Chapter 11: A Classroom Model for Promoting Student Motivation
CHAPTER TWELVE
CLASSROOM MANAGEMENT: DEVELOPING SELF-REGULATED LEARNERS
Goals of Classroom Management
* 1. “Actions teachers take to create an environment that supports and facilitates both academic and social–
emotional learning,” best describes:
a. classroom organization.
b. basic teaching skills
c. effective teaching.
d. classroom management.
* 2. Of the following, which is typically beginning teachers’ greatest concern?
a. Their knowledge of the content they teach
b. Their skills, such as questioning
c. Their ability to manage their classrooms
d. Their repertoire of teaching strategies
* 3. Which of the following statements best describes why classroom management is so challenging for
teachers?
a. Most students tend to be rebellious, so teachers must be able to cope with their behaviors.
b. Many teachers focus on classroom management when they should instead be focusing on classroom
discipline.
c. Teaching and learning are complex processes that require simultaneously responding to different
classroom events.
d. Many teachers focus on instruction when they should instead be focusing on classroom
management.
* 4. Three of the following statements are reasons why effective classroom management is so important. Which
one is not a reason?
a. Public and professional concerns about classroom management
b. Policy makers’ concerns about the achievement of minority students
c. The complexities of classroom life
d. The influence of orderly classrooms on learning and motivation
* 5. Of the following, which best describes the relationship between learning, motivation, and well-managed
classrooms compared to classrooms where students are less orderly?
a. Students learn more and are more motivated to learn in well-managed classrooms.
b. Students learn more in well-managed classrooms, but their motivation is slightly decreased.
c. Students’ motivation is increased in well-managed classrooms, but they learn slightly less.
d. Low-achieving students learn more in well-managed classrooms, but high-achieving students learn
slightly less.
* 6. The ability to direct and control our actions and emotions best describes:
a. metacognition.
b. personal development.
c. perspective taking.
d. self-regulation.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 7. Which of the following statements best describes the relationship between classroom management and the
development of learner self-regulation?
a. Development of learner self-regulation is an important goal for well-managed classrooms.
b. Development of learner self-regulation is possible with high achievers but not with low achievers.
c. Development of learner self-regulation is part of classroom discipline but not classroom
management.
d. Development of learner self-regulation is not related to classroom management.
** 8. It’s a hot Friday afternoon in August, and you’re looking forward to a great weekend. Your boss comes in
and says, “I’m not going to pressure you, but I’m in a bit of a jam. If you’ll work tomorrow and Sunday,
I’ll give you a week off with pay in November.” You decide to go to work Saturday and Sunday.
Of the following, you deciding to go into work on Saturday and Sunday best illustrates:
a. impulse control.
b. negative reinforcement.
c. intrinsic motivation.
d. delay of gratification.
* 9. Students’ abilities to set personal goals and use their thought processes and behaviors to reach the goals
best describe which of the following?
a. Social problem solving
b. Self-regulated learning
c. Social self efficacy
d. Metacognitive monitoring
* 10. At the initial developmental stage of self-regulation, students attempt to reach goals to:
a. receive rewards and avoid punishers.
b. develop a sense of autonomy.
c. increase their self efficacy.
d. become self actualized.
* 11. Which of the following is not considered to be a part of self-regulation?
a. Self motivation
b. Reward achievement
c. Delay of gratification
d. Self-socialization
* 12. Three of the following statements are suggestions for developing learner self-regulation. Which one is not a
suggestion for developing learner self-regulation?
a. Emphasize the relationship between self-regulation and learning.
b. Solicit student input into procedures that promote self-regulation.
c. Teach self-regulation as a concept, and link consequences to actions.
d. Reward students during learning activities when they demonstrate self-regulation.
Chapter 11: A Classroom Model for Promoting Student Motivation
Use the following information for items 13-15.
Dan Kraus is trying to develop self-regulation in his students. To help reach his goal, he displays the following
vignettes on his document camera.
Andy always brings his books, notebook, and pencils to school. He has a checklist that he uses to mark off each of
his items and to be sure that he’s done and understands his homework in each class. If he isn’t sure that he
understands a part of his homework, he always asks the next day. Andy is doing well in school, and he says he’s
learning a lot. He says his classes are interesting, and his teachers respect how conscientious he is.
Jordan is often in trouble with his teachers because he often forgets to bring either his book, or his notebook, or his
pencil to class. He sometimes forgets to do his homework, and he often leaves it in his locker, so he doesn’t get
credit for the assignment. Mr. Williams, Jordan’s teacher, called his mom because he was so flaky, and now he can’t
watch TV for a week. Jordan isn’t doing very well in some of his classes. He says he’s bored, and he doesn’t feel like
he’s learning very much.
** 13. Dan’s use of the vignettes to illustrate the relationship between actions and consequences best illustrates
which of the following in his efforts to promote self-regulation in his students?
a. Dan’s examples are evidence of his high personal teaching efficacy.
b. Dan is demonstrating high teacher expectations.
c. Dan is attempting to teach self-regulation as a concept.
d. Dan is attempting to demonstrate that he cares about his students.
** 14. During the discussion of the vignettes, the students conclude that being conscientious is important if
students want to do well in school. Of the following, this conclusion best relates to which suggestion for
promoting self-regulation in students?
a. Emphasizing the relationship between self-regulation and learning
b. Soliciting student input into class procedures that include self-regulation
c. Modeling self-regulation and a mastery focus
d. Providing a concrete mechanism to help students monitor goal achievement
** 15. Dan also makes it a point to always return quizzes and tests the day after they’re given. “You have to turn
your homework in on time, so I have to return your tests on time,” he says to his students. Based on his
comments, which of the following best describes Dan’s efforts to promote self-regulation in his students?
a. Dan is attempting to demonstrate high personal teaching efficacy.
b. Dan is attempting to demonstrate that he cares about his students.
c. Dan is attempting to communicate high expectations for his students.
d. Dan is attempting to model self-regulation for his students.
