Deck 5: Management and Discipline

Question 1

Management and discipline are requisite parts of effective instruction.

Answer 1

True

Question 2

Class management is defined as organizing and controlling the affairs of a class.

Answer 2

True

Question 3

Discipline is defined as modifying student behavior when it is unacceptable.

Answer 3

True

Question 4

A basic requisite to a well-managed class is the ability of the teacher to model behavior desired from the students.

Question 5

A well-managed class occurs when teacher and students assume dual responsibility for reaching target learning.

Question 6

Most students feel uncomfortable if they perceive that you want to be "one of them."

Question 7

Negative and corrective feedback is effective when delivered to the individual publicly in front of the entire class.

Question 8

Rules are general guidelines for acceptable behavior rather than negative statements telling students what they cannot do.

Question 9

Classroom rules should cover a multitude of specific behaviors rather than general categories of behavior.

Question 10

It is unreasonable to expect students to behave.

Question 11

Class management skills should be taught in a different manner than physical skills.

Question 12

The most basic and important management skill is being able to start and stop a class.

Question 13

Class management skills are prerequisites to effective instruction.

Question 14

Using a variety of signals to start and stop the class is an effective approach to managing students.

Question 15

Any behavior that is not reinforced regularly will not be performed well.

Question 16

Whistle mixer is an effective technique for getting students into small groups.

Question 17

A regular routine for closing the lesson is important.

Question 18

Placing equipment in a box or pile is an effective means of distribution.

Question 19

Student feedback forms the core of the responsibility approach.

Question 20

Dominating and appeasing are effective means for resolving conflicts.

Question 21

Conflict resolution takes a subjective approach to resolution.

Question 22

Nearly one-third of U.S. elementary school students say they are frequently bullied at school.

Question 23

Behavior that is followed by appropriate positive reinforcement occurs more often in the future.

Question 24

Many teachers unknowingly use the Premack principle (1965) to motivate students.

Question 25

The strongest prompt possible should be used to stimulate desired behavior.

Question 26

Differential reinforcement is used to increase the incidence of desired behavior.

Question 27

It is often helpful to touch students (e.g., lay hand on shoulder) when correcting behavior.

Question 28

Removing something positive can be an effective technique when students misbehave.

Question 29

Corrective feedback should be given to the student when others can hear you.

Question 30

Placing students in time-out is never acceptable.

Question 31

Behavior games are useful in changing whole-class behavior.

Question 32

Behavior games should be structured so that any student or squad is able to win the game.

Question 33

Punishment can have negative side effects because fear is the primary motivator.

Question 34

Teacher criticism is effective when used sparingly.

Question 35

Music has no impact on productivity when practicing skills or exercising.

Question 36

A delayed punishment is more effective than one delivered immediately after the misbehavior.

Question 37

Teachers should use a cooperative approach when dealing with deviant behavior.

Question 38

Punishing a class as well as those students who misbehave is an appropriate technique.

Question 39

There is no technique for handling misbehavior that will contribute to the development of responsible, confident students.

Question 40

Personal behavior plans include all of the following EXCEPT:

A) being friends with the students.
B) acknowledging feelings when students misbehave.
C) knowing the options you have for dealing with deviant behavior.
D) designing a plan for yourself when such feelings occur.

Question 41

Which of the following should NOT be considered when designing rules?

A) Select a multitude of specific rules.
B) Identify observable behavior.
C) State rules briefly and positively.
D) Limit the number of rules.

Question 42

A standard guideline for giving instructions to a class is:

A) when before what.
B) what before how.
C) when before where.
D) how before where.

Question 43

The recommended length of a single physical education instructional episode should not exceed:

A) 20-30 seconds.
B) 30-60 seconds.
C) 60-90 seconds.
D) 2 minutes.

Question 44

All of the following are effective strategies for grouping students EXCEPT:

A) student leaders picking teams.
B) Whistle Mixer.
C) creating circles using "fall in."
D) finding partners using "toe-to-toe."

Question 45

An efficient way to divide the class into two groups of equal size is to:

A) have students line up and count off by twos.
B) select students one at a time.
C) pick captains and choose teams.
D) have students get toe to toe with a partner.

Question 46

Knowing students' names:

A) is an effective management strategy.
B) involves name tags at first.
C) is not necessary in large classes.
D) comes naturally to effective teachers.

