12 Key

1. Developing systematic instructional time plans involves knowing what needs to be done and knowing
(p. when to do it.
417.)
TRUE

A six-part task and time plan is presented in the chapter. It tells what needs to be done and when to do
it.

Blooms Taxonomy: Knowledge

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #1
If a teacher plans effectively, he or she need not keep all the details of the lesson in mind all of the
2. time; thus the teacher is free to focus on dialog and immediate interactions.
(p. 419-
420.) TRUE

Effective planning means having a clear idea of the task and time plan, but does not require constant
recollection of the details of each lesson.

Blooms Taxonomy: Comprehension

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #2
State learning standards conveniently include what the teacher should do in the classroom to reach the
3. standards.
(p.
399.) FALSE

Although state learning standards specify what students need to know and be able to do, they usually
do not state what the teacher should do in the classroom to reach these standards.

Blooms Taxonomy: Knowledge

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #3
Application, analysis, synthesis, and evaluation are best assessed using multiple-choice and true-false
4. questions.
(p. FALSE
421.)

Though questions of such format can lead to some application, analysis, synthesis, and evaluation,
open-ended questions such as essay questions are better suited.

Blooms Taxonomy: Comprehension

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #4
Direct instruction is a structured, student-centered approach that is characterized by low teacher
expectations for student progress, minimizing the time students spend on academic tasks.
5. FALSE
(p.
423.)
Direct instruction is a teacher-centered approach in which teachers direct and control.

Blooms Taxonomy: Comprehension

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #5
6.
(p.
425.)

7.
(p. 425.)
 When using the "direct instruction" approach, teachers are encouraged to criticize students who are
unable or unwilling to keep an academic focus.
FALSE

Such criticism is called "negative affect," and such behavior can interfere with learning.

Blooms Taxonomy: Knowledge

8. Learning Goal II: Identify important forms of teacher-centered instruction.
(p. Santrock - Chapter 12 #6
426.)
Students show improved achievement when a framework is established for new material. This helps
orient students toward learning the material.
TRUE

Four steps for orienting students are listed in the chapter.

Blooms Taxonomy: Comprehension

Learning Goal II: Identify important forms of teacher-centered instruction.
9. Santrock - Chapter 12 #7
(p.
429.) When they are presenting lectures, it is recommended that teachers keep them short and intersperse
them with questions and activities.
TRUE

This helps break up the lecture and thus improves students' attention spans during lecturing.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #8
Seatwork refers to the practice of having students work together in small groups at their seats.
FALSE

Traditionally, seatwork refers to having students work independently at their seats.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #9
10. Motivation and emotion are also important aspects of learning.
(p. TRUE
434.)

Motivation and emotion are central to learning principles, particularly when examining students'
intrinsic motivation and effort.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #10
Discovery learning is learning in which students construct an understanding on their own.
11. TRUE
(p.
435.)
Students are asked to figure things out for themselves, rather than being told.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #11
12.
(p.
435.)
 For most students, discovery learning is least effective when guided.
13. FALSE
(p.
435.)
Students tend to do better when discovery learning is guided, thus providing hints and suggestions to
help them learn things for themselves.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #12
Constructivist learning is best supported by curricular focus rather than pure discovery.
TRUE
14.
(p. A recent review of research concluded that constructivist learning is best supported by curricular
436.) focus rather than pure discovery. In these cases, students are still encouraged to construct their
understanding, but with the assistance of teacher-guided questions and directions.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #13
Critics of learner-centered instruction argue that it gives insufficient attention to the process of
learning and too much attention to academic content.
FALSE
15.
(p. Critics of learner-centered instruction argue that it gives too much attention to the process of learning
433.)
and not enough attention to academic content.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #14
The fourteen Learner-Centered Principles (American Psychological Association Board of Educational
Affairs) can be classified into the following four main categories: cognitive and metacognitive,
motivational and emotional, socioeconomic and environmental, and teaching and learning styles.
FALSE

The fourteen Learner-Centered Principles (American Psychological Association Board of Educational

16. Affairs) can be classified into the following four main categories: cognitive and metacognitive,
(p.
421.)
motivational and emotional, developmental and social, and individual differences.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #15
Students' learning can be improved when information is presented in a multimedia fashion that
stimulates students to actively select, organize, and integrate visual and verbal information.
TRUE

Such schools typically emphasize drill and practice exercises.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #16
17. Why has the use of technology become so important in today's schools?
(p.
414.) A. Students like to use computers
B. Teachers find computers useful
C. Parents have started to donate funds
D. Adequate preparation for society requires technological skills
To up with the technological demands of today's world, schools must provide students with technological
keep skills.

