Answers At The End Of Each Chapter

Karen Cole Classroom Management for Middle and High School Teachers Eleventh Edition Edmund T. Emmer Carolyn M. Evertson Inge R. Poole (Answers At The End Of Each Chapter) 1 / 4

iii Copyright © 2022, 2017 and 2013 by Pearson Education, Inc. All Rights Reserved.Table of Contents

Chapter 1: Introduction to Classroom Management 1

Learning Outcome Quizzes 1 Application Exercises 10 Test Items 16 Test Answer Key 18

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1 Copyright © 2022, 2017 and 2013 by Pearson Education, Inc. All Rights Reserved.

Chapter 1: Introduction to Classroom Management

Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1: Identify and describe features that make classrooms complex settings to manage.[Q1] Lena, a new student in Ms. Minor’s senior English class, just moved to the district and enrolled at Rosa Parks High school. In the first week she is in school, Lena is unengaged and doesn’t interact with her peers much at all. Given what you know about adolescent development and behavior, which of the following reasons is most likely to explain Lena’s failure to eagerly jump into classroom activities?

• Lena is uninterested in developing positive relationships with her peers and with Ms.

Minor.

• Lena doesn’t yet have meaningful peer relationships, which may be reducing her

motivation and engagement. [correct]

• Lena is a low-performing student whose academic struggles reduce her investment

in class activities.

• Lena is intentionally trying to project a cool and disinterested persona because that

is her go-to strategy for managing her emotions.[Feedback for Answer Choice 1] Adolescents tend to be extremely focused on peers and social relationships. While it’s possible that Lena just doesn’t like other people, it’s more likely that her disengagement stems from the fact that she’s new to the district and doesn’t yet have positive, supportive relationships with other students.[Feedback for Correct Answer 2] Peer relationships are critically important for adolescents. As a student who is new to the district, Lena may be feeling conspicuous, shy, or even angry about relocating. If Ms. Minor works to help Lena build relationships with other students, it’s likely that she will show increased motivation and engagement.[Feedback for Answer Choice 3] Regardless of their achievement levels, adolescents tend to be extremely focused on peers and social relationships. Lena’s disengagement is likely to stem from the fact that she has not yet built friendships with her peers.[Feedback for Answer Choice 4] While it’s possible that Lena just considers herself too cool for school, it’s more likely that she doesn’t yet feel a part of her peer group and that she is acting disengaged because she doesn’t have positive peer relationships.

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2 Copyright © 2022, 2017 and 2013 by Pearson Education, Inc. All Rights Reserved.[Q2] Pre-service teachers are sometimes surprised at the work that goes into effectively managing a classroom. Which of the following reasons is most likely to account for this fact?

• Most pre-service teachers have experience being students but were unaware of the

actions their teachers took to manage the classroom. [correct]

• Most pre-service teachers assume that the school administration bears more of the

responsibility for developing systems of classroom management.

• Most pre-service teachers believe that there is no way to prepare to be effective

classroom managers until they’re in the classroom, so they are surprised by the amount of work required.

• Most pre-service teachers think that if they build good relationships with their

students, they will not have any management problems.[Feedback for Correct Answer 1] As students, we observe teachers without being aware of the decisions they make and the planning they’ve done to manage the classroom.[Feedback for Answer Choice 2] Most pre-service teachers are likely aware that they’re expected to manage their own classrooms; they simply may not know how much work it is because when they themselves were students, they didn’t tune into the management work their teachers were doing.[Feedback for Answer Choice 3] Fortunately this statement is not true; it is possible to learn foundational management skills and concepts before working in real classes.[Feedback for Answer Choice 4] Sometimes pre-service teachers have the idea that all their students will love them, be motivated by their teaching, and behave appropriately because they are so inspired by the teacher. Unfortunately, every teacher, regardless of the relationships they build with students, will have to work hard to be an effective classroom manager.[Q3] Miss Vickers recognizes that classrooms are busy, complex places. What is the most compelling reason for her to create a comprehensive classroom management plan?

• To avoid all instances of student misbehavior
• To simplify the complex classroom environment and let students know what is

expected of them [correct]

• To avoid overreacting in instances of misbehavior
• To establish clear communication with her students and their families

[Feedback for Answer Choice 1] Sadly, no matter how good Miss Vickers’ classroom management plan is, she will not be able to avoid all instances of student misbehavior. Expecting students always to be

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