* 16. A classroom environment in which learners feel physically and emotionally safe and their needs for
belonging and relatedness are met, best describes:
a. a productive learning environment.
b. a well-disciplined classroom.
c. a classroom with well-established routines.
d. a community of caring and trust
* 17. The most important factor in creating a community of caring and trust is a:
a. caring and supportive teacher.
b. set of well-established routines.
c. system of reliably enforced rules and procedures.
d. well-developed program of communication with parents.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 18. Jan Amos strongly emphasizes the need for her students to feel emotionally safe enough to offer their ideas
and say what they think without fear of ridicule or embarrassment. She has a rule requiring that students
treat each other with courtesy and respect, and she explains why it is important. Of the following, Jan is
most nearly attempting to:
a. develop well-disciplined students.
b. create a system of automatic rules and procedures.
c. create a community of caring and trust.
d. develop learners’ self-concepts and self-esteem.
** 19. Wanda Fisher wants her students to understand that they don’t call their classmates nasty names, for
example, because they recognize that name calling hurts other people’s feelings. Of the following, which is
Wanda most nearly attempting to develop?
a. A withit learning community
b. Time available for learning
c. A community of caring and trust
d. Well-disciplined students
** 20. Which of the following best describes the relationship between learner self-regulation and a community of
caring and trust?
a. Both self-regulation and communities of caring and trust are developed by teachers who are experts
at classroom discipline.
b. Systematically teaching self-regulation creates classroom environments where communities of
caring and trust can develop.
c. Self-regulation tends to primarily promote increased academic learning, whereas communities of
caring and trust tend to primarily promote improved student attitudes.
d. Self-regulation tends to be essentially cognitive, whereas a community of caring and trust tends to be
affective or emotional.
* 21. The amount of time a teacher or school designates for a topic or subject matter area is called:
a. allocated time.
b. instructional time.
c. engaged time.
d. academic learning time.
* 22. The correlation between allocated time and learning is:
a. positive but low.
b. positive but high.
c. negative but low.
d. negative but high.
* 23. The amount of time left after routine management and administrative tasks are completed is called:
a. allocated time.
b. instructional time.
c. engaged time.
d. academic learning time
** 24. Students in your class appear to have difficulty understanding the concept of probability. An increase in
which of the following will most increase student achievement?
a. Engaged time
b. Instructional time
c. Allocated time
d. Academic learning time
Chapter 11: A Classroom Model for Promoting Student Motivation
* 25. The amount of time students are engaged and successful is called:
a. allocated time.
b. instructional time.
c. engaged time.
d. academic learning time.
* 26. Consider the concept academic learning time. Of the following, the one most closely related to the concept
is:
a. success.
b. structure.
c. specific praise.
d. skills.
* 27. Of the following, the one most closely related to engaged time is:
a. teacher organization.
b. student attentiveness.
c. student success.
d. teacher expectations.
** 28. Sally Harvey, an eighth-grade math teacher, typically spends about 7 minutes after the bell rings taking roll,
handing out papers, and writing assignments on the board. Karen Walters, who teaches in the room next to
Sally, writes her assignments on the board during the time the students are moving from one class to
another. Based on this information, which of the following conclusions is most valid?
a. Sally’s allocated time is greater than Karen’s.
b. Sally’s engaged time will be greater than Karen’s.
c. Karen’s allocated time is greater than Sally’s.
d. Karen’s instructional time will be greater than Sally’s.
Essay Items
** 29. Self-regulation includes six different components. List and explain the components.
** 30. Self-regulation and self-regulated learning are closely related but not identical. Describe the relationship
between the two concepts.
** 31. Your chapter discussed five suggestions for promoting self-regulation in students. Describe the five
suggestions and provide an example of each.
** 32. Explain why communities of caring and trust are so important in classrooms.
** 33. Describe each of the different types of time that exist in classrooms, and explain how they relate to
learning.
Planning for Classroom Management
* 34. Based on research examining classroom management, which of the following is the best advice for
beginning teachers with respect to classroom management?
a. Try to prevent management problems before they occur.
b. Develop a series of techniques that will stop misbehavior immediately.
c. Consistently enforce rules and procedures.
d. Structure lessons so that all of your explanations are clear and concise.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 35. Ideally, which of the following is not a part of effective classroom management?
a. Quickly and completely stopping student misbehavior when it occurs.
b. Taking developmental differences into account when planning for classroom management.
c. Creating a system of well-established routines.
d. Creating a clear and understandable system of rules.
* 36. Of the following, which best describes the relationship between classroom management and effective
instruction?
a. Well-managed classrooms and effective instruction are interdependent; it’s virtually impossible to
have one without the other.
b. Classroom management is more important with young children, whereas effective instruction is
more important with older students.
c. Classroom management is more important at the beginning of the school year, but effective
instruction becomes increasing important as the school year progresses.
d. Classroom management and effective instruction are not related to each other, because classroom
management focuses on student behavior, and effective instruction focuses on student learning.
* 37. Which of the following best describes the relationship between effective classroom management and
effective instruction?
a. Classroom management and effective instruction depend on each other. Both are simultaneously
important.
b. Effective instruction depends on effective classroom management, but effective classroom
management does not necessarily depend on effective instruction.
c. Effective classroom management depends on effective instruction, but effective instruction does not
necessarily depend on effective classroom management.
d. Classroom management and effective instruction are not related to each other. Some teachers are
effective managers but ineffective instructors and vice versa.
Use the following information for items 38 and 39.
Ken Jamison is sometimes a bit disorganized in his teaching, but he has a system of rules and procedures, which
he attempts to implement when his students misbehave or go off task during his learning activities.
Joe Reynolds carefully plans his instruction, he uses high-quality examples in his learning activities, and he
encourages as much student involvement in his lessons as possible.
Sandra Gupton presents generally clear lectures in her teaching. “If I explain it carefully, they’ll get it,” she
reasons.
Karen Haughy uses PowerPoint presentations as her primary method of instruction. She presents information on
the PPT slides and the students copy the information into their notes.
** 38 The teacher that is least likely to have classroom management problems—off-task behavior and/or
inattention—is:
a. Ken.
b. Joe.
c. Sandra.
d. Karen.
** 39. The teacher that is most likely to have classroom management problems—off-task behavior and/or
inattention—is:
a. Ken.
b. Joe.
c. Sandra.
d. Karen.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 40. Research indicates that classroom management is the biggest concern facing beginning teachers. As a
beginning teacher, which of the following is likely to be most effective for reducing classroom
management problems?
a. Telling the students you’re committed, such as telling them that you care about them and that you
want them to learn
b. Being well organized, such as having your materials ready and giving the students an exercise to
complete while you take roll
c. Demonstrating competence, such as describing your background for the students, so they’ll have
confidence in your teaching ability
d. Involving students, such as organizing your class into cooperative groups the first day
* 41. Which of the following are characteristics of instruction that promote well–managed classrooms?
