Creating Learning Environments Chapter 13 Full Test Bank

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 13: Creating Learning Environments

Multiple Choice Questions

1. Carson’s achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson’s success?

A) His teacher’s content knowledge in fifth grade subjects

B) His teacher’s knowledge and skill in classroom management

C) His increased interest in school

D) His increased ability to follow rules and procedures

Page Ref: 460

Skill: Knowledge

1. The basic task for teachers in relation to classroom management is

A) dealing effectively with misbehaviour when it occurs.

B) gaining students' cooperation for learning tasks.

C) trying to ensure that students will be obedient.

D) working actively with administrators and teachers.

Page Ref: 461

Skill: Knowledge

1. At what educational level is the direct teaching of classroom rules and procedures most critical for effective classroom management?

A) Early elementary

B) High school

C) Middle elementary

D) Late elementary to middle school

Page Ref: 461-462

Skill: Knowledge

1. Sherry's class knows that different behaviours are expected (and tolerated) during different kinds of activities. It is likely that her class has a good understanding of

A) each activity's goal.

B) participation structures.

C) self-management techniques.

D) structuring rules.

Page Ref: 462

Skill: Understanding

1. What is the key element underlying participation structures for different classroom activities?

A) Access to performance goals

B) Awareness of rules

C) Providing cognitive activities

D) Self-management

Page Ref: 462

Skill: Knowledge

1. Time when students are actually succeeding at the learning task is referred to as

A) hot cognition time.

B) engaged time.

C) attended time.

D) academic learning time.

Page Ref: 463

Skill: Knowledge

1. Which one of the following time measures would generally have the highest correlation with school achievement?

A) Academic learning time

B) Allocated time

C) Class time

D) Engaged time

Page Ref: 463

Skill: Understanding

1. Ms. Rivers has a student, Monika, who has difficulty completing her in-class work. Although Ms. Rivers allows plenty of time for study and Monika is actively working, Monika's efforts appear to be lacking in

A) academic learning time.

B) attended time.

C) class time.

D) time on task.

Page Ref: 463

Skill: Understanding

1. When setting goals for a new school term, which of the following should be one of a teacher’s classroom management goals?

A) Ensure that students have fun learning

B) Make sure she or he excels in content knowledge

C) Make sure students comply with rules

D) Help students achieve self-management

Page Ref: 463

Skill: Understanding

1. The essential difference between rules and procedures is that rules are

A) established by schools; teachers establish procedures.

B) seldom written; procedures are usually written.

C) what and what not to do; procedures involve how to do activities.

D) concerned with behaviours; procedures deal with cognitive activities.

Page Ref: 465

Skill: Knowledge

1. When handing in material, Mr. Spark's students pass their work forward to the students in the front row, who then pass the materials from left to right. This approach is an example of classroom

A) organizational behaviours.

B) procedures.

C) protocols.

D) rules.

Page Ref: 465

Skill: Understanding

1. Based on guidelines for establishing classroom rules, which of the following statements is a good rule?

A) Do not come to class late.

B) As much as possible, come to class prepared.

C) Listen and stay seated while others are speaking.

D) Do not push, shove, or hit others.

Page Ref: 465

Skill: Understanding

1. Which one of the following rules seems to be MORE appropriate for secondary school classes than for elementary school classes?

A) Bring all materials to class.

B) Listen attentively when others are speaking.

C) Obey all school rules.

D) Respect other students' property.

Page Ref: 467

Skill: Understanding

1. Although specific consequences may be established for specific misbehaviour, a logical consequence for many infractions is

A) extra school-related work.

B) redoing the procedure or activity correctly.

C) removing all reinforcement.

D) time-out or detention.

Page Ref: 467-468

Skill: Knowledge

1. Penny is an eighth-grade student in Mr. James' German class. Whenever Mr. James turns to the chalkboard, Penny pokes the student in front of her. The other students laugh, and it takes time to calm the class down. Which one of the following strategies would be the most appropriate for changing Penny's behaviour?

A) After-school detention

B) Contact with parents

C) Exclusion from group activities

D) Send to principal’s office

Page Ref: 468

Skill: Understanding

1. Kenneth frequently misbehaves in Ms. Lindquist's biology class. Which one of the following penalties for his misbehaviour is an example of an appropriate negative consequences?

