Four students are telling one another about their new teachers. From the perspective of the textbook, which student is describing the most effective classroom climate?

• Darren says, "Marianne came in late yesterday looking really upset. My teacher stopped for a minute to talk quietly with her but didn't give her much hassle about being late for class."

• Chelsey says, "My teacher makes class really fun. He tells lots of jokes to make us laugh. If we don't get anything done one day, we just try to do twice as much the next day."

• Brandon says, "My teacher is a little scary at times. When Harry came in late one day, she looked over her reading glasses at him until he crawled into his seat, and she suggested that if he was late again, he might as well not show up."

• Adele says, "My teacher is really cool. He pretty much lets us do our own thing. He doesn't pressure us if we don't feel like paying attention. In fact, one girl was crying in the corner the other day, and he didn't say a word to her."

Three of the following teacher behaviors are consistent with the textbook's suggestions for communicating caring and respect for students. Which one is not?

• Ms. Avanti comes to school every day with her lessons carefully thought through and well prepared.

• Mr. Cranston gives students several criteria they can use to evaluate their own performance on homework assignments.

• Mr. Banyard gives assignments that he knows students can complete independently with little effort.

• Twice a week Ms. Delacorte writes responses to students' entries in their class journals.

Three of the following strategies may help promote a sense of community in the classroom. Which strategy is least likely to promote this sense of community?

• Encouraging prosocial behavior

• Providing opportunities for students to tutor one another on difficult subject matter

• Incorporating students' ideas into classroom discussions

• Publicly praising students who consistently outperform their classmates

Which one of the following teacher statements is most consistent with the recommendation that classroom rules and procedures should be presented in an informational, rather than controlling, manner?

• "You should always do your math homework on wide-ruled paper and make sure your answers are lined up in rows that are easy for me to grade."

• "You must your own work on this assignment. This is not a cooperative activity. You will get a zero if you talk to each other."

• "When you write your compositions, remember that I can read what you've written more easily and can give you more useful feedback if you write clearly."

• "Tomorrow you should bring in a newspaper or magazine article about one of the countries we are studying in current events this week."

Which one of the following strategies is most consistent with the textbook's recommendations for dealing with rule infractions?

• Unless there are extenuating circumstances, all students should be treated consistently when they break a rule.

• Consequences for misbehavior should be tailored to students' unique temperaments.

• Teachers need to be more lenient when dealing with students who have emotional and behavioral disorders.

• High achievers should be held to higher standards for classroom behavior than low achievers.

Which one of the following examples is most consistent with the textbook's definition of a misbehavior?

• Ashley is chewing gum in art class.

•  Brian is doodling in the margins of his notebook as he takes notes on a lecture.

• Caroline has forgotten to bring her lunch today and must borrow a dollar from a friend to buy a hot lunch.

• Duncan is using a rubber band as a slingshot to hit other kids with small paper balls during music class.

Stanley pokes his pencil point in Sharon's arm. The teacher gives him a stern look, and Stanley quickly puts his pencil back in his desk. The teacher's behavior is an example of:

• Vicarious punishment.

• Cueing.

• Ignoring.

• Positive behavioral interventions.

The textbook recommends that when a teacher talks with a student about a chronic pattern of misbehavior, he or she should do so in private rather than in front of classmates. Why?

• Because students need to know that a teacher will devote as much time to misbehavior as necessary

• Because the teacher's remarks will be easier for the student to hear clearly

• Because calling attention to the behavior in front of classmates may be reinforcing

• Because the behavior may be typical for the student's age-group

Three of the following are accurate statements about how classroom assessments either directly or indirectly affect students' learning and achievement. Which statement is NOT accurate?

• The nature of assessment tasks influence how students study classroom material.

• Students are more motivated to study classroom material when they know their knowledge of the material will be assessed.

•  Studying for an assessment facilitates students' memory even for information that they do not specifically study.

• Assessments can provide valuable feedback about what students know and what they need to work on.

Imagine you are a teacher who wants students to use effective information processing strategies as they study classroom subject matter. You consider what educational psychologists have learned about the effects of classroom assessment tasks on learning, and you conclude that you should:

• Not give paper-pencil tests at all.

• Ask many short questions rather than a few lengthy ones.

• Give assessment tasks that require meaningful understanding of the material.

• Assess students' rote knowledge of the material first, then ask higher-level questions about the material in a subsequent assessment.