13 woolfolk edpsy 7ce tb ch13 Testbank for EDPS200 PDF

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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 Answer: B Explanation: B) In study after study, classroom management stands out as the variable with the largest impact on student achievement. Knowledge of and skill in classroom management are marks of expertise in teaching. Connor’s fifth grade teacher most likely has more knowledge and skill in classroom management than his fourth-grade teacher. Page Ref: 460 Skill: Knowledge 2) 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. Answer: B Explanation: B) Gaining student cooperation is the basic management task for teachers. Doing so presents quite a challenge because it requires many different aspects of planning, selecting activities, and delivering instruction. But, once students cooperate, classroom management becomes considerably easier. Page Ref: 461 Skill: Knowledge 3) 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 Answer: A 131 Copyr i ght©2 020Pea r s onCa na daI nc .

Explanation: A) Early elementary students are still learning how to behave in school. Therefore, direct teaching of classroom rules and procedures becomes essential at this level. Page Ref: 461-462 Skill: Knowledge 4) 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. Answer: B Explanation: B) Participation structures are the rules that define which behaviours are expected during different kinds of activities. Students, such as Sherry, who know the participation structures for a given activity are better able to complete the activity successfully and NOT be viewed as a behaviour problem by the teacher. Page Ref: 462 Skill: Understanding 5) 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 Answer: B Explanation: B) The key element underlying participation structures is awareness of the formal and informal rules for a given activity so that behaviour problems can be avoided. In other words, "prevention is the best medicine." Page Ref: 462 Skill: Knowledge 6) 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. Answer: D Explanation: D) Academic learning time is the time when students are working at a high rate of 132 Copyr i ght©2 020Pe ar s onCanadaI nc .

success. Engaged time does not guarantee that learning is taking place during the respective time periods as students may be actively engaged in a task that they do not understand or with which they use the wrong learning strategies. Page Ref: 463 Skill: Knowledge 7) 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 Answer: A Explanation: A) Because academic learning time is the time when students are working at a high rate of success, it should have a higher correlation with academic achievement. Neither of the latter time measures guarantees that learning is taking place during the respective time periods. For example, students may be actively engaged (engaged time) in a task that they are not understanding or learning in the desired way. Page Ref: 463 Skill: Understanding 8) 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. Answer: A Explanation: A) Academic learning time is the time when students are working at a high rate of success. Even though Monika is doing the work and "going through the motions," the fact that she is experiencing difficulty (even when Ms. Rivers allows plenty of time) indicates that there is little academic learning time taking place. Page Ref: 463 Skill: Understanding 9) 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 133 Copyr i ght©2 020Pe ar s onCanadaI nc .

D) Help students achieve self-management Answer: D Explanation: D) One goal of any management system is to help students become better able to manage themselves. If teachers focus on student compliance, they will spend much of the teaching/learning time monitoring and correcting. Students come to perceive the purpose of school as just following rules, not constructing deep understanding of academic knowledge. And complex learning structures such as cooperative or problem-based learning require student selfmanagement. Compliance with rules is not enough to make these learning structures work. Page Ref: 463 Skill: Understanding 10) 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. Answer: C Explanation: C) Class rules specify appropriate and inappropriate actions -- the dos and don'ts of classroom life. They are oriented more toward general behaviour than are procedures that deal with the steps for completing specific tasks. For example, in a mathematics class, a rule might be: "Listen quietly while others are talking." An example of a procedure could be: "Show your work and underline your answers for all of the problems that you turn in." Page Ref: 465 Skill: Knowledge 11) 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. Answer: B Explanation: B) Mr. Spark's students are following procedures that, in this case, dictate the proper procedure for students to turn in their work. Rules, in contrast, deal more directly with proper and improper ways of behaving in class; they are less activity-specific than procedures are. Page Ref: 465 Skill: Understanding 12) Based on guidelines for establishing classroom rules, which of the following statements is a good 134 Copyr i ght©2 020Pe ar s onCanadaI nc .

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. Answer: C Explanation: C) Rules should be positive and observable. Rules should not be vague. Having a few general rules that cover many specifics is better than listing all the dos and don’ts. “Listen and stay seated while others are speaking” is specific and positive. Page Ref: 465 Skill: Understanding 13) 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. Answer: A Explanation: A) The rule to bring all materials to class is a more appropriate rule for secondary school than for elementary school. In elementary schools, students usually have their materials right with them in their desks or assigned cupboards, while secondary students must carry their materials from class to class. Page Ref: 467 Skill: Understanding 14) 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. Answer: B Explanation: B) For many infractions, the logical consequence is having to go back and do the action correctly. This type of consequence usually seems reasonable to students and has the advantage of insuring that proper behaviour is being practiced. Page Ref: 467-468 Skill: Knowledge

