Class Management-Chapter 3

When a student’s behavior is escalating in intensity, a teacher should do all but which of the following things?

• avoid any actions that might be construed as threatening.

• react in ways that are calm, polite, and caring.

• control their own body language and non-verbal signals.

• insist on compliance within a specified time period (e.g., 2 minutes).

Teachers who naturally seem to respond disrespectfully to students probably are doing so because:

• they are using reverse psychology to influence student behavior.

• they have failed in their due diligence.

• they refuse to acknowledge their in loco parentis responsibilities.

• they have a poor understanding of positive influence.

You ask your first-graders to sit quietly at their desks and then line up as you call them by name. Marcy says, “Can I go first? Please? Please?” You choose instead to have Felix lead the line. Marcy pouts and sulks, and when it’s her turn to get in line, she moves across the room very slowly. The causal condition that is most likely in this scenario is:

• inappropriate habits.

• thwarted desires.

• urge to transgress.

• expediency.

All of the following are relationship-building tactics that teachers can use to express the idea that their students are appreciated and important except:

• praising any positive behavior, no matter how small.

• greeting students as they enter the classroom.

• learning about the students’ personal lives, goals, and interests.

• offering support and scaffolding as they do difficult work.

One effective way to increase student compliance in terms of behavior is to:

• maintain a well-defined sense of authority so students know you’re in charge.

• explain your rationale for the rules and procedures you implement.

• ask students politely if they will work hard and be kind.

• tell students that you are the expert in the classroom and that they should trust you.

In order to help students overcome a tendency to avoid discomfort, a teacher should:

• emphasize the value of mistakes as part of learning.

• praise all students who participate, even if they do so half-heartedly.

• allow students to opt out of classroom activities.

• remind students not to be so egocentric.

Ms. Fletcher has her classroom set up with different areas that vary by form and function. She has a reading area with a couch and some pillows and beanbags. She has a table by the window where lots of natural light comes in. She has a low-light area in the back of the room with several desks in a U shape. She gives students a chance to move around between lesson activities. Clearly Ms. Fletcher is attending to her students’

• physical comfort in the instructional setting.

• preference for positive influence behaviors.

• need for low levels of stimulation.

• understanding that the curriculum is meaningful.

Which of the following statements about misbehavior is NOT accurate?

• The frequency with which misbehavior happens can directly influence student achievement.

• Misbehavior generally occurs primarily when a student dislikes or wants to annoy a teacher.

• Student misbehavior is something all teachers should expect to have happen.

• Inappropriate behavior can negatively affect teaching, learning, motivation, and interpersonal relationships.

Unmet needs, thwarted desires, and expediency are conditions that reside:

• within the instructional setting.

• within the school curriculum.

• within a given value system.

• within students.

Dimitri says, “This work is too hard!” Which of the following causal conditions is MOST likely to be at play in the situation?

• a learning disability.

• an unmet need for competence.

• tedium.

• meaninglessness