Exam: 405582RR - CREATING THE ENCOURAGING CLASSROOM
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Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. If you want to include show-and-tell in your classroom, what is a good guideline to follow to keep children interested and avoid focusing on material possessions?
A. Schedule only one child to do show and tell per day.
B. Conduct an interview with the child to ask about the object.
C. Hold show and tell in small groups during center time.
D. Have each child bring in an object from home.
2. Which of the following is true regarding encouragement when addressing a child?
A. Encouragement reinforces the successful completion of tasks.
B. Encouragement puts the focus on winning and success.
C. Encouragement must be given carefully, since it implies value judgments.
D. Encouragement empowers the child in his or her efforts.
3. Under which one of the following Myers and Maurer categories does the idea that children select materials according to their own interests fall?
A. Self-directing/open-ended
B. Self-correcting
C. Self-directing/self-correcting
D. Exploratory
4. "If you saw somebody in the class stealing, what should you do?" is asked in which type of classroom meeting?
A. Open-ended
B. Diagnostic
C. Educational
D. Problem-solving
5. Which one of the following statements best describes one of the dangers of educational accountability?
A. It's often confused with political accountability, which pushes the school to achieve with statistics such as test scores.
B. It forces teachers to be responsible for the education they're providing to the children.
C. It puts all the responsibility of education on teachers' shoulders, removing the responsibility from parents.
D. It doesn't take into account any of the considerations of an encouraging classroom.
6. According to the CDC, the number of clinically obese children
A. has risen to three out of ten since the 1960s.
B. is four times the number seen in the 1960s.
C. comprises 50 percent of the under-eighteen population.
D. has decreased dramatically in the twenty-first century.
7. Which one of the following is an effective technique for encouraging children to appreciate books?
A. Avoid using different voices for different characters; it only confuses the children.
B. Allow children to read other books while you read to them.
C. Insist that children focus on the story and not focus on any other activity.
D. Use books of all age groups and levels for variety.
8. Which one of the following statements accurately describes a logical consequence of mistaken behavior?
A. "Get some paper towels and clean up your mess, please."
B. Logical consequences are essentially the same thing as punishments.
C. A child spills some milk. You realize he is too young to understand his actions, so you simply clean up the milk.
D. "You spilled your milk? That's OK. Let's clean it up together."
9. Which one of the following statements about class meetings is true?
A. Class meetings give everyone in the class an equal chance to offer an opinion on how the class should be run.
B. Class meetings allow students to practice public speaking skills, as one student per meeting delivers a speech that he or she wrote.
C. Class meetings may also be called circle time or peace talks.
D. Class meetings involve parents in the process of deciding how the classroom should be run.
10. Which one of the following sounds more like a classroom guideline than a rule?
A. Don't talk with food in your mouth.
B. No running in the classroom.
C. We work together to keep our classroom clean.
D. Don't chew gum in school.
11. If a child in your classroom doesn't want to get up when naptime is over, what should you do?
A. Call the parents and ask them to pick up their child because he or she is too exhausted.
B. Insist that the child wake up and join the others in an activity.
C. Let the child sleep, but make sure he or she is OK.
D. Move the child to a quiet corner of the room and have an older child sit with the younger child.
12. What is a positive benefit of having class meetings?
A. The students learn to be comfortable with public speaking.
B. Children can learn to be friendly and build community.
C. Parents become involved in daily concerns of the classroom.
D. Children can learn what it's like to have power.
13. To encourage children to appreciate books, what is an effective technique you can use in your classroom?
A. Include a buffer activity between books to keep children occupied.
B. Include an anticipatory set to introduce children to the story.
C. Read to only one or two children at a time; reading to a small group is disruptive because children get bored.
D. Read the same books daily so children anticipate what's going to happen next.
14. When communicating with parents, which one of the following guidelines should you keep in mind?
A. Try to establish a collaborative system and welcome the family's suggestions.
B. Give advice to the parents on how to improve their child's behavior.
C. Establish yourself as the expert in the classroom, so they value your opinion.
D. Use proper educational terms to frame the ideas you want to discuss.
15. In Gartrell's opinion, which one of the following statements best describes an encouraging classroom?
A. It's a place children want to be even when they're sick.
B. It works only if the noise and traffic patterns are designed in an agreeable arrangement.
C. It depends on parents to succeed.
D. It allows children to successfully reach each stage of development.
16. Which one of the following is true regarding the notion of contact talks?
A. The main goal of a contact talk is to establish a means of communication with a child.
B. Contact talks are regularly scheduled discussions with parents.
C. Contact talks are designed for a group of students.
D. There's no difference in a contact talk for a preschooler and one for a primary school student.
17. The most important reason for having parent volunteers in the classroom, according to your textbook, is that it
A. shows parents how to teach their children in accordance with school policy.
B. allows the parent to see firsthand how their children function in the school environment.
C. encourages parents to be proactive in their children's education.
D. gives the teacher a break so she can recharge her batteries.
18. Which one of the following is an appropriate suggestion for a child who seems tired but won't go to sleep on his own?
A. Separate the child from the other children; try rubbing his back or lying by the child.
B. Let him get up and do a quiet activity instead of napping.
C. Ignore the child because he's simply trying to get attention.
D. Separate the child from the other children and tell him firmly, but in a friendly manner, that he must take a nap.
19. Which one of the following is a good guideline to follow when having a parent-teacher conference?
A. Use technical terms and jargon to convey your professionalism.
B. Come up with an instant solution that you can use with the child.
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C. Use reflective listening to make sure you understand the parent's thoughts.