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15) 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 Answer: C Explanation: C) Penny is obviously being reinforced for her misbehaviour by her classmates' attention. An effective discipline strategy, therefore, would be exclusion from group activities. Exclusion from the group is often an appropriate for students who distract their peers. Page Ref: 468 Skill: Understanding 16) 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 Answer: B Explanation: B) One of Weinstein and Romano’s categories of penalties is "written reflection on the problem." Therefore, the appropriate penalty for Kenneth's frequent misbehaviour is the suggestion of having misbehaving students such as Kenneth write about what they did and how it affected others. Page Ref: 468 Skill: Understanding 17) 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. Answer: D Explanation: D) Weinstein and Romano found that expert teachers' negative consequences fall into seven categories for use in elementary classroom management. According to their study, detention was used primarily for the teacher and the student to talk privately about the misbehaviour. 136 Copyr i ght©2 020Pe ar s onCanadaI nc .

Page Ref: 468 Skill: Knowledge 18) 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. Answer: D Explanation: D) “Spreading the action around” will make it easier for all students to participate no matter where they are seated in the classroom. Page Ref: 469 19) 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 Answer: A Explanation: A) The term describes the area in a classroom in which the greatest amount of interaction occurs is its action zone. Page Ref: 469 Skill: Knowledge 20) 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 Answer: A Explanation: A) The fishbowl can create a feeling of group cohesion and is helpful when the teacher wants students to watch a demonstration, brainstorm on a class problem, or see a small visual aid. It should be used only for short periods of time because it can lead to discipline problems, and it is not comfortable.

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Page Ref: 470 Skill: Knowledge 21) 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. Answer: D Explanation: D) During the first few weeks of the school year, effective managers will explain and review rules and procedures. Effective managers do NOT spend time practicing nonessential routines such as how to be quiet in the hallways or preparing for the dismissal of classes at the end of the day. They also tend to use specific, rather than vague, criticisms when misbehaviour occurs. Thus, Mr. Marshall is using an effective strategy. His strategy will prove to be a good investment by saving teacher time during the rest of the year that would normally be devoted to disciplinary issues. Page Ref: 471-472 Skill: Understanding 22) 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. Answer: B Explanation: B) "Prevention is the best medicine," according to Kounin's analysis of classroom management. Specifically, effective managers were NOT all that much different from ineffective managers in handling discipline problems, but effective managers were much better at preventing problems. Page Ref: 474 Skill: Knowledge 23) 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

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Answer: D Explanation: D) Mrs. Pepper is a "withit" teacher. Kounin defined withitness as conveying to students an awareness of everything that is happening in the classroom. Mrs. Pepper is one of those teachers who seems to have "eyes in the back of her head." Page Ref: 475 Skill: Understanding 24) 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 Answer: C Explanation: C) Ms. Fox is NOT demonstrating withitness because she has made the target error of blaming the wrong student. Jeremiah will now escape without consequences, and he (and other students) will question Ms. Fox's awareness of what is happening in her classroom. Page Ref: 475 Skill: Understanding 25) 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. Answer: C Explanation: C) Kathy's student teacher needs to work on the skill of overlapping. Success in this area depends on being able to keep track of and supervise several activities at a time. The three other concepts are not reflected in this situation. Page Ref: 475 Skill: Understanding 26) The purpose of using choral responses is to establish A) group focus. B) movement management. C) overlapping. D) withitness.

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Answer: A Explanation: A) Choral responses are one way of establishing group focus, which means keeping as many students as possible active. Choral responding is when the class responds as a group to a question asked by the teacher. This procedure helps to broaden the focus from one or a few students to the entire class. Page Ref: 475 Skill: Knowledge 27) 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. Answer: A Explanation: A) Major problems in movement management involve abrupt and slowdown transitions. Keeping group focus, demonstrating withitness, and watching for overlapping activities together with movement management are reflective of an effective classroom teacher. Page Ref: 475 Skill: Knowledge 28) 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. Answer: D Explanation: D) By getting to know her students as individuals and learning about their interests, she creates appropriate caring relationships and helps her students feel connected. She might even help students with similar interests make connections related to their interests or hobbies. Page Ref: 478 Skill: Understanding 29) As a first step toward dealing with a discipline problem quickly, teachers should

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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. Answer: B Explanation: B) Your text suggests making eye contact or using some other nonverbal signal as a first step in dealing with a discipline problem. If the nonverbal signal does not work, more overt interventions should be used, such as hints, “I” messages, reminders and commands to stop. Page Ref: 478-479 Skill: Knowledge 30) 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. Answer: C Explanation: C) Discussion of the situation should be delayed until emotions are not as high and penalties should be imposed ...