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WorksheetsInstructor Chapter 8 Quiz Game
Total questions: 39
Worksheet time: 20mins
Name
Class
Date
1.
A dedicated educator will consider every aspect of the classroom environment, including:
a)
a. curriculum.
b)
b. marketing promotions.
c)
c. motivational posters.
d)
d. study guides.
2.
By establishing their own credibility and authority, the master educator realizes that
a)
a. they will be more effective in maintaining order and control in the classroom.
b)
b. they will have to spend more time on their clothes and accessories to look immaculate each and every day.
c)
c. they will have to watch each and every word they speak.
d)
d. being a professional is hard work and much more time consuming than they thought
3.
When establishing guidelines that will be followed in the classroom for expected behaviors, the master educator will:
a)
a. use the guidelines another educator has developed or ones from a book.
b)
b. develop the guidelines that worked fbr a previous class.
c)
c. use guidelines that have been used numerous times before.
d)
d. involve the learners in the process of establishing the guidelines.
4.
The guidelines should be a specific document that includes the rules of conduct as well as the:
a)
a. benefits.
b)
b. consequences.
c)
c. standards.
d)
d. behaviors.
5.
The master educator, in order to prevent inappropriate conduct, will model and teach:
a)
a. compassion.
b)
b. fortitude.
c)
c. responsibility.
d)
d. self-control.
6.
The method that uses the least amount of force necessary to deter or control misbehavior is referred to as
a)
a. low-profile intervention.
b)
b. proximity intervention.
c)
c. minimal-fbrce intervention.
d)
d. low-response intervention.
7.
Learners receive conflicting messages and may be unsure of what is acceptable and unacceptable behavior at any given time in the absence of:
a)
a. consistency and dissension.
b)
b. consistency and disparity.
c)
c. unifbnnity and consistency.
d)
d. uniformity and disparity.
8.
When dealing with chronic misconduct it may be necessary to use a method of dealing with the behavior termed:
a)
a. low-profile intervention.
b)
b. high-profile intervention.
c)
c. forceful intervention.
d)
d. etiquette intervention
9.
The master educator will be more effective during the process of dealing with inappropriate behavior when:
a)
a. a high degree of professionalism is maintained.
b)
b. a witty comment is given.
c)
c. consequences are unclear.
d)
d. consequences are demanding
10.
If the misconduct is minor and insignificant, the most appropriate method of handling the situation is to:
a)
a. use low-profile intervention.
b)
b. use high-profile intervention.
c)
c. use proximity intervention.
d)
d. ignore it.
11.
When a student is talking to another student during a lecture and the master educator wants to inconspicuously get the focus back to the subject, the educator uses the method of:
a)
a. low-profile intervention.
b)
b. a witty comment.
c)
c. name-dropping.
d)
d. writes the learner's name on the board.
12.
When the master educator notices a misbehavior and wishes not to draw attention to it, an effective means to quietly cease this conduct is:
a)
a. close proximity.
b)
b. low-profile intervention.
c)
c. name-dropping.
d)
d. high-profile intervention.
13.
A powerfull control strategy that can be used for minor misconduct and in conjunction with other techniques, but may be applied independently without words, is
a)
a. eye contact.
b)
b. name-dropping.
c)
c. low-profile intervention.
d)
d. high-profile intervention.
14.
When a master educator uses a verbal cue that can take many forms to stop the behavior, it is termed:
a)
a. non-hostile intervention.
b)
b. anger management intervention.
c)
c. verbal desist.
d)
d. command intervention.
15.
Specific techniques used in misconduct remediation are selected on the basis of
a)
a. personal style of the educator.
b)
b. school policies.
c)
c. nature of the misconduct.
d)
d. all of the above.
16.
A common remedial technique that can be applied both publicly and privately, briefly and to the point, and as soon after the misbehavior as possible is the:
a)
a. change the consequences.
b)
b. reprimand.
c)
c. contracts.
d)
d. counseling services.
17.
If consequences are not effective in resolving rule violation, the master educator may need to:
a)
a. use reprimand.
b)
b. use high-profile intervention.
c)
c. change the consequences.
d)
d. use eye contact.
18.
A document that will add meaning to the agreement made between the educator and the learner is referred to as a(n):
a)
a. testament of learning.
b)
b. disposition.
c)
c. transmission.
d)
d. contract.
19.
To bring about the successful conclusion to reoccurring misconduct by having both parties sit face to face with no barriers is known as
a)
a. a conference.
b)
b. a contract.
c)
c. counseling.
d)
d. academic advisement
20.
When preparing for a student conference, the master educator will consider:
a)
a. specific areas of misconduct.
b)
b. goals fbr improvement.
c)
c. how to conclude the conference.
d)
d. all of the above.