Blooms Taxonomy: Comprehension

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #17
18. Which of the following refers to "the
Web"?
(p. A. The core of computer-mediated communication
414.)
B. A hypermedia retrieval system
C. A location on the Internet
D. Using the Internet to communicate with another individual

The Web refers to the World Wide Web, which links a variety of Internet materials and provides a
system for browsing Internet sites.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #18
19. What is "e-
mail"?
(p. A. The core of computer-mediated communication
421.)
B. A hypermedia retrieval system
C. A location on the Internet
D. Using the Internet to communicate with another individual

E-mail is an electronic form of mail using the Internet.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #19
20. How would you describe "the
Internet"?
(p.
414.)
A. The core of computer-mediated communication
B. A hypermedia retrieval system
C. A location on the Internet
D. Using the Internet to communicate with another individual

The Internet refers to the worldwide system which links a variety of computer networks.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #20
21. Which of the following statements is true regarding technology learning in today's schools?
(p.
418.) A.Schools need to focus more on core content required by the No Child Left Behind legislation and
less on media and technology.
BThere is a huge gap between the technology knowledge and skills most students learn in school and
. the technology knowledge and skills they need in twenty-first-century society.
C.Most schools teach technology skills as an integral part of core subject areas but should teach them
as a separate course or subject.
D.Technology usage in the classroom should focus more on drill and practice to enhance students'
basic reading and math skills.

The Partnership for 21st Century Skills (2008) argue that there is a huge gap between the technology
knowledge and skills most students learn in school and the technology knowledge and skills they need
in the twenty-first-century workplace.
 Blooms Taxonomy: Comprehension
Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #21
22. According to the International Society for Technology in Education (ISTE), which of the following
(p. tasks is the most complex and therefore, could be conducted by students in grades 9-12?
418.)
A. Participate in an online cooperative learning project
B. Find and evaluate information related to an historical figure
C. Design, develop, and test a digital learning game to demonstrate knowledge related to curriculum
content
D. Use digital-imaging technology to modify works of art for use in a digital presentation

According to ISTE, students in grades 9-12 would be expected to be able to design, develop, and test
a digital learning game to demonstrate knowledge and skills related to curriculum content. The other
examples show standards for the other grade levels.

Blooms Taxonomy: Comprehension

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #22
Eric needs to research information about the Inuit culture in Alaska. Which of the following is the best
23. resource Eric should use to access this information?
(p.
414.) A. E-mail
B. Instant Messenger
C. Search engine, such as Google or Yahoo!
D. Website

Web indexes and search engines such as Google and Yahoo! can help students find the information
they are seeking by examining and collating a variety of resources.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #23
Which of the following is not a potential drawback of using the Internet in the classroom?
24. A. Student access to diverse materials, databases, and perspectives
(p. B. Requirements for up-to-date equipment and software and well-trained teachers
415.) C. Student access to pornographic or otherwise inappropriate material
D. Student access to materials that are ethnically, culturally or gender-biased

Screening materials is one step toward reducing the gap created by differential technology
opportunities.

Blooms Taxonomy: Comprehension

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #24
25.
(p.
417.)
26.
(p. 421.)
 How are the technology standards developed by the International Society for Technology in Education
27. classified?
(p. A. Age
417.) B. Subject area
C. Grade level
D. Performance outcomes

These are standards for technology-literate students that have been organized by different grade levels:
pre-kindergarten through second; grades three through five; grades six through eight; grades nine
through twelve.

Blooms Taxonomy: Knowledge

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #25
28. Which of the following is not a suggested strategy for using technology in the classroom?
(p. A. Use technology with an eye toward opportunities for constructivist learning.
414.)
B. Choose technology that provides students with positive role models.
C. Focus on technology that focuses on students' independent problem solving.
D. Continue with your own learning of computer technology.

Actually it has been suggested that teachers look to technology that allows for collaboration and
fosters a "community of learners."

Blooms Taxonomy: Comprehension

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #26
Mr. Chang plans to integrate technology into his student assessment practices. Which of the following
illustrates an effective use of technology to evaluate student progress and achievement?
A. Online digital portfolios
B. Audio and video recordings
C. Interactive workspaces and software with multiple windows
D. All of these

All of the examples illustrate effective ways to assess student work using technology resources.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #27
Jillian comes home from school and tells her mom she needs a computer. There are computers in her
classroom, and today the class discussed how important it was for kids to know about computers for
when they get older. Which of the following best captures Jillian's concern?
A. The technology revolution
B. Popularity of e-mail communication
C. Standards for technology-literate students
D. Biased Internet materials

Jillian is speaking to the increased use of computer technology in society, and therefore in order to
adequately prepare students schools are significantly updating the use of technology in the schools.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #28
29.
(p.
421.)
 Miguel cannot wait to get home after school. Since his best friend moved out of state, Miguel has
not been able to keep in touch with him. However, now that his family bought a computer, he is able
to communicate with his friend via the computer. Which of the following best captures Miguel's
excitement?
A. The technology revolution
30. B. Popularity of e-mail communication
(p. C. Standards for technology-literate students
417.) D. Internet resources

