1. Which of the following best describes a productive learning environment?

a. A classroom environment in which learners understand and obey well-established rules.

b. A classroom environment that involves collaboration and cooperation between the teacher and students.

c. A classroom environment that involves order and well-established routines.

d. A classroom environment that is orderly and focuses on learning.

2. Three of the following statements are reasons why effective classroom management is so important. Which one is not a reason?

a. Public and professional concerns about classroom management

b. Policymakers’ concerns about the achievement of minority students

c. The complexities of classroom life

d. The influence of orderly classrooms on learning and motivation

3. Of the following, which is typically beginning teachers’ greatest concern?

a. Their knowledge of the content they teach

b. Their skills, such as questioning

c. Their ability to manage their classrooms

d. Their repertoire of teaching strategies

4. Which of the following is not an outcome of effective management?

a. Greater obedience and conformity

b. Increased achievement

c. Decreased disruptive behaviors

d. Improved motivation

5. The description: “Actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning,” best describes:

a. classroom discipline.

b. classroom management.

c. teacher organization.

d. teacher withitness.

6. Based on research examining classroom management, which of the following is the best advice for beginning teachers with respect to classroom management?

a. Try to prevent management problems before they occur.

b. Develop a series of techniques that will stop misbehavior immediately.

c. Show students you really care about them.

d. Structure lessons so that students are required to actively participate.

7. Of the following, which best describes the relationship between learning, motivation, and well-managed classrooms compared to classrooms where students are less orderly?

a. Students learn more and are more motivated to learn in well-managed classrooms.

b. Students learn more in well-managed classrooms, but their motivation is slightly decreased.

c. Students’ motivation is increased in well-managed classrooms, but they learn slightly less.

d. Low-achieving students learn more in well-managed classrooms, but high-achieving students learn slightly less.

8. Teachers’ responses to the misbehavior of students best describes:

a. classroom management.

b. classroom discipline.

c. behavioral approaches to management.

d. teacher organization.

9. A classroom environment in which learners feel physically and emotionally safe and they feel personally connected to their teacher and peers is:

a. a productive learning environment.

b. a well-disciplined classroom.

c. a classroom with well-established routines.

d. a positive classroom climate

10. Jan Amos strongly emphasizes the need for her students to feel emotionally safe enough to offer their ideas and say what they think without fear of ridicule or embarrassment. She has a rule requiring that students treat each other with courtesy and respect, and she explains why it is important. Of the following Jan is most nearly attempting to:

a. develop well-disciplined students.

b. create a system of automatic rules and procedures.

c. create a positive classroom climate.

d. develop learners’ self-concepts and self-esteem.

11. Which of the following statements best describes the relationship between classroom management and the development of learner responsibility?

a. Development of learner responsibility is an important goal for well-managed classrooms.

b. Development of learner responsibility is possible with high achievers but not with low achievers.

c. Development of learner responsibility is part of classroom discipline but not classroom management.

d. Development of learner responsibility is not related to classroom management.

12. Wanda Fisher wants her students to understand that they don’t call their classmates nasty names, for example, because they recognize that name calling hurts other people’s feelings. Of the following, which is Wanda most nearly attempting to develop?

a. A withit learning community

b. Time available for learning

c. Learner responsibility

d. Well-disciplined students

13. Of the following, which most nearly describes how learner responsibility can be developed?

a. Create an orderly classroom with rules and procedures that make sense to students.

b. Create an orderly classroom by consistently enforcing rules.

c. Create an orderly classroom by using reinforcers rather than punishers.

d. Create an orderly classroom by meeting each student’s personal needs.

14. The amount of time a teacher or school designates for a topic or subject matter area is called:

a. allocated time.

b. instructional time.

c. engaged time.

d. academic learning time.

15. The amount of time left after routine management and administrative tasks are completed is called:

a. allocated time.

b. instructional time.

c. engaged time.

d. academic learning time.

16. Students in your class appear to have difficulty in understanding the concept of probability. An increase in which of the following will most increase student achievement?

a. Engaged time

b. Instructional time

c. Allocated time

d. Class time

17. The amount of time students are engaged and successful is called:

a. allocated time.

b. instructional time.

c. engaged time.

d. academic learning time.

18. Consider the concept academic learning time. Of the following, the one most closely related to the concept is:

a. success.

b. structure.

c. specific praise.

d. skills.

19. Of the following, the one most closely related to “engaged time” is:

a. teacher organization.

b. student attentiveness.

c. student success.

d. teacher expectations.

20. Sally Harvey, an eighth-grade math teacher, typically spends about 7 minutes after the bell rings taking roll, handing out papers, and writing assignments on the board. Karen Walters, who teaches in the room next to Sally, writes her assignments on the board during the time the students are moving from one class to another. Based on this information, which of the following conclusions is most valid?

a. Sally’s allocated time is greater than Karen’s.

b. Sally’s engaged time will be greater than Karen’s.

c. Karen’s allocated time is greater than Sally’s.

d. Karen’s instructional time will be greater than Sally’s.


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