D. Convey your role as an expert in early childhood education.
20. When you talk to a child, Anna, about how she hurt another child's feelings, you make sure you do so without Anna feeling attacked. So you frame the issue within positive comments about how nicely she has treated other children in the past. This technique is known as a/an
A. compliment sandwich.
B. contact talk.
C. problem solver.
D. childism.
Exam: 405583RR - SOLVING PROBLEMS IN THE ENCOURAGING CLASSROOM
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Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. Which one of the following terms is an example of using a label and thus putting a child in a behavior category?
A. Withdrawn
B. Smiling
C. Crying
D. Tired
2. Which one of the following is an example of a marginal mistaken behavior?
A. Two children are physically hitting each other in an argument over blocks.
B. One child is acting bossy and ordering other children around.
C. One child steals another child's lunch money.
D. One child deliberately pours water onto another's child's shirt.
3. If Sandra reports misbehavior to a teacher simply to get another child into trouble, the teacher should
A. punish only Sandra for lying.
B. thank Sandra for being a caring citizen.
C. punish both children.
D. keep an open mind and monitor Sandra for other mistaken behavior.
4. Which one of the following statements about reconciliation is true?
A. Children bear grudges more than adults do.
B. Children avoid apologizing because it's a weakness and they want to maintain power.
C. Teachers sometimes must make the children apologize.
D. Children know when they're ready to apologize.
5. The five-finger formula is an effective model of conflict management because it
A. uses peace props as a basis to help children to solve problems peacefully.
B. teaches children that the teacher is the mediator in charge of handling the problem.
C. allows children to act out the problem and come up with a solution by using puppets as representations of themselves.
D. provides the essential features of most conflict management models in five easy-to-remember steps.
6. Two children are physically fighting over blocks. As the teacher, you step in to cool the children off,
discuss the matter, and come up with a fair solution for all. What level of mediation did you use?
A. High-level mediation
B. Low-level negotiation
C. Child negotiation
D. Conflict-driven mediation
7. What is one possible factor that may make a child vulnerable to stigma?
A. Having a health condition
B. Getting a B on a spelling test
C. Being the same religion as the majority of the class
D. Having brothers or sisters who were stigmatized
8. Which of the following is one of the guidelines for using conflict management?
A. Children are in charge of resolving their own issues; let them work it out on their own.
B. The teacher doesn't have to be a perfect mediator for children to learn about resolving problems effectively.
C. The teacher must impose consequences if the problem is serious enough.
D. The teacher must intervene as a moral authority in the situation.
9. Which one of the following ideas corresponds with comprehensive guidance?
A. Using parent-teacher mediation
B. Using child negotiation
C. Establishing strict consequences for mistaken behavior
D. Establishing an individual guidance plan
10. During the early years, executive function in the brain
A. is almost fully developed.
B. is nonexistent.
C. develops quickly.
D. grows slowly.
11. When dealing with grandparents raising a child, a good suggestion is for the teacher to
A. use printed materials with large type fonts and simple words.
B. set up frequent home visits.
C. be sure that the grandparents understand English.
D. approach the relationship just as you would for younger parents.
12. What is one of the ways in which teachers can stigmatize children?
A. Incorporating an anti-bias education into the curriculum
B. Ignoring bullying in the classroom
C. Showing preference on the basis of academic achievement
D. Teaching children to value different points of views from different cultures
13. When trying to understand what causes conflicts in young children, remember that
A. the younger the child, the more likely the conflict is about property.
B. conflicts of privilege are abstract and don't apply to preschool children.
C. when the conflict is over territory, the children are using manipulation.
D. most conflicts are about attention getting, not disagreement.
14. Which of the following is a lifelong impact that direct violence can have on children?
A. It can trigger autism in children if violence occurs at a certain age.
B. It can cause children to avoid intimacy.
C. It can make children cling to their parents.
D. It can foster ambiguity about sexuality.
15. When working as a team with parents to resolve mistaken behavior, which one of the following suggestions should you keep in mind?
A. Offer specific support service names or numbers for problem areas if you feel help is needed.
B. Don't be afraid to use value judgments to describe a child's mistaken behavior.
C. Label the child's behavior to give the parents a frame of reference they'll understand.
D. Trust your intuition—some family members will be impossible to communicate with.
16. When deciding whether to intervene in a situation, you should
A. determine which child is the aggressor and prepare to remove him or her.
B. distract the children from the conflict, if possible.
C. assess whether the danger of harm exists.
D. warn the children once that you'll intervene if they don't settle the problem.
17. Which one of the following is an acceptable way to physically restrain a child?
A. Passive bear hug
B. Soft hand cuffs
C. Back-of-the-neck squeezing
D. "Bundling" in a blanket
18. A child is angry and swinging at anyone who comes near her and becomes angrier when you try to get her to calm down. Which type of intervention technique should you use?
A. High-level mediation
B. Passive bear hug
C. Time-out
D. Calling her parents to come pick her up
19. In conflict management, the teacher must
A. insist upon silence while he or she explains the situation and the solution.
B. remain out of hearing range while the children sort out the situation.
C. cool down everyone involved before trying to mediate in the situation.
D. establish him- or herself as a moral authority to make children behave.
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20. To reduce vulnerability in a particular child, teachers can practice liberation teaching, such as
A. allowing the child to explain to the rest of the class how he or she feels.
B. showing acceptance of the child as a worthwhile member of the group.
C. setting up consequences for anyone who bullies the child.
D. excusing the child from activities he or she isn't capable of completing.