A) Having Kenneth stand in corner at the front of the class

B) Having Kenneth write an essay about his misbehaviour and its effects

C) Having Kenneth write multiple times what he shouldn't do (e.g., "I should not talk in class.")

D) Using mild physical punishment with Kenneth whenever he misbehaves

Page Ref: 468

Skill: Understanding

1. Expert teachers primarily use detention to

A) assemble misbehaving students so they could be dealt with as a group.

B) make the consequences somewhat public so that peer pressure to behave may be encouraged.

C) prevent the student from participating in a desired extra-curricular activity.

D) talk privately with the student about why the particular misbehaviour occurred.

Page Ref: 468

Skill: Knowledge

1. In regard to personal territories, and action zones, researchers recently have recommended teachers:

A) utilize engaged learning time and encourage students to work independently.

B) not rely on computers that can slow down the action in a classroom.

C) design the physical space of the classroom so that students are forced to sit in dyads.

D) “spread the action around” by moving around the room when possible and asking direct questions of students who are seated far away.

Page Ref: 469

1. What term designates the area in a classroom where the greatest amount of interaction takes place?

A) Action zone

B) Fishbowl area

C) Personal territories

D) Zone of proximal development

Page Ref: 469
Skill: Knowledge

1. Which of the following seating arrangements is likely to be most effective in encouraging all students to participate in a brief brainstorming session?

A) Fishbowl

B) Horizontal rows facing the front

C) Clusters of four

D) Horizontal rows on opposite sides facing each other

Page Ref: 470

Skill: Knowledge

1. Mr. Marshall's first two science classes were devoted to demonstrating and explaining rules and procedures in the laboratory. According to principles of effective classroom management, this procedure will probably result in

A) loss of student interest and involvement in the subject.

B) poor understanding of the course material.

C) rushing through much material to make up the lost time.

D) time gained over the course of the school year for learning activities.

Page Ref: 471-472

Skill: Understanding

1. According to Jacob Kounin's strategy for effective management, the key goal is

A) enforcement of consequences.

B) preventing misbehaviour from occurring.

C) selecting appropriate punishments and reinforcers.

D) stating rules.

Page Ref: 474

Skill: Knowledge

1. Greg was trying to pass Bill a note, but Bill kept his eyes on his own work and thought, "Why does Greg do this to me? Mrs. Pepper will spot him for sure. She never misses anything. You'd think she could read minds." Mrs. Pepper could be described as exhibiting what characteristic?

A) Assertiveness

B) Group focus

C) Movement management

D) Withitness

Page Ref: 475

Skill: Understanding

1. Jeremiah throws his book at Sally, but Mrs. Fox mistakenly reprimands Sally for the disruption. Mrs. Fox has made what kind of error?

A) Movement

B) Selection

C) Target

D) Timing

Page Ref: 475

Skill: Understanding

1. Kathy's student teacher works well with small groups, but she finds it difficult to keep track of the rest of the class during small group sessions. Kathy should work with her student teacher to develop

A) group focus.

B) movement management.

C) overlapping.

D) withitness.

Page Ref: 475

Skill: Understanding

1. The purpose of using choral responses is to establish

A) group focus.

B) movement management.

C) overlapping.

D) withitness.

Page Ref: 475

Skill: Knowledge

1. In the area of movement management, a common error is

A) abrupt and slowdown transitions.

B) keeping group focus.

C) demonstrating withitness.

D) watching for overlapping activities.

Page Ref: 475

Skill: Knowledge

1. Ms. Simone teaches high school freshmen who often enter the high school scene feeling disconnected and overwhelmed. She wants to create a caring community and help these freshmen feel a sense of belonging. Which of the following actions is most likely to help her achieve her goal appropriately?

A) Ms. Simone might connect with her students on social media to encourage connections outside the classroom.

B) Ms. Simone should get student feedback about topics of study but not about her teaching or classroom management practices.

C) Ms. Simone might conduct weekly academic skill contests that involve individual competition for the top rank in the class.

D) Ms. Simone should get to know the students as individuals and learn about their academic and nonacademic interests.

Page Ref: 478

Skill: Understanding

1. As a first step toward dealing with a discipline problem quickly, teachers should

A) ask the student to state the correct rule or procedure.

B) give the student a nonverbal signal to stop.

C) give the student a soft reprimand.

D) tell the student in a clear, assertive way to stop.

Page Ref: 478-479

Skill: Knowledge

1. Mr. Crain experiences a discipline problem with Joe. In imposing penalties, Mr. Crain should

A) discuss the situation with Joe immediately after the infraction occurs.