21.
Anyone or anything that prevents students from achieving the learning objective is considered to be a:
a)
a. cause fbr reprimand.
b)
b. reason fbr contract.
c)
c. learning barrier.
d)
d. high-profile intervention
22.
When learners temporarily exhibit an inappropriate behavior that is different from the behavior usually exhibited, they create a:
a)
a. situation for a low-profile intervention.
b)
b. situation fbr a high-profile intervention.
c)
c. specific area fbr improvement.
d)
d. situational barrier
23.
When the learner behaves in a difficult manner consistently and affects the other learners in an uncomfortable manner, this is a:
a)
a. situational barrier.
b)
b. chronic barrier.
c)
c. low-profile barrier.
d)
d. high-profile barrier.
24.
The challenge of the attention-seeking student can be avoided if the master educator:
a)
a. uses a variety of strategies fbr dealing with interruptions.
b)
b. puts down the student to stop the behavior.
c)
c. makes the student attend a different class.
d)
d. has the class take an early lunch.
25.
By positioning yourself on the far side of the classroom from the attention-seeking student and avoiding direct eye contact you are:
a)
a. being rude.
b)
b. sending an unspoken message.
c)
c. losing sight of the students.
d)
d. setting the classroom off balance
26.
To deal with students who are habitually tardy to class, the master educator may wish to:
a)
a. have tardy students use the rear entrance if possible.
b)
b. give thanks to on-time students at the beginning of each class, after breaks, and at the end of breaks.
c)
c. begin class on time; never start late or wait fbr the latecomer.
d)
d. all of the above.
27.
To encourage learners to arrive on time or return from breaks on time, the master educator uses tokens that can be:
a)
a. used fbr a homework pass.
b)
b. saved and redeemed fbr prizes.
c)
c. redeemed fbr course content items.
d)
d. all of the above.
28.
Learners will have legitimate reasons fbr being tardy; educators should never prejudge the students because this will cause:
a)
a. the students to continue to use the same excuses.
b)
b. an adversarial relationship and be detrimental to the educational process.
c)
c. relationships to fragment.
d)
d. the instructor to find ways to please the students to make amends.
29.
To help an introverted learner, the master educator may wish to employ:
a)
a. small-group questioning.
b)
b. writing out of questions.
c)
c. nodding if you have a question.
d)
d. turning a cup upside down on your desk to indicate you have a question.
30.
Shy learners will be more likely to take a lead:
a)
a. with a partner.
b)
b. in a small group first.
c)
c. if a grade is dependent upon it.
d)
d. if there is a prize.
31.
To keep the attention of the student who sleeps in class or is inattentive, the master educator might try:
a)
a. frequent short breaks.
b)
b. energizers.
c)
c. reminders of how students will benefit from the training.
d)
d. all of the above.
32.
Group involvement creates interest, and physical activity will keep learners alert and classes will be more
a)
a. behaviorist.
b)
b. conservative.
c)
c. learner centered.
d)
d. teacher centered
33.
A strategy most effective at grasping the attention of those engaged in side conversation is:
a)
a. low-profile intervention.
b)
b. high-profile intervention.
c)
c. turn the light out.
d)
d. pause and whisper.
34.
The pessimistic learners can be recognized by:
a)
a. supportive behavior and commitment.
b)
b. negative body language and constant argument.
c)
c. constant argument and commitment.
d)
d. negative body language and supportive behavior
35.
When handled in a proper manner, differences in the classroom can result in
a)
a. effective interaction and creative solutions.
b)
b. disdainfid and ineffective interaction and creative solutions.
c)
c. ineffectual interaction and creative solutions.
d)
d. inefficacious interaction and creative solutions.
36.
Effective dialogue will likely not only resolve the challenge brought on by conflict but also:
a)
a. reduces laziness and increases productivity.
b)
b. reduces calm and increases productivity.
c)
c. reduces stress and increases productivity.
d)
d. reduces productivity and increases stress.
37.
If an acceptable solution to a conflict is not found:
a)
a. shaking hands is an acceptable solution.
b)
b. any third-party intervention is acceptable.
c)
c. use visual aids that fbcus on the positions rather than the needs.
d)
d. use visual aids that fbcus on the needs rather than the positions.
38.
A real challenge to conflict management may be the inability of the learners to:
a)
a. listen with interrupting often.
b)
b. listen without interrupting occasionally.
c)
c. listen to another's point of view.
d)
d. occasionally explain their behavior.
39.
When the conflict has a tentative resolution the participants will:
a)
a. evaluate the results at a predetermined time.
b)
b. require no further interaction.
c)
c. shake hands and forget the matter.
d)
d. all of the above.
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