1. Making transitions quickly and smoothly
2. Preparing materials in advance
3. Starting classes and activities on time
4. Quickly recognizing incidents of misbehavior
5. Creating well-established routines
a. 1, 2, 3, 4 b. 2, 3, 4, 5 c. 1, 3, 4, 5 d. 1, 2, 3, 5
* 42. Instruction that helps promote orderly classrooms has several characteristics. Which of the following is not
one of those characteristics?
a. Starting on time
b. Preparing materials in advance
c. Establishing routines and procedures
d. Recognizing high achievers for their good work
** 43. Juanita Perez typically spends about 5 minutes after the bell rings taking roll, handing out papers, and
writing assignments on the board. She then begins her lesson, and her lessons are skillful applications of
cognitive learning theory. Rafael Jiminez, who teaches in the room next to Juanita, has a “warmup activity”
displayed on his document camera every day when the students walk into the classroom. They begin the
warmup activity without being told while he completes his beginning–of-class routines, and when the
students finish the activity, he immediately begins the day’s lesson.
Based on the evidence we have in the vignette, which of the following is the most valid conclusion?
a. Juanita is a more effective teacher than is Rafael.
b. Rafael is a more effective teacher than is Juanita.
c. Juanita’s students like her class more than Rafael’s students like his class.
d. Juanita is more likely to have classroom management problems than is Rafael.
** 44. Judy Bishop, an eighth-grade math teacher, typically spends about five minutes at the beginning of the
period, taking roll and gathering the materials she will use for the day. When she has her materials ready,
she says, “All right everyone, look up here, and let’s begin.”
Carola Rodriguez, one of Judy’s colleagues, has her materials waiting on her desk and has an
assignment waiting for students as they enter the room. The students immediately begin the assignment,
since they’re used to having an assignment on the board every day. Carola watches the students as they
complete the assignment, they briefly discuss it, and she moves into the day’s topic. Based on this
information, which of the following conclusions is most valid?
a. Judy is a more effective teacher than is Carola.
b. Carola is a more effective teacher than is Judy.
c. Judy has a more productive learning environment than does Carola.
d. Carola is less likely to have classroom management problems than is Judy.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 45. Every day, students in Mr. Yan’s math class come into class and check their homework independently.
After students have checked their homework, Mr. Yan goes over the problems that students missed. This
component of Mr. Yan’s math class best illustrates:
a. classroom rules.
b. assertive communication.
c. a routine.
d. classroom discipline
** 46. Sam Good, a new fourth-grade teacher, wants to prevent classroom problems before they occur, so he is
planning carefully. As he plans his management system, which of the following is the best advice?
a. Be sure to consider both the characteristics of students and the physical environment.
b. Ask other beginning teachers how they’re planning their management systems.
c. Design a token reward system, and have a catalog of rewards.
d. Be stern, don’t smile, and be tough for the first few months.
* 47. Developing a sense of personal autonomy as they move from their family to the school setting, and creating
a predictable school environment because it mirrors the stability the students hopefully experience in the
home is most important for which of the following?
a. Kindergarteners
b. Fifth graders
c. Ninth graders
d. Twelfth graders
* 48. Which of the following best describes characteristics of elementary students that are important
considerations for classroom management?
a. Students in these grades respond well to specific consequences for breaking rules.
b. Students in these grades need rules that make sense to them and are concretely taught.
c. Students in these grades are strongly influenced by peers.
d. Students in these grades have strong needs for belonging and social acceptance.
** 49. “I try to give my kids enough freedom so I don’t quash their initiative but enough structure so they feel
secure,” Donna Ayers comments. If Donna is designing a management system to most effectively take the
developmental characteristics of her students into account, she most likely teaches:
a. first grade.
b. seventh grade.
c. tenth grade.
d. twelfth grade.
** 50. Brad Everett realizes that social acceptance is important to his students, so he creates a rule forbidding any
form of social rejection in his class. Taking this characteristic of his students into account suggests that
Brad most likely teaches:
a. kindergarteners.
b. second graders.
c. fourth graders.
d. eighth graders.
Chapter 11: A Classroom Model for Promoting Student Motivation
Respond to items 51-55 based on the following vignette.
Two married couples are friends, and all four teach. Sarah is a first-grade teacher; her husband, Don, teaches
eleventh-grade English; Diane is an eighth-grade math teacher; and her husband, Al, teaches fifth grade. Assume
their students’ characteristics are consistent with patterns identified by research.
** 51. While it’s important to present clear and explicit rules in all cases, the teacher for whom explicit teaching,
practicing, and reinforcing of rules is most important is:
a. Sarah.
b. Don.
c. Diane.
d. Al.
** 52. The teacher whose students are most likely to break rules because they simply forget is:
a. Sarah.
b. Don.
c. Diane.
d. Al.
** 53. The teacher who is most likely to have problems with capricious and “flaky” behavior on the part of the
students is:
a. Sarah.
b. Don.
c. Diane.
d. Al.
** 54. The firm hand of a caring teacher who sets clear limits for acceptable behavior is most important for whose
students?
a. Sarah’s
b. Don’s
c. Diane’s
d. Al’s
** 55. The teacher whose students most need to develop a sense of industry and self-assurance is:
a. Sarah.
b. Don.
c. Diane.
d. Al.
Chapter 11: A Classroom Model for Promoting Student Motivation
Use the following vignette for items 56 and 57.
Four first-year teachers are planning for the beginning of the school year.
Justin McCall, nervous about classroom management, carefully plans a system of rules and procedures that he
will use to begin his class.
Julia Winters, confident in her knowledge of content, believes that she will be an effective enough teacher that
classroom management won’t be an issue, so she spends little time planning.
Joe Weiss is a veteran of the business world who has just gotten into teaching. Because he has considerable
experience working with people, he spends his time learning the school policies and setting up his computer to make
his grading and reporting as efficient as possible.
Angela Boyer eagerly anticipates her first day, but being new, she is somewhat uneasy, so she carefully
prepares both her rules and procedures and her first week’s lessons.
** 56. The teacher who is least likely to have classroom management problems is:
a. Justin.
b. Julia.
c. Joe.
d. Angela.