B) negotiate the level of punishment with Joe.

C) re-establish a positive relationship with Joe as quickly as possible.

D) reprimand Joe publicly in order to gain the support of the group.

Page Ref: 479

Skill: Understanding

1. Spreading rumours and lies about someone in an effort to damage is an example of

A) cyberbullying.

B) social/relational bullying.

C) verbal abuse.

D) identity bullying.

Page Ref: 480

Skill: Knowledge

1. What should teachers do about teasing among students?

A) Teach students how to cope with harmful teasing without having hurt feelings or turning to adults.

B) Ignore teasing among students at school.

C) Teach students to read intentions of others and distinguish playful teasing from harmful teasing.

D) Forbid teasing among students at school.

Page Ref: 482

Skill: Knowledge

1. Wendy, a ninth grader, is very bright and energetic in class. She always knows the right answer and pays close attention. Her only problem is that she rarely hands in homework. Her teacher should

A) enforce the established consequences for incomplete work.

B) ignore the problem behaviour so that it will extinguish.

C) place Wendy on a system of token reinforcement.

D) relax the rules slightly so that she can catch up.

Page Ref: 483-484

Skill: Understanding

1. What is the best way to deal first with a defiant, hostile student?

A) Be consistent in applying established consequences.

B) Give the student a chance to cool down and save face.

C) Have a conference with the counselor and parents.

D) Make sure that the school office is aware of the incident.

Page Ref: 485

Skill: Knowledge

1. What is the primary rationale for using the paraphrase rule with a class?

A) Encourage students to speak in full sentences.

B) Give students the benefit of the doubt when they break a rule.

C) Increase students' communication skills.

D) Promote classroom interactions among students.

Page Ref: 486

Skill: Knowledge

1. Thomas Gordon stresses that the first step in solving a problem is to determine

A) if a rule has been broken.

B) who is at fault.

C) who owns the problem.

D) why the problem has occurred.

Page Ref: 486-487

Skill: Knowledge

1. In determining who owns a problem, what basic question should the teacher ask?

A) "Can I do anything about solving the problem?"

B) "Does the problem tangibly affect me and disrupt my role?"

C) "How long has the problem been bothersome to the class?"

D) "Who is annoyed most by this problem?"

Page Ref: 487

Skill: Understanding

1. An adolescent student approaches a teacher and says, "I can't sleep very well at night and worry about all the mess in my life." This situation is an example of a(n)

A) external-stable crisis.

B) student-and teacher-owned problem.

C) student-owned problem.

D) teacher-owned problem.

Page Ref: 487

Skill: Understanding

1. If you use empathetic listening in a discussion with a student, there is likely to be an increase in what type of behaviour?

A) Criticism

B) Defensiveness

C) Problem solving

D) Solution messages

Page Ref: 487

Skill: Understanding

1. A key element in empathetic listening is

A) giving students clear prescriptions about what actions to take.

B) ignoring the students' emotions and attending only to verbal behaviours.

C) reflecting back to the student what you think that student is saying.

D) sending students "I" messages in order to change the student's behaviour.

Page Ref: 487

Skill: Knowledge

1. Which one of the following teachers is sending an "I" message to a student?

A) "With all the noise that you’re making while I’m teaching, I am unable to be heard by students at the back of the room, and I am frustrated."

B) "I hear you saying that you do not understand what Mary is saying."

C) "I like David's suggestion. It shows a lot of imagination, so let's try to use it."

D) "I think that Sam should be given the benefit of the doubt about this issue."

Page Ref: 488

Skill: Understanding

1. Which one of the following behaviours would be considered an "assertive response" to a discipline problem?

A) "If you do that once more, you'll be punished."

B) "If you weren't so slow, we could be finished by now."

C) "Stop talking and return to your seats."

D) "Why do you persist in annoying the class?"

Page Ref: 489

Skill: Understanding

1. Which one of the following behaviours is likely to be the most successful method for a teacher to follow in attempting to resolve a conflict with a student?

A) Give in to the student's demands.

B) Impose a solution on the student.

C) Negotiate assertive discipline.

D) Try Gordon's "no-lose" method.

Page Ref: 489

Skill: Knowledge

1. Gordon's "no-lose" method of dealing with conflicts involves

A) having both the teacher and the students participate in the solution.

