Test Bank Building Classroom Management, 12th Edition C. M. Charles A+

Test Bank Building Classroom Management, 12th Edition C. M. Charles A+

Test Bank Building Classroom Management, 12th Edition C. M. Charles A+

Test Bank Building Classroom Management, 12th Edition C. M. Charles A+
  1. All of the following were discussed in the chapter as obligations teachers owe their students EXCEPT:

a) giving multiple warnings to students before administering a consequence.

b) being sensitive to students’ personalities and individual needs.

c) making learning interesting and meaningful.

d) teaching students how to behave and helping them strive for excellence.

  1. When the teacher is out of the room making copies, LeeAnn and Elizabeth get into a physical altercation. In this case, the teacher:

a) should not be held responsible, as he was not in the classroom when the disagreement occurred.

b) is likely to be charged with in loco parentis.

c) could not have anticipated the situation, so shouldn’t be reprimanded.

d) would likely be guilty of breach of duty.

  1. Ethical teacher behavior includes all of the following EXCEPT:

a) treating students and colleagues fairly.

b) being honest in all school interactions.

c) being kind to all members of the school community.

d) attempting to please students in all instances.

  1. Stephen Covey says when you exchange views with another person you first should:

a) state your opinion clearly.

b) try to understand the other’s opinion.

c) discuss a “calmer” topic such as the weather.

d) don’t give opinions at all.

  1. Covey refers to the kind of listening he advocates as:

a) congruent listening.

b) perceptive listening.

c) empathic listening.

d) frame of reference listening.

  1. According to Ginott, teachers at their best do not:

a) confer dignity.

b) ask students to explain why they misbehaved.

c) address situations directly.

d) use I-messages.

  1. All of the following belong on William Glasser’s list of connecting habits EXCEPT:

a) rewarding.

b) contributing.

c) trusting.

d) befriending.

  1. Fred Jones’s work primarily addresses the classroom teacher’s use of:

a) relaxation techniques.

b) tangible rewards.

c) body language.

d) rigorous consequences.

  1. The first consideration in developing a personalized approach to discipline is to ask yourself:

a) “How can I use my charisma to influence students?”

b) “What do I believe about discipline?”

c) “How will I reduce the chances that students will misbehave in my class?

d) “What will I do if a student refuses to do what I ask of him?”

  1. Glasser’s view on using external controls on students is that teachers should:

a) use them for rules only.

b) use them judiciously.

c) explain to students why you use them.

d) not use them.

  1. Students whose sense of dignity has been damaged can be helped by making learning attractive and ensuring they experience genuine:

a) success.

b) affection.

c) prestige.

d) correction.

  1. As a factor that brings stress to teachers, how does classroom misbehavior rate?

a) low

b) moderate

c) high

d) inconsequential

  1. Student misbehavior is best defined as that which is:

a) disruptive.

b) ill-mannered.

c) inappropriate for the setting.

d) bad-intended.

  1. This chapter implies that the single most effective discipline tactic is:

a) enforcing class rules.

b) talking with students individually.

c) calling students’ parents.

d) dealing with causes of misbehavior.

  1. Of the following, which usually appeals most to students?

a) teacher charisma.

b) a clear-cut discipline program.

c) a highly organized class.

d) high school-wide standards of behavior.

  1. Ten desirable outcomes of teacher education have been set forth by:

a) the Praxis tests.

b) the National Education Association.


d) Haim Ginott

  1. Due diligence is most closely related to:

a) teacher professionalism.

b) teacher recruitment.

c) teacher education.

d) teacher job retention.

  1. About which of the following should you be most cautious?

a) touching students.

b) winking at students.

c) smiling at students.

d) pointing at students.

  1. Teacher professionalism stresses:

a) universal law.

b) pledging allegiance.

c) displaying ethical conduct.

d) becoming close friends with students.

  1. The term in loco parentis refers to:

a) neighborhoods where parents live.

b) dysfunctional parents.

c) parents who have lost touch with reality.

d) acting like responsible parents would.

  1. Being in charge of students legally requires:

a) high professionalism.

b) due diligence.

c) identification of problem areas.

d) close cooperation with parents.

  1. The NEA Code of Ethics condemns all but which of the following?

a) failing to promote student learning.

b) misrepresenting one’s qualifications.

c) discriminating against students.

d) dressing in an unprofessional manner.

  1. Teachers who naturally seem to respond disrespectfully or unkindly to students probably are doing so because of:

a) failed due diligence.

b) absence of “loco parentis”.

c) poor habits.

d) reverse psychology.

  1. This chapter suggests that the easiest way to deal with misbehavior is to:

a) work to prevent it.

b) establish firm standards.

c) prevent its occurrence.

d) learn better discipline tactics.

  1. A first step in becoming able to promote proper behavior is considering:

a) one’s own best and worst teachers.

b) one’s personal beliefs about classroom management.

c) whether one wants to be the students’ friend or not.

d) what problems and challenges the students experience in their home lives.

Constructed Response.

  1. Stephen R. Covey (empathetic listening), Haim Ginott (congruent communication) and William Glasser (connecting habits) all wrote about how people can communicate or relate more effectively with each other,
    1. Select two of the three (Covey, Ginott, Glasser). Explain the similarities and differences between their two approaches.
    2. Indicate which of the two you selected seems to be most valuable to your thinking and explain why, with examples.

  1. Explain the meaning, purpose, and importance of professionalism in teaching.

  1. Explain factors that may affect the decisions a teacher makes about their classroom management system.

  1. Discuss the main objectives of a classroom management system and describe two teacher actions/behaviors that help accomplish these objectives.

  1. You become aware that several members of your class are picking on Trina – teasing her, excluding her from the group, and breaking the class rule about treating others with respect. Using information gleaned from this chapter, answer these two questions:

  • What teacher behaviors are likely to be helpful in diffusing this situation?
  • What might your goals be for moving forward once the initial situation has been resolved?

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