Deck 5: Encouraging Positive Behaviour

Question 1

The recommended maximum length of any single instructional episode in physical education is

A) 15-20 seconds.
B) 30-45 seconds.
C) 60 seconds.
D) 2 minutes.
E) 5 minutes.

Answer 1

30-45 seconds.

Question 2

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

A) have them line up and count off by twos.
B) select them one at a time.
C) pick captains and choose teams.
D) have them stand back-to-back with a partner.
E) divide the group before class.

Answer 2

have them stand back-to-back with a partner.

Question 3

A behaviour is more likely to occur in the future if

A) the desired behaviour is not reinforced.
B) the desired behaviour is ignored:
C) the desired behaviour is followed by negative reinforcement,
D) the desired behaviour is followed by positive reinforcement.
E) the desired behaviour is compared to a less desired behaviour.

Answer 3

the desired behaviour is followed by positive reinforcement.

Question 4

Which is the most effective form of praise?

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

Question 5

Which of the following are examples of characteristics from level 3 of Hellison's (2003) hierarchy of responsible behaviour?

A) calling other students names
B) talking to friends when the teacher is giving instruction
C) standing and watching others play
D) practicing a skill without being told
E) asking another classmate to join in the game

Question 6

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.
E) why before when.

Question 7

Hellison's (1995) hierarchy for responsible behaviour includes

A) irresponsibility, tolerance, courage, caring.
B) no action, responsibility, extension, tolerance.
C) no awareness, self-discipline, tolerance, caring.
D) irresponsibility, involvement, self-responsibility, caring.
E) no awareness, responsibility, self-discipline, caring.

Question 8

Which of the following is NOT a suggested strategy for increasing responsible student behaviour in the instructional setting?

A) Modelling desirable behaviour.
B) Allowing time for students to think about their attitudes.
C) Removing a student from class (one strike rule).
D) Allowing students to give their opinions about responsible behaviour.
E) Giving students specific feedback about the quality of their behaviour.

Question 9

Which of the following is NOT a suggested proactive management strategy?

A) How students are supposed to enter the teaching area.
B) Remove of a positive consequence.
C) What signal is used to freeze a class.
D) How students will be grouped for instruction.
E) How students are supposed to enter the teaching area

Question 10

Which of the following should be considered when designing rules?

A) Select a multitude of specific rules.
B) List rules in order of importance and severity of consequence.
C) State rules briefly and positively.
D) Never change a rule once it is made.
E) List all management rules first.

Question 11

The highest level on Hellison's (2003) hierarchy of responsible behaviour is

A) caring.
B) self-respect.
C) tolerance.
D) self-control.
E) self-responsibility.

Question 12

Using teacher demonstration to prompt a specific behaviour is an example of

A) verbal cues.
B) nonverbal cues.
C) feedback.
D) modeling.
E) positive consequence.

Question 13

Practicing a skill without being told, and trying a new activity willingly, are examples of behaviours at which level on the responsible behaviour hierarchy?

A) self-control
B) caring
C) self-responsibility
D) tolerance
E) self-discipline

Question 14

Which of the following is NOT a fair play ideal?

A) Respect for the rules.
B) Caring.
C) Respect for the opponent and for officials.
D) Maintaining self-control.
E) Equal opportunity for play.

Question 15

A compliment card is an example of a

A) positive behavioural prompt.
B) fair play teaching strategy.
C) token reinforcer.
D) social reinforcer.
E) self-responsibility checklist.

Question 16

Which of the following is NOT a recommended strategy for developing responsible student behaviour?

A) Offer time for reflection.
B) Encourage goal setting.
C) Allow student choice.
D) Remove positive consequences.
E) Model desirable behaviour.

Question 17

Hellison's (2003) levels of responsible behaviour is based on the following:

A) Minimize use of verbal reprimands and replace with time outs.
B) Catch students using inappropriate behaviour and redirect it.
C) Reinforce desired behaviour and redirect inappropriate behaviour.
D) Ignore inappropriate behaviour and reinforce desired behaviour.
E) Redirect inappropriate behaviour and minimize verbal reprimands.

Question 18

Helping hands is an example of a

A) WITS teaching strategy.
B) peace in the classroom strategy.
C) peer mediation.
D) fair play teaching strategy.
E) self-responsibility checklist.

Question 19

Which of the following is NOT a step in the conflict resolution process?

A) Gather data and define the problem.
B) Brainstorm possible solutions.
C) Evaluate the approach.
D) Examine applicable school policies and rules.
E) Implement the plan.

Question 20

Which of the following is NOT associated with a behaviour contract?

A) Is designed to provide students with alternatives for solving problems.
B) May be written for a small group of students or for an entire class.
C) Is signed by student(s) and teacher.
D) Is a written statement.
E) Allows students to make decisions that will improve their behaviour.

Question 21

List Hellison's (2003) hierarchy associated with teaching responsible behaviour. Identify behavior examples for each level.

Question 22

Define the term "verbal reprimand."

Question 23

Describe three different effective and efficient strategies for dividing children into groups.

Question 24

List at least three management situations in PE that may lead to misbehaviour.

Question 25

Describe at least three learning outcomes from a PE curriculum guide that focus on behaviour.

Question 26

Define peer mediation. What is the major intent of peer mediation?

Question 27

Describe the six steps in conflict resolution process.

Question 28

Discuss the purpose of the following terms in relation to effective consequences to misbehaviour "clear, immediate, and productive."

Question 29

List two fair play teaching strategies that should be used on an ongoing basis in PE.

Question 30

"When all the equipment is put away, we will start the game."

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 31

WITS program.

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 32

Determine rules and procedures for the school year.

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 33

Enforce rules consistently.

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 34

Self-responsibility checklist.

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 35

Compliment card

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 36

Verbal reprimand

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 37

Time-out

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 38

Goal-setting exercises

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 39

Quick formation into groups

A) Proactive management strategy
B) Positive strategy for responding to misbehaviour
C) Strategy for developing responsible student behaviour
D) Fair play strategy
E) Bullying prevention strategy

Question 40

What is the major premise underlying the teaching strategies in Peace in the Classroom (1994)? Discuss several examples of teaching strategies as they relate to this premise.

Question 41

Identify the ideas associated with Fair Play for Kids. Discuss a variety of teaching strategies associated with these ideals.

Question 42

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

Question 43

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

Question 44

Simple games can be used to divide the class into small groups.

Question 45

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

Question 46

Giving a student a "high five" is an example of reinforcement of desired behaviour.

Question 47

For forming teams it is best to select captains and allow those captains to pick teams

Question 48

A regular routine for closing the lesson is important for teachers and students.

Question 49

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

Question 50

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

Question 51

Praise is effective when it refers to specific behaviour exhibited by a youngster.

Question 52

Rules should be guidelines for desired behaviour rather than statements telling students what they can't do.

Question 53

Negative feedback is effective when delivered to the individual in front of the entire class