this is to - remind students how important it is to improve their grades, especially as the end of the school year approaches. - **motivate students by calling their attention to their own progress over time, and to the links between effort and outcome.** - facilitate student retention of the curricular content that has been covered since the start of the school year. - be able to document the legitimacy of his decision to hold a student back at the end of the year. 10. Skillful intervention in the face of student misbehavior that disrupts learning is critical because stopping the undesirable behavior is not enough; teachers also should intentionally engage in all but which of the following? - modeling how to behave effectively and productively in a group setting - maintaining positive classroom relationships - directly teaching students strategies for self-regulation and productive behavior - **reminding students that the teacher is the authority figure in the class** 11. Culturally sensitive teachers are most likely to first ask which of the following questions when deciding how to intervene in the case of disruptive student behavior? - Is this the appropriate time to remove the student from the normal classroom context? - Is the student going to learn a lesson and modify the behavior in the future? - Can the student identify the reason for the intervention I'm about to implement? - **Is this student's behavior occurring because of a skill-based issue?** 12. The authors assert that the overarching question teachers should ask when a student is failing to follow classroom behavior expectations is - What classroom factors may be contributing to this behavior? - Are we developing and maintaining positive relationships in this class? - Is the work I'm assigning appropriate for my students? - **What resources do I have to help me figure out what to do in this situation?** 13. Which of the following students is least likely to be sent to the office when exhibiting disruptive behavior? - Cleo, an African American student who lives with her mother, an accountant - Dave, a white student whose parents are college professors - Emmanuel, a Latino student whose father works in construction and whose mother stays home with his younger siblings - **Ellie, a white student whose single mother relies on public assistance** 14. Which of the following statements reflects the likely reason that so many veteran teachers resort to authoritarian methods when students exhibit disruptive behavior? - Students respond well to interventions that are implemented by teachers who are confrontational. - **By the time they notice a student misbehaving, teachers are often so angry that they bypass methods they perceive as "soft" in favor of more severe ones.** - Authoritarian methods have been shown in research studies to result in longer-lasting behavior change. - Teachers tend to rely on the strategies that were used when they themselves were students. 15. A critical element for a teacher who wishes to be proactive in his classroom management to: - frequently monitor the students throughout the day. - respond quickly but calmly in each instance of misbehavior. - ignore inappropriate behaviors that are inconsequential in nature. - **allow students to reflect frequently on how the classroom management system is working.** 16. A good rule of thumb for teachers to follow when deciding what intervention to employ when students are misbehaving is to: - intervene in a swift and clearly-defined way so that there are no surprises for the students. - **intervene in the least intrusive way and in the way that maintains the most positive feelings among all members of the group.** - demonstrate the same level of emotion and the same nonverbal cues as the student of concern. - avoid intervening unless the emotional or physical well-being of the student or another class member is at risk. 17. When is appropriate to ignore misbehavior? - **when it is short-lived and causes no significant disruption** - when the student exhibiting it is likely to respond poorly to intervention - when the teacher is not actively teaching a lesson - when the students in the classroom have learning disabilities and are easily frustrated 18. One effective way to redirect misbehaving students is to give them choices, because doing so does all but which of the following? - lets other students know that they will be treated similarly if they misbehave - responds to their need for competence - **reduces the perception that someone is trying to control them** - gives the students autonomy about the way they redirect their behavior 19. First and foremost, a teacher's decision to use a particular classroom management system should be based on: - knowledge of the students with whom the program will be implemented. - **the teacher's personal preferences about how to handle problem behavior.** - the ease of implementation of the system. - the expectations of all members of the educational community. 20. In the case of violent student behavior, teachers can acknowledge the student's rights to have strong feelings, offer assistance, inform them of the consequences of their behavior and state that they do not want the student to choose these consequences. It is recommended that the teacher avoid: - reminding students that they are violating a rule. - speaking in a calm yet firm voice. - **asking other students to leave the area.** - physically restraining students. 21. Research has shown Glasser’s approach to problem solving to be successful primarily because it helps students do all but which of the following? - understand their behavior and the context in which it occurs - take responsibility for their behavior - **develop action plans for changing their behavior and being more successful in school** - identify whether the inappropriate behavior indicates dysfunctional thinking 22. In the second step of Glasser's model, the text authors suggest that it may be appropriate for a teacher to say, "If I had a video camera recording what happened, what would I have seen?" The rationale for the use of this question is that it: - depersonalizes the event to some extent, allowing the student to share his or her perspective in a less threatening way. - allows the teacher to form a visual image of the events as they occurred, thus understanding them more completely. - **gives the student the opportunity to work with the teacher to generate alternative explanations for the behavior in question.** - reduces the amount of emotion and description that the student gives in explaining the situation. 23. Which of the following is not a purpose of a buddy classroom? - To give a student a place outside the classroom to cool off. - **To shape behavior by embarrassing students who have to go to a different classroom.** - To provide teachers with additional options for addressing disruptive behavior. - To remove whatever reinforcement for the behavior that is occurring in the regular class setting. 24. A student has engaged in some mildly disruptive but not dangerous behavior, and you have gone through the problem solving process with him. Unfortunately, his initial behavior change plan does not work. At this point, you should: - assume that he isn't sufficiently mature to carry out a plan and administer a consequence after explaining why you must resort to that action. - give the student a choice of consequences relating to the initial misbehavior. - **ask the student why he or she thinks the plan didn't work, and help develop an alternate plan.