** 57. The teacher who is most likely to have classroom management problems is:
a. Justin.
b. Julia.
c. Joe.
d. Angela.
* 58. Which of the following is not advisable regarding the establishment of classroom rules?
a. Include student input into the development of rules and procedures.
b. Rules should always be generated by the teacher.
c. State rules positively.
d. Use concrete examples to illustrate rules and procedures.
* 59. Which of the following are the cornerstones of an effective classroom management system?
a. The combination of a cognitive and a behavioral approach to management
b. A well-defined set of logical consequences and desists
c. A firm and democratic teacher
d. A clear system of rules and procedures
* 60. The way the teacher collects homework assignments during class time would best be described as:
a. a rule.
b. assertive discipline.
c. a procedure.
d. conditional knowledge
* 61. Which of the following statements best describes the difference between classroom procedures and
classroom rules?
a. Students are often reinforced for following classroom rules, but they aren’t reinforced for following
classroom procedures.
b. Classroom procedures describe acceptable behaviors, whereas classroom rules describe unacceptable
behaviors.
c. Classroom procedures describe routines to be followed, whereas classroom rules describe standards
for acceptable behavior.
d. Classroom procedures focus on a management approach to developing an orderly classroom,
whereas classroom rules focus on a discipline approach to developing an orderly classroom.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 62. Which of the following statements is most accurate according to research examining classroom rules?
a. Rules are unnecessary if teachers are caring and effective.
b. Rules are important for low achievers but they are generally unnecessary for high achievers.
c. Rules are important for creating an orderly classroom environment.
d. Rules are necessary in classes that focus on basic skills but are not in classes that focus on higher–
order thinking.
* 63. Providing rationales for rules and procedures is essential. Which of the following best describes the reason
for providing rationales?
a. Providing rationales suggests that the world is an orderly place that makes sense.
b. Students are likely to refuse to obey rules if teachers don’t give them reasons for the rules being
important.
c. Rules provide observable measures, which allow compliance with them to be reinforced.
d. Rationales for rules contribute to student problem solving, which is an important part of social
development.
* 64. Which of the following is the most accurate description of the need for monitoring classroom rules?
a. Rules don’t need to be monitored if they are carefully taught at the beginning of the year.
b. Procedures need to be monitored to be sure they’re followed by the students, but monitoring rules is
less important.
c. Rules need to be monitored in classes of low-achieving students, but they don’t need to be monitored
in classes of high-achieving students.
d. Rules must be carefully monitored and discussed throughout the school year for all students.
** 65. Amy Carlson is a beginning fifth-grade teacher and wants to maximize student attention by modifying the
seating arrangement in her class. According to research, which of the following is the best decision?
a. Leave the seats in rows for most instruction. Have them form a circle for discussions.
b. Arrange students in families based upon their achievement level.
c. Consider the physical environment and number of students, and then experiment to see what works
best for everyone.
d. Allow the students to give the names of three other students that they would like to work with, and
structure groups on that basis.
** 66. Without any announcement from the teacher, students come into class, take their seats, take out their
workbooks, and begin working exercises written on the chalkboard. The aspect of classroom management
illustrated in this description is best described as:
a. effective use of classroom rules.
b. effective use of classroom procedures.
c. ineffective use of a structured environment.
d. an application of classical conditioning.
** 67. Students finish a worksheet in Mrs. Wood’s class while she is working with a reading group. When
individuals are finished, they get up from their desks and deposit the worksheet in a folder at the front of
the room. Mrs. Wood continues working with the reading group without saying anything to the students
doing the worksheet. This process best illustrates which of the following?
a. A classroom procedure
b. A classroom rule
c. Assertive discipline
d. Teacher organization
Chapter 11: A Classroom Model for Promoting Student Motivation
* 68. Three of the following statements are guidelines for physically arranging an elementary classroom. Which
one is not a guideline for physically arranging an elementary classroom?
a. Be sure you can see all your students.
b. Be sure the students can see the board, overhead, and other displays.
c. Make sure that students can easily access commonly used materials without disrupting their
classmates.
d. Be sure students are seated next to peers with whom they want to work in groups.
* 69. Which of the following best describes the results of research that has examined the physical arrangement of
middle and secondary classrooms?
a. Traditional arrangement of desks in rows is most effective for maintaining an orderly classroom
environment.
b. A semicircle facing the teacher is the most effective for maintaining an orderly classroom
environment.
c. Seating students who work together on groups near each other is most effective for maintaining an
orderly classroom environment.
d. No one physical environment is necessarily superior to any other in middle and secondary
classrooms.
* 70. Your text provides several guidelines for beginning the school year. One suggestion is to begin with eye–
catching and motivating learning activities early in the year. To which guideline is this strategy most
related?
a. Plan structured instruction
b. Establish expectations
c. Teach rules and procedures
d. Begin communication with parents
* 71. Based on the description of guidelines for beginning the school year, which of the following is the least–
effective suggestion?
a. To establish expectations, explain requirements and grading systems.
b. Teach rules and procedures, and monitor them carefully.
c. Intervene and discuss each infraction of rules.
d. Use as much groupwork as possible to promote student involvement.
** 72. Gary Melandez starts the very beginning of the year by presenting and teaching his rules. One of his rules
says, “Bring all needed materials to class each day.” He presents and discusses the rule, provides examples,
and then asks students to describe some of the materials they should bring. He then demonstrates getting
ready for school by speaking aloud and gathering the materials he needs. Of the following, the best
prediction of the grade level Gary teaches is:
a. first grade.
b. fifth grade.
c. seventh grade.
d. tenth grade.
** 73. Michael Abraham begins his year by outlining his expectations and then hands out a relatively short list of
rules and procedures that he wants to follow throughout the year. He carefully explains why each rule and
procedure exists and asks students in each case if they believe the rule is fair and sensible. In a few cases,
the students disagree with a portion of a rule, but Michael again explains why the rule is necessary and how
it can contribute to the students’ learning. Finally, the students agree that the list is fair and acceptable. Of
the following, the best prediction of the grade level Michael teaches is:
a. first grade.
b. fifth grade.
c. seventh grade.
d. tenth grade
Chapter 11: A Classroom Model for Promoting Student Motivation
** 74. Based on the guidelines for the preparation of effective rules, which of the following is best stated?
a. Do not speak unless you are called on by the teacher.
b. Bring all necessary materials to class every day.
c. Avoid embarrassing your classmates.
d. Don’t leave your desk until you’re given permission.