Miguel is referring to the increased use of e-mail.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #29
In response to the growing importance of preparing students to work with technology, certain
criteria have been established to ensure milestones of understanding at different grades. Which of the
following best captures these criteria?
A. The technology revolution
B. Popularity of e-mail communication
C. Standards for technology-literate students
31. D. Internet resources
(p.
421.)
These are standards for technology-literate students that have been organized by different grade levels:
pre-kindergarten through second; grades 3 through 5; grades 6 through 8; grades 9 through 12.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #30
During an early faculty meeting, the senior faculty is giving you and the other new faculty advice on
the use of technology in the classroom. As they share examples of how they use technology in their
classrooms, pick out which advice would not be beneficial.
A.One teacher uses the computer software that allows students to manipulate scientific matter in order
to test scientific principles.
B. Another teacher explains how the computer can be used in math groups.
C. Another teacher helps students form connections with local artists through e-mail and chat rooms.
DSomeone else suggests that technology makes everything so efficient that you almost don't have to
. teach critical thinking anymore; the computer does it for you.

While technology can aid you as a teacher, it cannot replace you. Your teaching skills are critical,
regardless of the technology you use.

Blooms Taxonomy:
Application Learning Goal IV: Summarize how to effectively use technology to help
children learn.
Santrock - Chapter 12 #31
32. During an early faculty meeting, the senior faculty is giving you and other new faculty advice on
(p.
421.) the use of technology in the classroom. As they share examples of how they use technology in their
classrooms, pick out which advice would not be beneficial.
A.One teacher uses the computer software that allows students to manipulate scientific matter in order
to test scientific principles.
B. Another teacher explains how the computer is especially good for independent research projects.
C. Another teacher helps students form connections with local artists through e-mail and chat rooms.
D.Someone else suggests the importance of being a reflective practitioner and continuing with your
own understanding of technology.

In contrast, learning in social contexts is a great way to allow students to interact with computer
tech
nolo
Blooms Taxonomy: Application
gy. Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #32
33. The learner-centered principle described as "the nature of learning" refers to:
(p. A. having personally meaningful goals.
434.)
B. setting long-term and short-term goals.
C. improving self-esteem and appreciating one's own talents.
D. developing shared construction of important skills.

The nature of learning refers to the idea that learning occurs best when done naturally, as when it
involves personally meaningful goals and is actively constructed.

Blooms Taxonomy: Comprehension

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #33
34. The learner-centered principle described as "thinking about thinking" refers to:
(p. A. having personally meaningful goals.
434.)
B. setting long-term and short-term goals.
C. improving self-esteem and appreciating one's own talents.
D. reflecting on one's learning process and goal attainment.

"Thinking about thinking" refers to metacognition.

Blooms Taxonomy: Comprehension

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #34
Which learning principle refers to using a variety of thinking and reasoning strategies to reach
35. learning goals?
(p.
434.) A. "Goals of the learning process"
B. "Developmental influences on learning"
C. "Strategic thinking"
D. "Context of learning"

The creation and use of thinking and reasoning strategies falls within the "strategic thinking"
principle.

Blooms Taxonomy: Comprehension

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #35
36.
(p.
434.)

38.
(p. 434.)

37.
(p.
434.)
Whi motional influences"
ch B. "Intrinsic motivation"
of C. "Effort"
the D. "Goals of the learning process"
follo
win Choice "d" refers to a cognitive/metacognitive learning principle.
g is
not
one Blooms Taxonomy: Comprehension
Learning Goal III: Discuss important forms of learner-centered instruction.
of Santrock - Chapter 12 #36
the The principle stresses the importance of learning tasks being at the appropriate level for
moti students.
vati A. "goals of the learning process"
onal B. "developmental influences on learning"
and C. "strategic thinking"
emo D. "learning and diversity"
tion
al The "developmental influences" principle reminds us that we must structure instruction around what
lear students are developmentally ready for, and we should understand that individual development can
ning vary.
prin
cipl
es? Blooms Taxonomy: Comprehension
Learning Goal III: Discuss important forms of learner-centered instruction.
A. " Santrock - Chapter 12 #37
M Learning is more effective when student differences are taken into account. Differences along
o linguistic, cultural, and social backgrounds influence students' learning. Which learning principle best
ti captures this belief?
v A. "Goals of the learning process"
a B. "Developmental influences on learning"
ti C. "Strategic thinking"
o D. "Learning and diversity"
n
a The "learning and diversity" principle under the individual differences factor reminds us that we must
l structure instruction that is sensitive to variations in student backgrounds.
a
n
d Blooms Taxonomy: Comprehension
Learning Goal III: Discuss important forms of learner-centered instruction.
e Santrock - Chapter 12 #38
39. Problem-based learning is best described by which of the following?
(p. A. An emphasis on real-life problems
433.)
B. Using questions that reflect the core of the curriculum
C. Learning in which students are actively engaged in knowledge construction
D.Learning in which students are encouraged to engage in meaning-making through the use of teacher
instructions and assistance

