WorksheetsInstructor Chapter 17 Quiz Game
Total questions: 40
Worksheet time: 20mins
Name
Class
Date
1.
All meaningfui learning that lets the student feel safe requires the educator to create:
a)
a. risk of peer disapproval.
b)
b. questionable conditions.
c)
c. a sense of security.
d)
d. peer pressure
2.
A morphine-like by-product of laughter that helps handle pain and reduce stress is
a)
a. endorphins.
b)
b. hormones.
c)
c. insulin.
d)
d. lactose
3.
Teachers who use humor in the classroom will have students who
a)
a. are unruly, disruptive, and arrogant.
b)
b. feel less responsive to learning.
c)
c. think that learning is to be taken lightly.
d)
d. feel more responsive to learning.
4.
Humor is very individualized and our audience is varied; what may seem funny to you may not be funny to your students; thus
a)
a. be sensitive; if in doubt toss it out!
b)
b. use it; someone will get your humor.
c)
c. don't waste a good laugh; life's too short.
d)
d. use humor however you wish to.
5.
Ending the week in the same way at the same time, perhaps with a humor session
a)
a. creates dependency.
b)
b. promotes security.
c)
c. is counterproductive.
d)
d. is laziness on the educator's part
6.
Students take their emotional cues from what they experience in the classroom each day, which
a)
a. makes the students responsible fbr their own actions.
b)
b. makes each student aware of each other's actions.
c)
c. makes the educator the role model and the principal orchestrator of emotions.
d)
d. makes each student mind their manners and attitudes.
7.
Humor and laughter can be helpful in holding the attention of the learner and also
a)
a. in the practice of the information presented.
b)
b. in the retention of the information presented.
c)
c. in the selection of the certain pieces of the information presented.
d)
d. in the deletion of the unnecessary information presented
8.
The physiological study of humor and its effect on the human body is referred to as
a)
a. gelotology.
b)
b. derksology.
c)
c. gerontology.
d)
d. humorology.
9.
The purpose of laughter may be to
a)
a. seek attention with loud guffaws.
b)
b. strengthen human connections and relationships.
c)
c. get rid of sickness.
d)
d. make fiin of someone else's mistakes
10.
The theory that laughter occurs as a result of an unplanned, momentary impulse is termed:
a)
a. incongruity theory.
b)
b. superiority theory.
c)
c. relief theory.
d)
d. spontaneity theory
11.
The theoiy that laughter occurs when the outcome is different from what is expected is referred to as:
a)
a. incongruity theory.
b)
b. superiority theory.
c)
c. relief theory.
d)
d. spontaneity theory
12.
The theory that laughter occurs after a long period of tension, stress, suspension, or danger is referred to as:
a)
a. incongruity theory.
b)
b. superiority theoiy.
c)
c. relief theory.
d)
d. spontaneity theoiy
13.
The theory that inappropriate laughter occurs at the expense of someone else's misfortune, causing us to feel above all others, is referred to as:
a)
a. superiority theory.
b)
b. relief theory.
c)
c. incongruity theory.
d)
d. spontaneity theory.
14.
Humor and laughter will help us cope with daily challenges and open ourselves up fbr maximum learning opportunities by gaining:
a)
a. continuity.
b)
b. resiliency.
c)
c. anxiety.
d)
d. self-confidence
15.
The mental health benefits of laughter include
a)
a. more stress.
b)
b. increased anger.
c)
c. less joy.
d)
d. optimistic mood
16.
Laughter can actually provide a harmless release of sadness, fear, and anger; laughter is:
a)
a. cathartic.
b)
b. unproductive.
c)
c. useless.
d)
d. harmful.
17.
Work-related benefits of laughter include
a)
a. unimproved communication skills.
b)
b. poor morale.
c)
c. job satisfaction.
d)
cl. poor conflict nianagement
18.
If you are negative and pessimistic in your job it will be beneficial to bring laughter and humor to the workplace so that you can approach new challenges with
a)
a. greater morale, job satisfaction, and problem solving.
b)
b. enhanced creativity and problem solving.
c)
c. improved team-building skills and enhanced creativity.
d)
d. better conflict management and problem-solving skills.
19.
Feelings of optimism and well-being are produced by endorphins, which
a)
a. cause unrealistic feelings.
b)
b. cause pain.
c)
c. strengthen the immune system.
d)
d. increase unpleasant stimuli
20.
Laughter improves physical health and may lead to coughing and hiccups, which clear the respiratory tract; it also provides an excellent source of:
a)
a. aerobic exercise.
b)
b. extremity exercise.
c)
c. muscular exercise.
d)
d. cardiac exercise
21.