B) having students vote on the best solution to the problem.

C) imposing a solution for the problem on the students.

D) using empathetic listening to help the students discover the solution on their own.

Page Ref: 489

Skill: Knowledge

1. According to David Johnson and his colleagues' five-step negotiating strategy, the first step is to

A) have the students jointly define the problem or conflict.

B) separate the students in order to define the conflict.

C) require the students to take the reverse perspective so they can consider the other person's point of view.

D) ask the students to invent at least two arguments that allow mutual gain.

Page Ref: 490

Skill: Knowledge

1. Effective teachers who practice culturally responsive classroom management usually have high expectations of their students and demonstrate great care for their students. These effective teachers are often referred to as ________.

A) compromising.

B) multidimensional.

C) warm demanders.

D) accommodating.

Page Ref: 493

Skill: Knowledge

True/False Questions

1. One of the characteristics of a multidimensional classroom is predictability.

Page Ref: 460

1. Participation structures help define how students should behave in various types of activities.

Page Ref: 462

1. The time actively spent with the learning task is called engaged time.

Page Ref: 463

1. A limitation of encouraging students to become self-managers is the amount of time required to accomplish this goal.

Page Ref: 464

1. The most effective set of classroom rules is one that specifically spells out as many of the "dos and don'ts" as possible.

Page Ref: 465-466

1. Decisions about penalties and rewards should be made early in the school year so that students will know before they break a rule or use the wrong procedure what the consequences will be.

Page Ref: 468

1. There are three basic ways of organizing space in the classroom: (1) interest areas, (2) personal territories, and (3) teacher territories.

Page Ref: 469

1. A circle seating arrangement is generally inappropriate for whole-group presentations.

Page Ref: 470

1. The fishbowl arrangement in the classroom helps to create a feeling of group cohesion.

Page Ref: 470

1. Effective managers communicate rules over time rather than primarily during the beginning weeks of school.

Page Ref: 472

1. Jacob Kounin has suggested that the key element of effective classroom manager's styles is the prevention of misbehaviour.

Page Ref: 474

1. A teacher who is skilled in overlapping has the ability to keep as many students as possible involved in a task.

Page Ref: 475

1. Movement management means propelling the class lesson at an appropriate and flexible pace and avoiding abrupt transitions and slowdowns.

Page Ref: 475

1. Of the seven ways suggested for stopping misbehaviour quickly, the least intrusive way is the make eye contact with, or move closer to, the offender.

Page Ref: 478

1. The most important thing for secondary teachers to do with regard to classroom management is to enforce the established consequences for incomplete work.

Page Ref: 483

1. A student tells you that he broke up with his girlfriend last night and was unable to complete his essay on time. This is an example of a teacher-owned problem.

Page Ref: 487

1. Empathetic listening is an effective strategy for helping students to find solutions to problems by keeping the lines of communication open.

Page Ref: 487

1. Both research evidence and classroom practice indicate that using a hostile response style is an effective management technique.

Page Ref: 488

1. In Gordon’s “no-lose method” of conflict resolution the needs of both the teacher and the students are taken into account.

Page Ref: 489

1. Experts agree there are times when teachers must use grades as a means of discipline or penalty for misbehaviour.

Page Ref: 479

Completion Questions

1. The informal rules that define when and how students may interact with one another during given activities are called ________ structures.

Page Ref: 462

1. When students are actively attending to learning material, the process is called ________ time or time on task.

Page Ref: 463

1. The time students spend working on learning tasks, while experiencing a high rate of success, is called ________ learning time.

Page Ref: 463

1. In addition to the goals of having time for learning and access to learning, the third goal of any classroom management system is ________.

Page Ref: 463

1. The steps taken to accomplish activities in the classroom are described as ________.

Page Ref: 465

1. Teachers who appear to have "eyes in the back of their head" due to their awareness of everything that happens in the classroom are considered by Kounin to be skilled in ________.

Page Ref: 475

1. Choral responding is used to maintain ________ by keeping the whole class attentive to the lesson activities.

Page Ref: 475

1. Keeping track of and supervising several activities at the same time is called ________.

Page Ref: 475

1. Requiring the next participant to summarize what the preceding speaker has said before being permitted to speak illustrates the ________ rule.

Page Ref: 486

1. A teacher who listens carefully to a student and then tries to paraphrase what the student is saying and feeling is using ________ listening.