** 75. Consider the classroom rule, “Always come to class prepared.” Which of the following is the best
assessment of the rule?
a. It is effective as written.
b. It would be more effective if it was longer.
c. It would be more effective if it was stated more specifically.
d. It would be more effective if it avoided words such as “always.”
** 76. Consider the school rule: “Always walk as you move through the hallways.” Which of the following is the
best assessment of the rule?
a. It is effective as written.
b. It is ineffective because it is too short.
c. It is ineffective because it isn’t clear.
d. It is ineffective because it doesn’t specify the desired behavior.
Use the following information for items 77 and 78.
Ditan Otero wants his students to bring finished seat-work assignments to the front of the room and put them in
folders with their names on them. He demonstrates what he wants them to do by sitting in a student desk, writing on
a paper, getting up and taking the paper to the front and putting it in a folder with his name on it. He asks students
to describe what he has done, and he reminds them that they are to do the same thing with their work.
Then, Ditan goes back to the desk, writes on a second piece of paper and puts it in a book on the desk. Again, he
asks the students to describe what he has done, and asks them if it was acceptable and why it was or was not. The
students explain that it was not, because he was supposed to take the paper to the front of the room and put it in his
folder. “Excellent, everyone,” he comments at the end of the discussion. “You know exactly what we’re doing.”
** 77. Which of the following best describes Ditan’s actions when he wrote on the paper, took it to the front of the
room, and put it in the folder?
a. He was modeling a classroom procedure.
b. He was modeling a classroom rule.
c. He was modeling a form of withitness.
d. He was modeling an adaptation to the physical environment.
** 78. Which of the following best describes the approach Ditan took to helping his students learn to put their
completed worksheets away efficiently?
a. He used a cognitive approach, because he provided students with examples they could use to
construct understanding.
b. He used a behaviorist approach, because his behaviors (writing and putting the paper in his folder)
were observable.
c. He used a humanistic approach, because he was attempting to create a safe and positive classroom
environment.
d. He used a behaviorist approach, because he praised the students for understanding “what we’re
doing.”
Essay Items
** 79. Describe how each of the following impacts a teacher’s planning for effective management: a) the
characteristics of the students, b) the physical environment, c) and the beginning of the school year.
** 80. Describe the similarities and differences in the theoretical framework for creating rules and procedures at
the elementary level and at the middle and secondary levels.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 81. Describe four guidelines we can use to establish and teach rules and procedures in our classrooms. Provide
an example of each.
Use the following information for items 82-88.
A DISCUSSION OF RULES
1. Ken, a fourth-grade teacher, stopped by Washington Middle School the first day of school in August to pick up
Sandra, his wife, who teaches seventh-grade life science.
2. “Well, how was your first day?” Ken smiled.
3. “Good,” Sandra responded with enthusiasm. “I’m ready for them this year. I started right off with my rules, and
I’m going to be sure that I get the year off on the right foot.”
4. They began discussing rules in more detail, and Sandra suggested, “Look in my briefcase. I have a copy of them
in there.”
5. Ken took out the list, which appeared as follows:
1. Do not speak until recognized by the teacher.
2. Do not leave your desk without permission.
3. Do not laugh, make fun of, or in any way react to another student’s answer.
4. Keep hands and all other body parts to yourself.
5. Be prepared and ready when class begins.
6. “My rules are about the same,” Ken nodded, “except I have one about bringing materials to class every day, and
I don’t have your third and fourth ones.”
7. “I knew I would need them, so I decided to come prepared. I brought them with me,” Sandra continued.
8. “I learned from last year’s experience,” she added. “I’m going to cut that stuff off before it starts this year.”
9. “I know one thing I’m doing,” Ken added. “I’m going to discuss and go over my rules every day until I’m sure
the kids understand and won’t forget them. Last year I was a little sloppy with that.”
10. “Good idea,” Sandra went on. “I did that last year, and it really helped. Every time they broke a rule, I stopped
the class for a moment and we discussed it, and they had another example to think about. Gradually, they got
better.”
11. “I told them today,” she explained, “that part of the reason we were in school was to learn to respect each other
and treat each other decently, and our rules would help us learn to do that.”
______________________________________________________________________________________
** 82. Look at Sandra’s first three rules. Write one specific criticism of these rules based on the suggestions for
preparing effective rules discussed in the chapter.
** 83. Look at Sandra’s comment in paragraph 7 of the example. Evaluate this comment using the guidelines for
preparing effective rules as the basis for your evaluation.
** 84. Look at Sandra’s fifth rule. Evaluate this rule using the guidelines for preparing effective rules as a basis.
** 85. How does Sandra’s comment, “I knew I would need it,” in reference to her third and fourth rules, and Joe’s
lack of a similar one relate to our discussion of developmental differences in students?
** 86. Critique Sandra’s fourth rule using the guidelines for preparing effective rules.
** 87. Identify the guideline best illustrated by Sandra’s comment in paragraph 10: “Every time they broke a rule,
I stopped the class for a moment and we discussed it, and they had another example to think about.
Gradually, they got better.”
** 88. How did Sandra’s comment in the last paragraph (paragraph 11) illustrate one of the guidelines for
preparing effective rules?
Chapter 11: A Classroom Model for Promoting Student Motivation
Communicating With Parents
* 89. Which of the following is not identified by research as a benefit of home-school cooperation?
a. Decreased student self-regulation
b. More positive attitudes
c. Better attendance rates
d. Greater willingness to do homework
* 90. Parents with which of the following characteristics are most likely to participate in school activities?
a. Member of cultural minority
b. Has a child enrolled in an English-as-a-second-language program
c. High socioeconomic status
d. Has a child enrolled in a special education program
* 91. Which of the following describes the most desirable time to send a letter of introduction home to your
students’ parents?
a. The second day of the school year, to establish early communication links between the school, you,
and the parents
b. The second week of the school year, to allow the students a chance to get settled into the routine of
school
c. After the first set of grades on homework and quizzes have been given, to provide parents with
feedback about their youngster’s initial work
d. Together with interim progress reports, which are given during the middle of the grading period in
most schools
Use the following vignette for items 92 and 93.
Four teachers are planning for their communication with parents. The school in which they all teach has a
beginning-of-year open house, and all parents are invited. The attendance at the open house is typical for most
schools. Some parents attend; others do not. Interim progress reports are also sent to parents midway in each grading
period.