Problem-based learning emphasizes curriculum content that integrates authentic problems into
lessons.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #39
40. If a teacher is utilizing essential questions, what is he doing?
(p.
435.) A. Emphasizing real-life problems
B. Using questions that reflect the core of the curriculum
C. Learning in which students are actively engaged in knowledge construction
D.Learning in which students are encouraged to engage in meaning-making through the use of teacher
 in d assistance
st
ru Essential questions reflect the heart of the curriculum, the most important things students need to
ct learn.
io
ns
a Blooms Taxonomy: Comprehension
Learning Goal III: Discuss important forms of learner-centered instruction.
n Santrock - Chapter 12 #40
41. Which of the following best describes discovery learning?
(p. A. An emphasis on real-life problems
435.)
B. Using questions that reflect the core of the curriculum
C. Learning in which students are actively engaged in knowledge construction
D.Learning in which students are encouraged to engage in meaning-making through the use of teacher
instructions and assistance

Discovery learning emphasizes having students figure things out for themselves. While choice "d" is
also a type of discovery learning, the inclusion of teacher assistance better describes guided discovery
learning.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #41
42. Critics of learner-centered instruction argue that:
(p. A. it gives too much attention to academic content.
436.)
B. it gives too much attention to the process of learning.
C. it overemphasizes the lecture method of instruction.
D. overall it is ineffective.

Critics of learner-centered instruction oppose the emphasis on learning process and want more
attention given to academic content.

Blooms Taxonomy: Knowledge

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #42
43. Ryan Stiller is interviewing for a faculty position at Ridgebrook High. The assistant principal asks him
(p. to state his approach to students' learning. Ryan shares his views on helping students to set realistic
434.)
learning goals and engage in effective learning strategies, and on teaching them to monitor their
learning progress. Which learner-centered principle has Ryan really touched on?
A. "The construction of knowledge"
B. "Thinking about thinking"
C. "Intrinsic motivation to learn"
D. "Social influences on learning"

"The thinking about thinking" principle focuses on instilling students with such metacognitive
abilities.

Blooms Taxonomy: Application

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #43
44.
(p.
434.)
 Lyla Rossetti is interviewing for the faculty position at Ridgebrook High. The assistant principal
45. asks her to state her approach to students' learning. Lyla responds by focusing on instilling a sense
(p.
434.)
of curiosity in students by helping them to see learning tasks as interesting and meaningful. Which
learner-centered principle has Lyla really touched on?
A. "The construction of knowledge"
B. "Thinking about thinking"
C. "Intrinsic motivation to learn"
D. "Social influences on learning"

The "intrinsic motivation to learn " principle focuses on instilling students with self-determined
motivation and a natural curiosity in learning.

Blooms Taxonomy: Application

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #44
Ronald Feldman sits down with his faculty mentor to share his beliefs about students' learning. During
their discussion, Ronald emphasizes putting students into groups and other social contexts. He feels
students will learn through their interactions, and the relationships that are built as a result of this will
nurture students' sense of self-esteem and sense of belonging. Which learner-centered principle has
Ronald really touched on?
A. "The construction of knowledge"
B. "Thinking about thinking"
C. "Intrinsic motivation to learn"
D. "Social influences on learning"

The "social influences on learning" principle focuses on allowing students the opportunity to
collaborate and communicate with others about what they are learning in school.

Blooms Taxonomy: Application

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #45
46. Which of the following teachers is engaging students in problem-based learning?
(p. A Mr. Doolittle's class is busy working with paints of the primary colors. Students are excited because
433.)
. they have just figured out how to make green paint.
BMs. Rowley has her students at the edge of their seats. While she has a very important academic
. concept to communicate, she has been asking them very perplexing questions and they are excited to
see where she is going with her efforts.
CMr. MacNeil's class is thoroughly engaged with newspapers, magazines, and the Internet trying
. to answer the teacher's question about how we should go about raising funds to allow for more
computers in their school.
DWhile Mr. Whitehead also watches students work with their paints, he offers suggestions that might
. aid them in reaching the objective of the activity, to understand yellow and blue makes green.

The problem-solving element in Mr. MacNeil's learner-centered activity defines it as a problem-based

learning technique.