Heaity laughter is like internal jogging because everything north of the diaphragm moves; laughter aids in
a)
a. increased weight loss.
b)
b. increased stress hormones.
c)
c. decreased health.
d)
d. increased pain.
22.
The physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in the cause of disease is
a)
a. disease.
b)
b. stress.
c)
c. an epidemic.
d)
d. psychosis
23.
The stage of humor competence in which the educator understands or knows how to interject humor into the educational process requires a great deal of effort and concentration is termed
a)
a. unconscious competence.
b)
b. conscious competence.
c)
c. unconscious incompetence.
d)
d. conscious incompetence.
24.
When the educator does not appear to have a sense of humor and neither understands nor knows how to inteiject humor in the lesson, this is termed:
a)
a. unconscious competence.
b)
b. conscious competence.
c)
c. unconscious incompetence.
d)
d. conscious incompetence
25.
When the educator uses humor in the classroom easily and it is spontaneous, warm, and appropriate, this is termed
a)
a. unconscious competence.
b)
b. conscious competence.
c)
c. unconscious incompetence.
d)
d. conscious incompetence.
26.
Humor and laughter activate the limbic system of the brain, which controls behaviors that are essential to the life of all humans and causes more brain power; thus it is:
a)
a. foolish to use the learners in such a manner without their consent.
b)
b. not in the best interest of the institution to use the students in control groups.
c)
c. unsound pedagogy to incorporate humor into each lesson.
d)
d. sound pedagogy to incoiporate humor into each lesson.
27.
As educators we should inspire learners by asking them fbr:
a)
a. the traditional single idea on an issue.
b)
b. multiple ideas on an issue rather than just one.
c)
c. an idea on an issue.
d)
d. a simple idea on an issue rather than a complex one.
28.
Self-talk must be performed
a)
a. in the persona! tense.
b)
b. in the present tense.
c)
c. with enthusiasm.
d)
d. all of the above.
29.
Having students do things they don't normally do will
a)
a. stimulate their imaginations.
b)
b. make them feel ridiculous.
c)
c. have them thinking of another field.
d)
d. stunt their creativity
30.
We must instill in the learner that there are no bad ideas and that if one idea doesn't work
a)
a. none of them will.
b)
b. they will become used to rejection.
c)
c. the next one will be better than the last.
d)
d. just forget about it
31.
When students are working on a project and run into a stumbling block they may need to
a)
a. stand up, walk away, and give five minutes to daydreaming, but then get right back to work.
b)
b. give five minutes to daydreaming, but then get right back to work.
c)
c. stand up and give five minutes to daydreaming.
d)
d. walk away and give nine minutes to daydreaming, then get back to work
32.
hen we have a good idea we should give ourselve
a)
a. pat on the back.
b)
b. deadline and take action.
c)
c. to-do list.
d)
d. “thumbs up."
33.
As an educator, to keep your perspective light-hearted and upbeat:
a)
a. join in when the other educators complain about long hours.
b)
b. start a petition about all the poor policies at the school.
c)
c. listen to the gossip of the other staff members.
d)
d. spend five minutes laughing on the way to work.
34.
Humor in the workplace provides an atmosphere of
a)
a. anxiety.
b)
b. fear.
c)
c. fun.
d)
d. joviality
35.
Using inspirational stories can create feelings of
a)
a. safety, fear, and anxiety.
b)
b. safety, comfort, and warmth.
c)
c. comfort, irritation, and indifference.
d)
d. safety, irritation, and warmth
36.
Master educators keep a watchful eye fbr meaningful clips in movies and television that can be presented:
a)
a. in class on a slow day in clinic.
b)
b. while the mannequins are drying.
c)
c. at the appropriate time during a specific lesson.
d)
cl. after school at a matinee-like setting
37.
Adults laugh
a)
a. more than children.
b)
b. the same as children.
c)
c. half as much as children.
d)
d. much less than children
38.
Incorporating elements of a game into classes
a)
a. makes learning fun.
b)
b. serves no purpose.
c)
c. wastes time.
d)
d. gets students too excited.
39.
It is hard being angry with someone you have had fun with earlier in the day such as someone with whom you:
a)
a. shared birthday cake in the teacher5s room.
b)
b. argued over policy.
c)
c. had heated discussion about procedures.
d)
d. gossiped with about the staff.
40.
The master educator can set the atmosphere fbr fun learning by:
a)
a. using activities such as workbooks.
b)
b. scheduling play time during the day.
c)
c. using lectures and audiovisual aids.
d)
d. using flip charts and other types of teacher-made materials.
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