Ryan Hurst prepares a letter to the parents that expresses his optimism about the coming school year, and in it,
he describes his rules and procedures. He has a friend read the letter to be sure there are no spelling or grammatical
errors in it. He also sends packets of students’ work home every two weeks to be signed by the parents and returned.
He periodically calls parents to tell them when their son or daughter has done exemplary work.
Monica Winters sends home a letter of introduction to parents and expresses her enthusiasm about the coming
school year. She also e–mails parents when a problem of misbehavior occurs and solicits parents’ support in dealing
with the problem.
Denise Nixon gives each of the parents that attend the open house a handout that describes her rules and
procedures, and she verbally expresses her optimism about the school year and how much she believes her students
are going to learn.
Jerry Conway sends a letter of introduction home to parents in which he describes his rules and procedures for
the year. He also calls or e-mails parents in cases where problems with misbehavior occur, and he follows up with
an additional call to let parents know about the progress their son or daughter has made.
** 92. Based on research examining home-school communication, the teacher who communicated most effectively
with the parents of his students was:
a. Ryan.
b. Monica.
c. Denise.
d. Jerry.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 93. Based on research examining home-school communication, the teacher who communicated least effectively
with the parents of his students was:
a. Ryan.
b. Monica.
c. Denise.
d. Jerry.
Essay Items
* 94. Describe four benefits of home-school communication.
* 95. Describe three strategies for establishing and maintaining communication with parents.
Intervening When Misbehavior Occurs
* 96. The emotional tone of your interventions with students is important. Of the following, which is most
strongly influenced by the emotional tone of your interventions?
a. The student’s likelihood of complying with a directive the next time you intervene
b. The student’s tendency to follow or disregard your classroom procedures
c. The student’s attentiveness following the intervention
d. The student’s attitude toward you and the class after the intervention
* 97. With respect to emotional factors in interventions, which of the following is least effective?
a. Following through consistently to ensure that students comply with rules
b. Taking a misbehaving student outside the classroom and telling him or her in no uncertain terms that
the behavior is unacceptable
c. Interventions that include public reprimands, sarcasm, and criticism
d. Calling parents to solicit their help in cases where misbehavior is chronic
** 98. “Janet, what are you doing?” Karen Miller, her teacher, says with irritation in her voice.
“Nothing.”
“Yes you were. Speak up so everyone can hear you.”
“. . .”
“You were talking. What’s the rule about talking without permission?”
“. . .”
“Let’s hear it. I want to hear you say the rule.”
“. . . We don’t talk until we’re recognized.”
“That’s right. Do you understand that?”
“. . . Yes.”
Based on emotional factors in interventions, which of the following is the best assessment of Karen’s
intervention in the case of Janet’s talking without permission?
a. It was effective, because it demonstrated that Karen was “withit.”
b. It was effective, because Karen consistently enforced her rules.
c. It was ineffective, because arguing with students is not advisable.
d. It was ineffective, because Janet wasn’t punished for talking.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 99. Bud is becoming argumentative about several of the items on the test Ms. Williams, his teacher, just
returned. He asserts that the test wasn’t fair, because many of the items were “tricky.” His arguments are
disrupting the discussion of the test. Of the following, the most effective response to Bud’s arguing would
be to:
a. tell him to come in after school and discuss any of the items for as long as he chooses to do so. Then,
stop any discussion about the “trickiness” of the test.
b. remind Bud that he didn’t have the right to disrupt learning for the other students. Then apply an
appropriate punishment.
c. ask Bud what was troubling him. Then try to meet his emotional needs on a personal level.
d. tell Bud that his behavior is inappropriate. Then tell him that you are going to refer him to the school
counselor for evaluation.
* 100. Of the following, which is most important for cognitive interventions in cases of misbehavior?
a. Interventions that make sense to students
b. Appropriate punishers that eliminate undesirable behavior
c. Effective reinforcers that reward desired behavior that serve as alternatives to the misbehavior
d. Maintaining a positive emotional tone in all interventions
* 101. Which of the following are considered to be cognitive interventions in cases of misbehavior?
1. Using I-messages
2. Demonstrating withitness
3. Being consistent and following through
4. Keeping verbal and nonverbal behaviors congruent
5. Applying logical consequences
a. 1, 2, 3, 4, 5 b. 2, 3, 4, 5 c. 1, 2, 3, 5 d. 3, 4, 5
** 102. You can’t get away with anything in here,” Crystal whispers to Sarah. “Mrs. Marquez always knows what’s
going on.” The concept most closely related to this description is:
a. assertive discipline.
b. classroom discipline.
c. withitness.
d. reinforcement.
** 103. A teacher notices a student in the back of the room whispering during a learning activity. He immediately
walks over and stands near the student. His behavior best illustrates:
a. organization.
b. momentum.
c. smoothness.
d. withitness.
* 104. Which of the following statements most accurately describes the relationship between verbal and nonverbal
behavior?
a. The credibility of a message is communicated more strongly through the nonverbal than through the
verbal channel of communication.
b. Verbal and nonverbal behavior are two different channels of communication, and one has little effect
on the other.
c. Warmth, empathy, and caring are communicated verbally, whereas assertiveness and management
are communicated nonverbally.
d. Affective factors are primarily communicated verbally, while cognitive factors are primarily
communicated nonverbally.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 105. The channel of communication that includes the body language people use to convey unspoken messages
is:
a. I-messages.
b. nonverbal.
c. assertive communication.
d. active listening.
* 106. Which of the following is the best description of assertive discipline?
a. A classroom management system based on the use of assertive nonverbal behaviors when
intervening in student misbehavior
b. A classroom management system based on the use of assertive language in communicating with
students
c. A classroom management system based on active listening and the use of I-messages when
communicating with students
d. A classroom management system based on carefully stated rules combined with specifically
described reinforcers and punishers
* 107. A verbal or nonverbal communication that a teacher uses to stop a behavior is best described as a(n):
a. negative reinforcer.
b. indirect cue.
c. I-message.
d. desist.
* 108. According to research, which of the following statements best describes if and/or when punishment should
be used in classrooms?
a. Punishment should not be used, because—through classical conditioning—students can learn to
dislike school.
b. Punishment is effective for ensuring that procedures are followed, but it is not effective for being
sure that rules are followed.
c. Punishment should be used when necessary, because it is generally more effective than
reinforcement for being certain that students obey rules.
d. Punishment should be avoided, if possible, but in some cases it can be used effectively with careful
professional judgment.