Blooms Taxonomy:
Evaluation Learning Goal III: Discuss important forms of learner-centered
instruction.
Santrock - Chapter 12 #46
47. Which of the following teachers is utilizing essential questions?
(p.
435.) A Mr. Doolittle's class is busy working with paints of the primary colors. Students are excited because
. they have just figured out how to make green paint.
BMs. Rowley has her students at the edge of their seats. While she has an important academic concept
. to communicate, she has been asking them very perplexing questions and they are excited to see
where she is going with her efforts.
 CMr. MacNeil's class is thoroughly engaged with newspapers, magazines, and the Internet trying
. to answer the teacher's question about how we should go about raising funds to allow for more
computers in their school.
DWhile Mr. Whitehead also watches students work with their paints, he offers suggestions that might
. aid them in reaching the objective of the activity, to understand yellow and blue makes green.

Essential questions reflect the heart of the curriculum, the most important things students need to
learn, while the questions still promote student curiosity.

Blooms Taxonomy:
Evaluation Learning Goal III: Discuss important forms of learner-centered
instruction.
Santrock - Chapter 12 #47
48. Which of the following teachers is utilizing discovery learning?
(p. A Mr. Doolittle's class is busy working with paints of the primary colors. Students are excited because
435.)
. they have just figured out how to make green paint.
BMs. Rowley has her students at the edge of their seats. While she has an important academic concept
. to communicate, she has been asking them very perplexing questions and they are excited to see
where she is going with her efforts.
CMr. MacNeil's class is thoroughly engaged with newspapers, magazines, and the Internet trying
. to answer the teacher's question about how we should go about raising funds to allow for more
computers in their school.
DWhile Mr. Whitehead also watches students work with their paints, he offers suggestions that might
. aid them in reaching the objective of the activity, to understand yellow and blue makes green.

Discovery learning emphasizes having student figure things out for themselves. Teacher assistance by
Mr. Whitehead better describes guided discovery learning.

Blooms Taxonomy:
Evaluation Learning Goal III: Discuss important forms of learner-centered
instruction.
Santrock - Chapter 12 #48
49. Which of the following teachers is utilizing guided discovery learning?
(p. A Mr. Doolittle's class is busy working with paints of the primary colors. Students are excited because
435.)
. they have just figured out how to make green paint.
BMs. Rowley has her students at the edge of their seats. While she has an important academic concept
. to communicate, she has been asking them very perplexing questions and they are excited to see
where she is going with her efforts.
CMr. MacNeil's class is thoroughly engaged with newspapers, magazines, and the Internet trying
. to answer the teacher's question about how we should go about raising funds to allow for more
computers in their school.
DWhile Mr. Whitehead also watches students work with their paints, he offers suggestions that might
. aid them in reaching the objective of the activity, to understand yellow and blue makes green.

While Mr. Doolittle has students discover and figure things out for themselves, Mr. Whitehead
specifically includes teacher assistance and guidance to "guide" the discovery learning process.

Blooms Taxonomy:
Evaluation Learning Goal III: Discuss important forms of learner-centered
instruction.
Santrock - Chapter 12 #49
50.
(p.
429.)
 For which grades did Cooper (1998) find that it was easier to assign focused and substantive
homework assignments that require students to integrate and apply information?
51. A. Grades 1 through 3
(p.
403.) B. Grades 3 through 5
C. Grades 6 and higher
D. None of these

Cooper found that as compared to younger grades, it is easier in the higher grades to assign homework
that is focused and substantive, and that requires students to integrate and apply information.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #50
According to Robert Mager, behavioral objectives should include all of the following parts except
52. which one?
(p. A. Focus on what the student should learn or do
421.) B. State how the behaviors will be evaluated
C. Provide incentives to ensure compliance
D. Determine what level of performance is acceptable

Mager makes no mention of incentives.

Blooms Taxonomy: Comprehension

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #51
Which of the following statements provides the best description of task analysis as a key aspect of
teacher-centered planning?
A. Outlining key ideas at the beginning of each unit
53. B. Evaluating the relevance of a problem to a real-world situation
(p. C. Breaking down a complex assignment into its component parts
421.)
D. Providing decreasing levels of assistance as students gain confidence and skill

Task analysis focuses on breaking down a complex task into its component parts so that students can
learn more easily.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #52
When task analysis is being performed, all of the following steps are followed except which one?
A. List any materials that will be necessary for completing the task
B. Determine what skills or concepts the students need to learn
C. List all the components of the task, in the order in which they must be performed
D. Evaluate the degree of difficulty students have with each step

Task analysis involves the planning, not evaluation, of activities.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #53
54. Bloom's taxonomy consists of educational objectives in all of the following domains except which
(p.
421.) one?
A. Cognitive
B. Affective
C. Emotional
D. Psychomotor
Em not included in Bloom's taxonomy.
otio
nal
Blooms Taxonomy: Knowledge
is Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #54
55. Which of the following statements provides the best description of analysis?
(p. A. To combine elements to create new information
421.)
B. To break down complex information into smaller parts
C. To make judgments about ideas or theories
D. To remember a list of information

Analysis involves breaking down complex information into smaller parts, and relating information to
other information.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #55
56. Which of the following statements provides the best description of synthesis?
(p. A. To combine elements to create new information
421.)
B. To break down complex information into smaller parts
C. To make judgments about ideas or theories
D. To remember a list of information

Synthesis involves putting ideas and information together.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #56
57. Which of the following statements provides the best description of knowledge?
(p. A. To combine elements to create new information
421.)
B. To break down complex information into smaller parts
C. To make judgments about ideas or theories
D. To remember a list of information

Knowledge refers to the ability to remember information—to either list or describe.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #57
58.
(p.
421.)

