Deck 10: Classroom Discipline

Question 1

Misbehavior by a student can take the form of the following behavior, except:

A) moves around the room.
B) needless talking.
C) needs accommodation due to vision loss.
D) makes excuses

Answer 1

needs accommodation due to vision loss.

Question 2

The best way to deal with misbehavior and discipline problems as a teacher is to:

A) embarrass students in front of peers.
B) interpret all disruptions as misbehaviors.
C) change classroom management routines.
D) deal with each infraction in context.

Answer 2

deal with each infraction in context.

Question 3

An action taken by the teacher that is intended to stop the disruptive actions and return the student to the academic activities defines:

A) intervention.
B) extinction.
C) time-out.
D) group punishment.

Answer 3

intervention.

Question 4

Actions that teachers take to get the student back on task during a lesson best defines:

A) situational assistance.
B) stimulus satiation.
C) punishment.
D) reprimands.

Question 5

Teachers can use __________ to reduce misbehavior and provide guidance to correct the problem.

A) aversive stimuli
B) non-punitive responses
C) reprimands
D) physical consequences

Question 6

All of the following are examples of situational assistance responses except:

A) using logical consequences.
B) providing cues.
C) altering the lesson.
D) helping students over hurdles.

Question 7

Ignoring the misbehavior is not appropriate when the student is:

A) tapping the pencil.
B) whispering.
C) calling out an answer.
D) pushing other students.

Question 8

All of the following are examples of mild responses except:

A) ignore the behavior.
B) remind students of the rules.
C) use logical consequences.
D) give students choices.

Question 9

All of the following are examples of logical consequences except:

A) change the seat assignment.
B) give the student a verbal reprimand.
C) withdraw privileges.
D) contact the parents.

Question 10

All of the following are behavior management techniques which teachers should avoid except:

A) assigning extra academic work.
B) forced apologies.
C) group punishment.
D) reprimands.

Question 11

The act of imposing a penalty with the intention of suppressing undesirable behavior best defines:

A) extinction.
B) punishment.
C) altering setting events.
D) differential reinforcement.

Question 12

Punishment can lead to:

A) a long-term end to the problem behavior.
B) improved student attitudes.
C) avoidance behaviors by the student.
D) improved classroom climate.

Question 13

Group punishment is an ineffective response to student misbehavior because:

A) the student will be more motivated to behave.
B) it engenders unhealthy attitudes.
C) peer pressure will always work in your favor.
D) the benefits outweigh the side effects.

Question 14

Reasons a student may act out include all the following except:

A) to cover up a deficiency.
B) to achieve some recognition.
C) to interact more with others.
D) to vent frustrations.

Question 15

The best way to handle defiant or hostile students is to:

A) embarrass them in front of the class.
B) assign extra homework to the student as a punishment.
C) show the student how much the outburst affected you.
D) acknowledge the student's feelings in private.

Question 16

A characteristic of bullying is:

A) the desire to fit in.
B) the intent to harm.
C) being a one-time occurrence.
D) good natured teasing.

Question 17

Students who bully other students tend to be the following except:

A) a high achieving student.
B) from a home situation that is authoritarian.
C) have poor problem solving skills.
D) unable to regulate their own behavior.

Question 18

The effects of bullying on those who are bullied can take the following forms except:

A) a loss of interest in activities.
B) a change in sleep and other health issues.
C) a willingness to attend school.
D) retaliation with extreme violence.

Question 19

Teachers can sometimes cause disciplinary problems to develop by the way they conduct their classes.

Question 20

Students who are off task should be dealt with in the same manner as students who are deliberately disrupting and misbehaving.

Question 21

The causes of misbehavior are complex and varied, including influences from the student's home, physical learning environment of the classroom, instruction, and personal health.

Question 22

The first step in the Principle of Least Intervention is to use mild responses.

Question 23

Soft reprimands, spoken only to the misbehaving student, are more effective than reprimands heard by other students.

Question 24

Time-out is when that student is excluded from the rest of the students for a certain period of time.

Question 25

Punishment is more effective if it is delivered without any prior warning.

Question 26

Giving students a choice in settling the misbehavior is one practice to avoid.

Question 27

Students who misbehave may not understand what is appropriate behavior for a school environment.

Question 28

A guided discussion by the teacher can help students understand that cheating and helping are two different things.

Question 29

In cases of bullying, teachers should wait until the student approaches the school counselor about the issue before becoming involved.

Question 30

Students are hesitant to report bullying because they fear what might happen to them in retaliation.

Question 31

Provide a definition for each of these terms:

-Chronic misbehaviors

Question 32

Provide a definition for each of these terms:

-Cyberbullying

Question 33

Provide a definition for each of these terms:

-Intervention

Question 34

Provide a definition for each of these terms:

-Logical consequence

Question 35

Provide a definition for each of these terms:

-Misbehavior

Question 36

Provide a definition for each of these terms:

-Principle of Least Intervention

Question 37

Provide a definition for each of these terms:

-Punishment

Question 38

Provide a definition for each of these terms:

-Situational assistance

Question 39

Why should teachers try to understand misbehavior in the context of how it occurred?

Question 40

How can a teacher avoid misbehavior in the first place?

Question 41

What is the reasoning for using the Principle of Least Intervention?

Question 42

What is the reasoning for using logical consequences?

Question 43

When is it appropriate to move to move from mild to moderate responses?

Question 44

Identify some practices that teachers should avoid when dealing with misbehavior.

Question 45

Why should punishment be used only as the last resort?

Question 46

Identify and briefly describe the most common types of chronic misbehaviors.

Question 47

Why should you refrain from engaging in a power struggle with a defiant student?

Question 48

In what distinct ways is bullying different from teasing?

Question 49

How would you go about confronting a situation where a student may be bullied?

Question 50

Identify several ways that teachers might actually contribute to student misbehavior. How could teachers overcome these actions?

Question 51

What are the benefits of providing situational assistance?

Question 52

What are the benefits and problems with intentionally ignoring minor misbehavior?

Question 53

Identify three inappropriate practices in your response to student misbehavior. Discuss why each is not an affective way to get a student to behave in the classroom.

Question 54

Discuss how you would react to a student who consistently acted inappropriately through swearing and hostility in your classroom.

Question 55

Why would regular failure of students to complete their homework cause you to reassess your homework assignments and class work?

Question 56

Identify a specific type of bullying and discuss how you would assist a student who is being bullied in your classroom.

Question 57

What difficulties might teachers experience when trying to identify and address problems with cyberbullying?