** 109. You are monitoring a group of students as they move from class to the lunchroom. One of your students
lags a little behind the group and runs to catch up, which is against the rules because of the danger of being
hurt or hurting someone else. Using research to guide your decision, which of the following is most
effective?
a. Stop him from running, remind him that running is against the rules, and warn him not to do it again.
b. Give him a referral, and send him to the main office.
c. Keep the student in detention in your classroom for 15 minutes after school.
d. Have him return to where he started running and then walk to where he is going.
Use the following information for items 110 and 111.
You are leading a question-and-answer session with your students, and you notice that Jeremy is not paying
attention, and that Jacinta is whispering to Gail. You call on Jeremy as you walk over and stand by Jacinta.
** 110. Noticing Jeremy’s inattentiveness and Jacinta’s whispering best illustrates:
a. self-regulation.
b. organization.
c. active listening.
d. withitness.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 111. Moving near Jacinta to stop her whispering best describes which of the following?
a. Using an indirect cue
b. Using a desist
c. Using active listening
d. Using a logical consequence
** 112. Mrs. Alonzo says, ”William, I get frustrated and angry when class gets constantly interrupted.” A statement
such as Mrs. Alonzo’s best illustrates:
a. withitness.
b. an I-message.
c. a logical consequence.
d. an appropriate use of punishment
** 113. Steven is constantly coming into the classroom late and slamming down his books. What should Ms. King,
his teacher, say if she wanted to use an effective I-message?
a. “Steven, your behavior is inappropriate, and I get upset when you behave inappropriately. Please
apologize to the rest of the class for being so disruptive.”
b. “Steven, it is impossible to teach when you behave this way. You slam your books down tomorrow,
and I will be forced to send you to the office.”
c. “What’s your problem this time, Steven? I get upset when you are constantly misbehaving, and this
is the third day in a row that you’ve come to class this way. Are you having some trouble at home?”
d. “Steven, slamming your books on your desk disrupts the beginning of our class, and I get upset
when class doesn’t begin smoothly.”
** 114. Of the following, the best example of an I-message is:
a. “I don’t like it when you people are disruptive.”
b. “I have to interrupt my teaching when people talk without permission. You make me angry when
this happens.”
c. “I have to stop and start over when people don’t listen to directions. I get frustrated when I have to
repeat directions.”
d. “You know better than to act like this. I get upset when I have to correct your behavior.”
Use the following vignette for items 115-117.
Kristi Freeman is working with writers at one station and has one group of students engaged in seat work and
another group working at the computers. Anthony gets up from his seat and goes over to Sam at the computers and
starts to chat. Charlie is kicking the leg of Susie’s chair, and Monica is texting Peggy. Kristi moves her chair in the
writing group to be able to see the computer station and gives Anthony a head shake, signaling “No.” She then gets
up and takes Monica’s cell phone, telling Monica she can pick it up after class. On her way to Peggy’s desk, she
walks by Charlie and whispers firmly “We don’t kick our classmates.”
** 115. Of the following, Kristi is best illustrating:
a. withitness.
b. mastery teaching.
c. proximity.
d. assertive discipline.
** 116. In this scenario, Kristi uses several management strategies for minor infractions. With Charlie she best
illustrates:
a. removal punishment.
b. a desist.
c. nonverbal communication.
d. applying a consequence.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 117. By moving her chair and shaking her head at Anthony, Kristi best illustrates:
a. removal punishment.
b. negative reinforcement.
c. an I-message.
d. nonverbal communication.
** 118. You have a rule stating that students speak only when given permission. As your students are doing a seat–
work assignment, Gustavo whispers something across the aisle and then quickly turns back to his work.
Based on the discussion of the “intervention continuum” in the chapter, which of the following is the best
course of action?
a. Ignore the behavior, since it was brief.
b. “Desist” the behavior immediately, to prevent it from happening again.
c. Apply a logical consequence, so Gustavo will understand why the behavior is inappropriate.
d. Remind Gustavo of the rule, and suggest that he come to you if he has a question.
** 119. Jeff Davis was explaining the procedure for finding percentages to his seventh graders. While Jeff
illustrated the procedure, Chris, in the second desk from the front of the room, was periodically poking
Erin, who sat across from him. She then kicked Chris in the leg. Josh, sitting behind Erin, poked her in the
arm with his pencil. Jeff didn’t respond to the students’ actions. After a second poke, Erin swung her arm
back and hit Josh on the shoulder. “Erin!” Jeff said evenly looking Erin in the eye. “We keep our hands to
ourselves.” Which of the following is the best assessment of Jeff’s intervention?
a. It was effective because Jeff’s verbal and nonverbal behaviors were consistent.
b. It was ineffective because Jeff demonstrated a lack of withitness.
c. It was effective because Jeff used a desist to stop Erin’s behavior.
d. It was ineffective because Jeff should have punished Erin, since she broke one of the classroom
rules.
** 120. Kathryn, one of Jesse Goddard’s students, begins to complain about her low score on a test he has handed
back. He asks her to come to his room after school to talk about it. She comes in after school, and
complains that the test wasn’t fair, saying that the items were too hard, and they hadn’t been adequately
prepared. She says she should be given a chance to retake the test.
Jesse listens as Kathryn voices her complaint, and when she is finished he responds, “I understand that
you feel badly when you didn’t do as well as you would like. However, you were given a detailed outline
of what was on the test, and we had several practice problems the day before the test was given. . . . How
much did you study?”
Kathryn sits quietly, not responding, and Jesse suggests that she use more effective study strategies in
the future. Of the following, which is the best assessment of Jesse’s actions with Kathryn?
a. They were effective because Jesse listened actively to Kathryn’s complaint and offered a solution to
her problem.
b. They were ineffective because a caring teacher would have given Kathryn a second chance to take
the test.
c. They were effective because Jesse’s willingness to listen was reinforcing for Kathryn.
d. They were ineffective because Jesse should have responded to Kathryn immediately instead of
waiting until after school to talk to her.