60.
(p. 405.)

59.
(p.
421.)
 When Bloom originally presented his taxonomy, he described the six cognitive objectives as being
hierarchically arranged. Under this arrangement, which of the following objectives was considered to
be the lowest level?
A. Evaluation
B. Analysis
61. C. Application
(p. D. Knowledge
425.)

Knowledge was considered the lowest level, followed by comprehension, application, analysis,
synthesis, and evaluation.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #58
When Bloom originally presented his taxonomy, he described the six cognitive objectives as being
hierarchically arranged. Under this arrangement, which of the following objectives was considered to
be the highest?
A. Evaluation
B. Analysis
C. Application
D. Knowledge

Knowledge was considered the lowest level, followed by comprehension, application, analysis,
synthesis, and evaluation.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #59
Which of the following is a category of the affective domain in Bloom's taxonomy?
A. Applying
B. Organizing
C. Perception
D. Synthesis

Organizing is one of the five categories of the affective domain.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #60
In the presentation of a lecture, all of the following components are recommended except which one?

A. Begin with advance organizers or previews of the topic

B. Verbally and visually highlight the key concepts or new ideas
C. Present new information in isolation from information students already know on the topic
D. Elicit student responses periodically to ensure they understand the information

It is recommended that teachers present new information in connection to information students already
know.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #61
62. After they ask a question during class, it is recommended that teachers wait approximately how long
(p.
409.) for students to answer the question before answering the question themselves?
A. 1 second
B. 3-5 seconds
C. 1 onds
0 D. 15-20 seconds
-
1 Waiting 3-5 seconds (rather than only 1 second) increases student responses dramatically.
2
s
e Blooms Taxonomy: Knowledge
Learning Goal II: Identify important forms of teacher-centered instruction.
c Santrock - Chapter 12 #62
63. The first step in mastery learning is to do which of the following?
(p. A. Specify the learning task
405.)
B. Plan instructional procedures, including corrective feedback if necessary
C. Break the course into learning units
D. Give a test to evaluate whether goals have been attained

The first step is to identify the task.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #63
Of the following items, which would best assess a student's ability to apply information?
64. A. Explain how resistors can be used to adjust the intensity of a light bulb.
(p.
421.) B. Identify weaknesses in the argument that all nuclear testing should be banned.
C. Present evidence to support the claim that power plant emissions contribute to acid rain.
D. Explain why all rainbows have a similar shape and arrangement of colors.

When students apply information, the information is connected to a real-world situation.

Blooms Taxonomy: Evaluation

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #64
Of the following items, which would best assess a student's ability to synthesize information?
65. A. Explain how resistors can be used to adjust the intensity of a light bulb.
(p. B. Identify weaknesses in the argument that all nuclear testing should be banned.
421.) C. Present evidence to support the claim that power plant emissions contribute to acid rain.
D. Explain why all rainbows have a similar shape and arrangement of colors.

Synthesis involves putting ideas together, such as when supporting a conclusion with facts.

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #65
If Ms. Johnson tries to engage in task analysis of planning of her history lesson, which of the
following is the first step recommended?
66. A. List historical documents necessary for completing the group activity
(p.
421.)
B. Determine what skills or concepts the students need to learn during group work
C. List all the components of the task in the order in which they must be performed by the group
D. Estimate the degree of difficulty her students will have with each step

The first step is to determine what skills or concepts need to be learned.

Blooms Taxonomy: Application

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #66
67.
(p.
421.)
 Which of the following scenarios best depicts "application"?
A. Margery takes pictures of wildflowers after reading a book about photography.
B. James identifies the assumptions of Darwin's theory of natural selection.
C. Isabelle disagrees with her English teacher's interpretation of a character's motives.
D. Lucio explains how plants obtain energy from the sun.
68.
(p.
421.)
Application requires a person to use (or apply) information to solve real-life problems.

Blooms Taxonomy: Evaluation

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #67
Of the following objectives pertaining to reading a short story, which is most pertinent to the affective
domain of Bloom's hierarchy?
A. List main ideas
B. Identify the main characters
C. Value short story reading
D. Students draw a picture representing the main idea
69. The affective domain emphasizes tasks that involve emotional responses to tasks.
(p.
423.)

