Classroom Management

Test Bank

for Classroom Management for Elementary Teachers Tenth Edition Carolyn M. Evertson Edmund T. Emmer Karen Cole 1 / 4

1

Chapter One: Introduction to Classroom Management

T/F. If the statement is true, write TRUE. If the statement is false, write FALSE and REWRITE THE STATEMENT TO MAKE IT TRUE. Simply inserting the word "not" is insufficient.

• In general, prospective teachers are well aware of the behaviors involved in effective classroom

management, having spent many years as students observing their teachers’ behaviors.

Ans. – False. Many times new teachers find that they were unaware of the complexities that their teachers faced as they managed their classrooms. (Chapter Introduction)

• Classroom management is critically important because it facilitates other important teacher

behaviors, such as designing stimulating lessons, motivating students, and being an effective communicator.

Ans. - True (Classroom Management’s Connections to Other Facets of Teaching)

• One reason classroom management is complicated is that teachers have little time for thinking

deeply about the many of the decisions they must make.

Ans. – True (Classrooms are Complex Places)

• Studying a book about classroom management will enable a teacher to manage the classroom

smoothly and easily.

Ans. – False. Studying is a good start, but many aspects of classroom management are learned through experience. (Learning About Classroom Management)

• The effectiveness with which time is used in classrooms is often tied to the effectiveness of the

teacher’s classroom management scheme.

Ans. – True (Classrooms are Complex Places)

• Developing a sense of community among all members of the classroom community is an

important aspect of classroom management.

Ans. – True (Chapter Introduction)

• Even an effective classroom manager is likely to face instances of student misbehavior.

Ans. – True (Learning about Classroom Management)

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• If your classroom management system is strong enough, you can de-emphasize the need to plan

engaging, motivating lessons.

Ans. – False. In fact, planning engaging, motivating lessons is one aspect of classroom management; keeping students interested contributes to their appropriate behavior.(Classroom Management’s Connections to Other Facets of Teaching)

• In the well-managed classroom, instances of inappropriate behavior are rare and are handled

promptly.

Ans. – True (Learning about Classroom Management)

• Classroom management is foundational to other aspects of teaching.

Ans. – True (Classroom Management’s Connections to Other Facets of Teaching)

Multiple Choice. Circle the letter of the BEST answer.

• Teachers need to provide students with opportunities to satisfy their needs for autonomy, competence,

and relationship. Which of the following responses reflects management strategies that address these areas?

• allowing students to make choices, giving them responsibility, and teaching them self-regulation
• allowing to solve their own problems and praising them for good behavior, even behavior that is

minor in scope and importance

• adhering to your classroom management and lesson plan structures in all instances
• being kind and welcoming

Ans. – a (Classroom Management’s Connections to Other Facets of Teaching)

• When teachers are supportive of students, they generally find that the students are

• prone to become suspicious of the teacher’s motives.
• likely to be motivated in school.
• prone to becoming over-reliant on the teacher as a source of praise.
• likely to have a difficult time figuring out appropriate behavioral boundaries.

Ans. – b (Classroom Management’s Connections to Other Facets of Teaching)

• When a teacher has a well-managed classroom, he or she is more likely to

• have confidence to try out new activities and approaches.
• spend significantly less time doing paperwork.
• experience conflict with particular students in the group.
• coast, relying predominantly on independent seatwork activities.

Ans. – a (Learning about Classroom Management)

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3

• Which of the following would NOT generally be thought of as a reason that classroom management is

complex?

• Much of what happens is public, which means people are aware of and potentially reactive to

events.

• Teachers can rarely give each student all the time he/she needs to have his/her individual needs

met.

• School administrators often interfere with a teacher’s preferred management style.
• Classroom events move so quickly that the teacher may not have time to reflect before making a

decision.

Ans. – c (Classrooms are Complex Places)

• The main reason to study classroom management is so a teacher can

• reduce the complexity of the classroom environment for all its members.
• get favorable evaluations from students, parents, and administrators.
• control students’ behavior and avoid conflict and confrontation.
• devote all his or her time to delivering content.

Ans. – a (Classrooms are Complex Places)

Constructed Response.

• What is meant by the statement “classroom management includes both preventative and

interactive aspects”? (Chapter Introduction)

• What are some of the ways in which an elementary classroom is complex? (Classrooms are Complex

Places)

• How is learning to manage a classroom analogous to learning to drive a car? (Learning about

Classroom Management)

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