Question 47

Strategies for increasing responsible student behavior in the instructional setting include all of the following EXCEPT:

A) modeling desirable behavior.
B) allowing time for students to think about their attitudes.
C) giving students specific feedback about the quality of their behavior.
D) enforcing rules with punishment.

Question 48

________ is described as the use of either observable or nonobservable aggressive behavior where there is an imbalance of power between the offender and the offended:

A) Hacking
B) Teasing
C) Bullying
D) Bribing

Question 49

Peer mediation steps include all but the following:

A) signing a contract.
B) verifying the story.
C) selecting a predetermined solution.
D) tell each story or grievance.

Question 50

It is best to think of a discipline plan as:

A) acceptable and unacceptable behavior.
B) positive and negative behaviors.
C) a plan for good and bad children.
D) increasing teacher attention to off task students.

Question 51

All of the following are considered reinforcers EXCEPT:

A) free time.
B) time out.
C) praise.
D) attention.

Question 52

A behavior is most likely to occur again in the future if:

A) the desired behavior is not reinforced.
B) the desired behavior is ignored.
C) the desired behavior is followed by negative reinforcement.
D) the desired behavior is followed by positive reinforcement.

Question 53

Stars, points, and certificates of achievement awards are examples of:

A) token reinforcers.
B) the Premack principle.
C) social reinforcers.
D) activity reinforcers.

Question 54

Which of the following is an example of effective praise?

A) "Good job."
B) "You are an excellent student."
C) "Excellent, you tucked your head just right in your forward roll."
D) "I do not see why you cannot do better."

Question 55

Which of the following statements is true regarding the use of prompts?

A) Prompts should be used to the point at which students will not perform without them.
B) The goal should be to remove the prompt so that behavior is self-motivated.
C) The strongest prompt possible should be used to stimulate the behavior.
D) Prompts should always be used.

Question 56

Using a teacher demonstration to prompt an acceptable behavior is an example of:

A) verbal cues.
B) nonverbal cues.
C) feedback.
D) modeling.

Question 57

The principle stating that a highly desirable activity can be used to motivate students to learn an activity that they enjoy to a lesser degree is referenced to as:

A) "social reinforcement."
B) "the Premack principle."
C) "token reinforcement."
D) "activity reinforcement."

Question 58

Shaping student behavior is used to:

A) reinforce classroom rules.
B) create new acceptable behavior.
C) sit students in time out.
D) get students to hustle.

Question 59

When using corrective feedback:

A) give general guidelines.
B) apply soon after the misbehavior.
C) address the student publicly.
D) deal with as many students as possible.

Question 60

Placing students in time out:

A) should only be done by the teacher.
B) should never be discussed with the students.
C) should reinforce children.
D) means an unacceptable behavior has occurred.

Question 61

Which approach moves youngsters out of the class setting and into a predesignated area when they misbehave?

A) the cool-off
B) the time-out
C) the consequence
D) the punishment

Question 62

What type of contract is a written statement specifying certain behaviors that must occur for students to earn certain rewards or privileges?

A) a reward contract
B) a behavior contract
C) a responsibility contract
D) a rule contract

Question 63

Behavior contracts are effective:

A) for students with severe behavior problems.
B) for individual students not whole classes.
C) because they contain no rewards.
D) because they are never phased out.

Question 64

Behavior games can NOT be used to:

A) help students persist at learning activities.
B) have students compete against each other.
C) change whole class behavior.
D) develop behaviors to enhance the learning environment.

Question 65

A key point in designing a behavior game is that:

A) each game should be structured so that anyone is able to win.
B) breaking rules should result in severe punishment.
C) each game should have complicated rules.
D) the focus should be on competition.

Question 66

Punishment should be:

A) consistent and fit the crime.
B) delivered in a harsh manner.
C) delivered to the entire class for the deviant behavior of a few.
D) delivered after several warnings are given.

Question 67

Children who are punished:

A) become more covert in their actions.
B) tend to discuss the problems with the teacher.
C) display compassion toward others.
D) never repeat the behavior problem twice.

Question 68

What steps can teachers take to develop a well-managed and disciplined class?

Question 69

Why are grouping techniques important? Identify two effective grouping activities.

Question 70

Why is it important to know and use student's names?

Question 71

Identify the five levels of responsible behavior.

Question 72

Explain the "Premack Principle"and how it is used.