Blooms Taxonomy: Evaluation

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #68
Ms. Little teaches through direct instruction. When visiting her classroom which of the following
activities would you be least likely to witness?
A. Ms. Little lecturing about a new topic.
B. Ms. Little asking students to answer questions about the previous day's topic.
C. Ms. Little asking students to discuss current events among themselves.
D. Ms. Little having students work on homework.

When direct instruction takes place, the teacher is in charge and the emphasis is on academic
70. performance.
(p.
423.)
Blooms Taxonomy: Application
Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #69
When observing a classroom in which direct instruction is being used, one would most likely witness
which of the following activities?
A. Students are reading newspapers and magazines.
B. Students are rehearsing a skit.
C. The teacher is demonstrating a new laboratory technique.
D. The teacher is telling a joke.

In direct instruction, the teacher is in charge and the emphasis is on academic performance.

Blooms Taxonomy: Evaluation

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #70
71.
(p.
409.)

72.
(p. 405.)
 Of the following questions, which is the best example of a "leading question"?
A. What is your biggest concern regarding acid rain?
B. What strategies can lead to the reduction of acid rain?
C. What is the biggest cause of acid rain?
D. You do want to read more about acid rain, don't you?

A question that suggests a specific answer is a leading question. These should be avoided when
teaching.

73. Blooms Taxonomy: Evaluation

(p.
Learning Goal II: Identify important forms of teacher-centered instruction.
403.) Santrock - Chapter 12 #71
On the basis of research by Schunk (2008), mastery learning may be especially useful for which group
of students?
A. A group of students experiencing reading problems
B. A group of students experiencing spelling problems
C. A group of students experiencing creative writing problems
D. A group of students resistant to open-ended, exploratory art projects

Mastery learning can be especially useful with remedial reading—in which the overall goal can be
divided into a series of smaller steps or units, and an evaluation can be given to assess progress at the
end of the process.

74. Blooms Taxonomy: Evaluation

Learning Goal II: Identify important forms of teacher-centered instruction.
(p. 419- Santrock - Chapter 12 #72
420.)
When teachers develop "big picture" goals first and then plan student activities in order to reach those
goals, they are using which of the following strategies?
A. Setting priorities
B. Backward mapping
C. Concept mapping
D. Unit planning

One effective planning strategy is backward mapping, in which teachers plan long-term goals first and
work backward to desired performances to activities and elements of scaffolding needed to support
student progress.

Blooms Taxonomy: Comprehension

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #73
According to Robert Yinger (1980), teachers should consider all of the following when planning for
instruction except which one?
A. Set instructional goals
B. Evaluate sources of information
C. Over-plan so that changing circumstances do not interrupt planned activities and goals
D. Identify criteria for evaluating the effectiveness of the planning

Don't overplan, and be flexible so that you can adapt to changing circumstances in the classroom,
students' families, society, and so on.

Blooms Taxonomy: Comprehension

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #74
75.
(p.
419.)
 Which of the following is not one of the time-spans for teacher planning as developed by Robert
Yinger?
A. Yearly planning
B. Quarterly planning
C. Term planning
76. D. Unit planning
(p.
419.)
Only quarterly planning is not mentioned by Yinger.

Blooms Taxonomy: Knowledge

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #75
Mr. Li is conducting the type of planning that covers about a month of time in the classroom. He
outlines his activities and content and develops realistic time schedules. At which form of planning is
Mr. Li working?
A. Daily planning
B. Weekly planning
C. Unit planning
D. Yearly planning

At the unit level, units can be planned in approximately 1-month intervals. For this type of planning,
77. it is best to prepare outlines of activities and content, along with schedules of when topics will be
(p.
419.)
covered and activities done.

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #76
Mrs. Baumgartner doesn't believe in making last-minute preparations and decisions on content. Which
level of planning does she not engage in?
A. Yearly planning
B. Term planning
C. Weekly planning
D. Daily planning
78. Such details are left for daily planning so last-minute changes can be made.
(p.
419.)

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #77
Mrs. Garcia takes time over her coffee to examine her dinosaur activity. She checks over lesson
instructions and the 3D exhibit setup time, and decides to get a feel for students' reception to dinosaur
information when she gets to school. Which level of planning is she engaging in?
A. Yearly planning
B. Term planning
C. Weekly planning
D. Daily planning

Such details are left for daily planning so last-minute changes can be made.

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #78
79.
(p.
417.)
 Mr. Timmons classroom is notoriously disorganized, unproductive, and even chaotic at times. Mr.
Timmons explains that such an atmosphere allows for "teachable moments" and student initiative.
Which decision-making area has Mr. Timmons clearly neglected?
A. Instructional planning
B. Addressing curriculum goals
C. Effective pedagogy
80. D. State-mandated testing
(p.
403.)
We have no information on whether Mr. Timmons has considered choices "b" through "d" in his
decision to allow such a "free-flowing" environment. What is plainly evident is that there is little
systematic planning.