** - involve the guidance counselor or a school administrator in addressing the behavior problem. 25. During a class meeting, Renaldo says, “I have a concern. Madeleine has been teasing me about my haircut, and it hurts my feelings." As the teacher, your most appropriate response would likely be, - "Thanks for sharing that, Renaldo. Madeleine, is there truth to what Renaldo says? And if so, what could we do about it?" - "How about if the three of us get together and talk about that during a few free minutes today?" - "We don't tease in this classroom. That must stop right away. Is everyone clear?" - **"I'm sorry to hear that you've been upset. When you tease each other, it makes me feel sad."** 26. Which of the following statements about class meetings is false? - The goal is to solve problems and improve class functioning. - **In the course of a class meeting, one student may criticize another as long as it is done respectfully.** - Student input into the meeting agenda is encouraged. - Students whose behavior causes concern for others may choose whether or not to have their behavior discussed in a class meeting. 27. Which of the following would likely NOT be an appropriate agenda item for a class meeting? - reducing noise in the hallway between classes - considering alternative ways that students could finish incomplete work - **having two students share an idea for a class project to reduce paper usage** - discussing a behavioral incident involving four class members whose misbehavior has led to suspension from the school bus 28. Which of the following behaviors would most likely not be addressed by a typical zero-tolerance policy? - Without her consent, Beth is touched inappropriately by a male student in the hallway. - Marcus copies his test answers from Dennis's paper. - Katrina and Leelah get into an argument and scratch each other's faces severely. - **Ian, who takes medication at school for his ADHD, sells Amal two pills during lunch.** 29. All of the following are significant objections to the implementation of zero-tolerance policies except: - they deprive the student(s) of the chance to engage in problem solving and intentional behavior change. - situations at schools are rarely serious enough to merit the use of such a policy. - **they are implemented disproportionally, with more students of color subjected to their use.** - they often fail to take into consideration the environment that may have contributed to the behavior of concern. 30. When deciding whether or not a given response is appropriate in the case of serious behavior problems, teachers and school personnel should ask all but which of the following questions? - Has the behavior had or could it have had a significant impact on the safety of members of the school community? - Have contextual changes been made to reduce the likelihood that the student will want/need to display the behavior again? - Has the student shown true remorse for his/her behavior and indicated an intention to discontinue it? - **Has problem solving been utilized to help develop new skills in dealing with similar situations?** 31. The use of individual behavior change plans is most likely to be successful when all but which of the following elements are present in the classroom situation? - instruction is matched to student needs, interests, and abilities - class interactions indicate the ongoing presence of supportive interpersonal relationships - **teachers incorporate behavior management methods that are proven effective in the classroom** - teachers quickly engage the assistance of the school administration and counseling staff in confronting ongoing minor misbehavior 32. Which of the following does not reflect a significant reason for data collection as part of individual behavior change plans? - It increases the accuracy of the teacher's understanding of the student's behavior. - **It allows the teacher to determine whether the interventions being used are significantly altering the student's behavior.** - It removes much of the subjectivity from the teacher's consideration of a student's behavior. - It disregards contextual factors and provides a definitive understanding of what student characteristics need to be addressed. 33. Providing a peer tutor as part of a behavior plan for a student who exhibits ongoing problematic behavior is best categorized as a modification to the: - classroom environmental system. - **instructional system.** - reinforcement system - data collection system 34. Michelle's teacher wants to help her students learn to relax when they are becoming frustrated or upset. As part of this process, she is likely to do all but which of the following? - allow the students to put their heads down and rest for 15 minutes - provide direct instruction about how to relax - ask students to imagine themselves successfully navigating a situation - **provide time to practice relaxation techniques during times of varying degrees of stress** 35. First and foremost, interventions such as self-monitoring, self-instruction, and behavioral contracting are presented by the authors as ways to - curtail inappropriate behavior that is of limited scope and duration. - **increase the student's feelings of competence and self-control.** - decrease environmental stimuli that may be contributing to inappropriate behavior. - provide evidence of the teacher’s efforts to maintain a learning environment in which diversity is valued. 36. In an effort to help Bradley, who becomes combative when asked to do any task he doesn’t find engaging, Mr. Hoffstatder designs a social skills lesson. Which of the following elements would be unlikely to be included in this lesson? - practice of the desired behavior in the context in which it should occur - a description of the negative impact of the undesirable behavior - **teacher data on how often this intervention has been used with other students** - a specific set of components that comprise the desired behavior 37. Sally is working hard to get her work done because she knows that if she completes it all on time, Mrs. Brown will give her a pencil. Mrs. Brown is utilizing: - **intrinsic reinforcement.** - extrinsic reinforcement - negative reinforcement - social reinforcement 38. The intervention section in an individual behavior change plan typically involves: - identifying the problematic behavior - assessing classroom environmental factors that may be contributing to the behavior. - **identifying ways to enhance student skill development and ways to modify the environment to support behavior change** - identifying a set of consequences in the event the student fails to change his/her behavior 39. Studies indicate that when students exhibit persistent behavior problems, teachers are most likely to interact with them in ways that focus on the student’s: - positive contributions to the class. - academic progress. - **misbehavior.** - contributions to group processes. 40. Which of the following is mostly likely to act as a social reinforcer? - awarding a good grade on an assignment that the student completed independently - providing a reward after a task is accomplished by a small group of students who have worked well together - engaging well-behaved students in a desirable activity after they have completed a challenging assignment - **calling attention to a student's well-articulated answer to a question during a class discussion**