Page Ref: 487

1. Canter and Canter's approach to dealing with behaviour problems by making expectations clear and following through with defined consequences is called ________ discipline.

Page Ref: 488

1. When teachers make "you" statements that condemn students without stating clearly what the student should be doing, these teachers are using a ________ style.

Page Ref: 488

1. Gordon's approach to resolving conflicts that involves a cooperative effort by the teacher and students to find a solution is the ________ method.

Page Ref: 489

Short Answer Questions

1. Describe how procedures differ from rules. Using Carol Weinstein and her colleagues’ suggestions, identify key areas for which procedures need to be established.

Page Ref: 465

1. Select either an elementary or secondary teaching situation and discuss the types of rules that need to be established and the procedures for communicating the rules to students. When rules are broken, what types of penalties are appropriate for that age level?

Page Ref: 466-468

1. Room arrangement is an important factor in achieving instructional goals. Discuss why this is true and identify and discuss at least four principles of effective room arrangements.

Page Ref: 469-471

1. Kounin listed four "problem-prevention" skills: (1) withitness; (2) overlapping; (3) group focus; and (4) movement management. Define each skill. Draw an example of each skill from your own experiences.

Page Ref: 474-475

1. The sixth graders in Mrs. Marsh’s class are well aware of the rules and procedures that were established the first week of school. Now, in the fifth week of school, Mrs. Marsh expects students to comply and cooperate with minimal correction. Today her lesson involves introducing a new science concept and giving instructions for a follow-up activity. During her presentation to the class, one student talks to her neighbour and another writes a note and passes it to his girlfriend across the room. Describe immediate steps Mrs. Marsh might take to prevent these behaviours from disrupting the lesson.

Page Ref: 478-479

1. Define cyberbullying and provide some example behaviours and consequences in your answers. What are some suggestions for how teachers can prevent cyberbullying?

Page Ref: 480, 483

1. Explain the differences between hostile, passive, and assertive responses to misbehaviour.

Page Ref: 488-489

Case Studies

Jason has been a problem in Ms. Johnson's second-grade class throughout the whole year. He always seems to be out of his seat and bothering other children. Ms. Johnson is especially frustrated because these misbehaviours are explicitly forbidden by the classroom rules that she established when school began. She finds herself saying over and over, "Jason, you know the rules; now sit down or you're going to be punished." Jason then sits down, but soon he is up and doing the same things again.

1. Based on your assessment of the situation, what does Ms. Johnson appear to be doing wrong in dealing with Jason?

Page Ref: 465-469, 471-472

1. Given that the classroom rules specifically forbid Jason's behaviours, suggest a management strategy that Ms. Johnson could use to deal with Jason effectively. What types of consequences, if any, should she apply and in what order?

Page Ref: 463-464, 468

Ellen's face is twisted in an angry sneer and her body is visibly shaking. "I'm not going back to my seat!" she screams at Mr. Fournier (the ninth-grade Spanish teacher). "You're always picking on me. I've had it with being the one who's told to do everything." Mr. Fournier is taken aback but stands his ground, and says, "Ellen, return to your seat right now." "I'm not going to," Ellen replies, "No way, no how."

1. What step would you take next in dealing with Ellen, if you were Mr. Fournier?

Page Ref: 485, 486, 488-489

1. Would Mr. Fournier's initial response be classified as assertive, hostile, or aggressive? Provide a rationale for your answer.

Page Ref: 488-489

1. Discuss how Gordon's "no-lose" method could be used in attempting to resolve the problem with Ellen. Identify the specific steps of the model in your answer.

1. Define the problem. What do Ellen and Mr. Fournier want?

2. Generate many possible solutions. Together, Ellen and Mr. Fournier would brainstorm options without criticizing each other's ideas.

3. Evaluate each solution. Both Ellen and Mr. Fournier would have an opportunity to rule-out any of the possible solutions. If no solutions seem plausible, then they return to the brainstorming step.

4. Make a decision. Ellen and Mr. Fournier would need to come to a consensus about a solution strategy (note: not a vote).

5. Determine how to implement the solution. What will be needed? What are the responsibilities (and time frame for completion) of both Ellen and Mr. Fournier for implementing the parts of the solution?

6. Evaluate the success of the solution. Both Ellen and Mr. Fournier should share whether they are satisfied with the outcomes related to their solution strategy. How well is the strategy working, or do they need to modify their plan?

Page Ref: 489