** 121. Research indicates that classroom management is most effective when interventions are as brief and
unobtrusive as possible. Based on this research, which is most effective for a minor infraction, such as a
student briefly whispering to another student?
a. Ignore the behavior.
b. Use an indirect cue, such as moving near the student.
c. Use a desist, such as a brief reminder that students speak only when given permission.
d. Apply a consequence, such as timeout, to maintain consistency in interventions.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 122. For some inexplicable reason, one of your students spits on the door of your classroom. During the lunch
break, you quickly have him eat his lunch, and you then bring him back to the classroom and have him
wash the door. Of the following, your actions are best described as:
a. administering a form of assertive discipline.
b. applying a behavioral form of intervention.
c. demonstrating withitness and overlapping.
d. applying a logical consequence.
** 123. A teacher sees John poke Karen and says, “John, we keep our hands to ourselves in this class.” John stops
poking Karen. This example best illustrates the teacher’s use of:
a. organization.
b. negative reinforcement.
c. momentum.
d. desists.
** 124. Sasha and Ling are passing notes to each other in your classroom. You look directly at them, say ‘Sally
and Jill,” see that they stop passing notes, and then continue your presentation. This best illustrates:
a. emphasis.
b. a desist.
c. proximity.
d. I-message.
** 125. John gets out of his seat and shoves George’s desk in the corner. Based on the suggestions for effective
interventions, of the following, the most effective intervention would be:
a. ignore the behavior and keep going with the lesson.
b. react to the misbehavior immediately and refer John to the rule that was broken.
c. walk back to John’s desk and continue with class.
d. tell John he needs to talk with you after class.
Essay Items
** 126. Explain why emotional factors in interventions are important.
** 127. Describe the basic idea on which all cognitive interventions are based, and then describe each of the
cognitive interventions, and explain how they’re related to the basic idea.
** 128. Identify the three characteristics of an I-message. Then write an example and explain how it illustrates
each of the characteristics.
* 129. In spite of our best efforts, incidents of misbehavior will inevitably occur. Identify four guidelines we can
follow for intervening effectively when this happens, and provide an example of each.
Serious Management Problems: Defiance and Aggression
* 130. In the case of responding to a defiant student, of the following, which is the best courses of action?
a. Assert your authority by reminding him that you’re teacher, and you’re the one responsible for all
the students in your classroom.
b. Remain calm, avoid a power struggle, and tell the student calmly but assertively to step outside the
classroom so you can talk.
c. Remind the student of your rules, tell him that you’ve been fair in enforcing the rules, and then apply
the consequence you’ve established for breaking rules.
d. Grab the student by the arm firmly enough so he can feel it, but not so firmly that you hurt him, and
escort him outside the classroom so you can talk.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 131. You have a student who is chronically disruptive. You finally decide that you have no choice but to
remove the student from the classroom, and you tell him to step outside. The student refuses to leave and
says that you can’t make him go. Of the following, your best course of action is to:
a. physically remove the student from your room and once out in the hall, direct him to the principal’s
or dean’s office.
b. remind the student that he has the choice to leave or go, and apply your consequence for failure to
comply.
c. use an assertive approach in dealing with the student. State your demand that the student leave
evenly and repeatedly until the student complies.
d. get help. Teachers need support in dealing with this level of defiance in students.
* 132. In the case of a serious management problem, such as two students fighting, which of the following should
be your immediate reaction?
a. Stop the fight, if possible.
b. Send a student to the main office for help.
c. Go to the main office for help yourself.
d. Wait for a moment to see if the students stop fighting, and if they don’t, send a student to the main
office for help.
** 133. Two students are fighting on the playground, but neither is in any of your classes. Of the following, which
is the best description of your responsibility in this case?
a. You are required by law to intervene, such as attempting to stop the fight, or sending a student for
help.
b. You are required by law to physically break up the fight, since the continued fighting could result in
student injury.
c. You are required by law to report the fight to the school administration, but you are not required to
intervene, since they are not your students.
d. You have no legal responsibilities, since they are not your students.
** 134. Two of your students are fighting, and you’re afraid that you’re not physically able to stop them. Of the
following, which is your most effective immediate intervention?
a. Send a student to the main office for help.
b. Shout as loudly as you can, and slam a chair on the floor to see if the students will be startled enough
to stop.
c. Rush to the main office yourself for help.
d. If you believe they will be able to do so, ask two of the biggest boys in your class to step in and stop
the fight.
** 135. You have a student who you see bullying another student. This is the second incident of bullying that
you’ve observed. Of the following, which is the best description of a short-term solution to the problem?
a. Watch the student carefully to see if any other incidents of bullying occur. If not, ignore the
incidents you observed.
b. Intervene immediately, and tell the student that his bullying is unacceptable and that he is
responsible for his behavior.
c. Call the student and the student being bullied into your room, and ask each to describe their side of
the incident.
d. Report the bullying to the school counselor, and ask the counselor to work with the student doing the
bullying.
Chapter 11: A Classroom Model for Promoting Student Motivation
* 136. Programs designed to provide long-term solutions to bullying typically focus most strongly on which of the
following?
a. Swift and consistent punishment of each incident of bullying until the unacceptable behavior no
longer exists
b. Ignoring minor incidents of bullying, such as pushing students in hallways, and punishment of more
severe incidents by school suspension
c. Teaching students broadly applicable personal and social competencies such as self-control,
perspective taking, and constructive assertiveness
d. Counseling programs with parents that ask parents to take responsibility for their children’s behavior
Essay Items
** 137. You have a student who is being disruptive and you ask him to move to the back of the room and away
from the rest of your students. He refuses to leave. First, describe how you should react, and second
describe what you should say to the student. Third, describe what you should do if the student remains
defiant.
* 138. Describe your legal responsibilities in cases where you observe one student behaving aggressively toward
another.
** 139. You observe two students fighting. Describe the actions that you should take when you observe the fight.
* 140. Describe the characteristics that most commonly exist in programs designed to provide long-term solutions
to violence and aggression in schools.
Chapter 11: A Classroom Model for Promoting Student Motivation
CHAPTER TWELVE ANSWERS
Goals of Classroom Management
Chapter 11: A Classroom Model for Promoting Student Motivation
Planning for Classroom Management
Chapter 11: A Classroom Model for Promoting Student Motivation
Communicating With Parents
Intervening When Misbehavior Occurs
Chapter 11: A Classroom Model for Promoting Student Motivation
Serious Management Problems: Violence and Aggression
Chapter 11: A Classroom Model for Promoting Student Motivation