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #79
To ensure teachers are attending to instructional planning issues, the administration at Westwood
Middle decides to take a more proactive stance on the issue. Which of the following has been cited as
a strategy taken to ensure such planning?
A. Engaging the teachers in weekly workshops on the importance of, and methods for, planning
instruction
B. Having senior faculty observe an assigned teacher's classroom on a weekly basis
C. Requiring lesson plans to be submitted a month in advance
81. D. Administration "spot-checking" classrooms for apparent orderliness
(p.
403.)
While all of these suggestions could theoretically be used to ensure planning, the one that has actually
been demonstrated in the public school system is the requirement of teachers' submitting lesson plans.

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #80
Mrs. Guerrero has developed key goals for each of her subject areas and is in the process of planning
content and activities to reach those goals. She is deciding what is important to include and how to
effectively teach it to her diverse students. Mrs. Guerrero is attending to which of the following?
A. Creating flexible schedules
B. Daily planning
C. Scope and sequence
D. Making time estimates

When teachers plan learning experiences to reach specific goals, it requires attention to selection and
organization of content and activities—often called "scope and sequence."

Blooms Taxonomy: Application

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #81
82.
(p.
419.)
83.
(p. 409.)
Aft ool. She needs to provide more detail for her annual planning by breaking lessons down, first into
er approximately 3- month intervals, and then into a weekly schedule that outlines assigned activities.
fin Which time span of planning is Ms. Middleton working on?
ish A. Term planning
ing B. Unit planning
din C. Weekly planning
ner D. Daily planning
,
Ms These activities refer to plans that must be addressed during term planning.
.
Ca
rm Blooms Taxonomy: Application
Learning Goal I: Explain what is involved in classroom planning.
ich Santrock - Chapter 12 #82
ael After a lackluster class discussion, Mr. Feldman reexamines the type of questions he is using. He turns
sits to a text from one of his teacher preparation courses for some tips. Reading suggestions for facilitating
do class discussion, he finds that all of the following strategies are recommended, except which one?
wn A. Asking questions that can be answered with yes or no
to B. Using fact-based questions to lead into thinking-based questions
fin C. Allowing plenty of time for students to think about answers
ish D. Avoiding leading questions that suggest the desired answer
her
wo Yes-no questions do not encourage much thinking on the part of students.
rk
fro
m Blooms Taxonomy: Application
sch Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #83
84. Identify the five time frames of teacher planning proposed by Robert Yinger.
(p.
419.)
They are: (a) daily, (b) weekly, (c) unit, (d) term, and (e) yearly.

Blooms Taxonomy: Knowledge

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #84
If a colleague asked you to evaluate her social studies lesson plan for the next week, what criteria
85. would you use to evaluate the lesson's effectiveness?
(p. 419-
420.)
Answer should include examining the completeness of plans, feasibility given time frame, allowance
for some flexibility in actual lesson, and whether it fits with curriculum goals.

Blooms Taxonomy: Evaluation

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #85
86. List the three domains of Bloom's taxonomy.
(p.
403-
404.)
They are: (a) cognitive domain, (b) affective domain, and (c) psychomotor domain.

Blooms Taxonomy:
Knowledge Learning Goal II: Identify important forms of teacher-centered
instruction.
Santrock - Chapter 12 #86
87. Define the six objectives within the cognitive domain of Bloom's taxonomy.
(p.
403.)
They are: (a) knowledge (i.e., remember information), (b) comprehension (i.e., explain it in own
words), (c) application (i.e., use knowledge to solve real-world problems), (d) analysis (i.e., break
down complex information into smaller parts and relate information to other information), (e)
synthesis (i.e., combine elements and create new information), and (f) evaluation (i.e., make a
j ment and/or decision based on information).
u
d
Blooms Taxonomy: Comprehension
g Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #87
88. Define the five objectives within the affective domain of Bloom's taxonomy.
(p.
403-
404.) They are: (a) receiving (i.e., awareness of something in their environment), (b) responding (i.e.,
motivation to learn and display a new behavior as a result of an experience), (c) valuing (i.e.,
becoming involved in or committed to some experience), (d) organization (i.e., integrating a new
value into an already existing set of values and giving it proper priority), and (e) value characterizing
(i.e., acting in accordance with the value and being firmly committed to it).

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #88
89. Define the six objectives within the psychomotor domain of Bloom's taxonomy.
(p.
405.)
They are: (a) reflex movements (i.e., responding involuntarily without conscious thought to a
stimulus), (b) basic fundamentals (i.e., making basic involuntary movements that are directed toward
a particular purpose), (c) perceptual abilities (i.e., using their senses to guide their skill efforts), (d)
physical abilities (i.e., developing general skills of endurance, strength, flexibility, and agility), (e)
skilled movements (i.e., performing complex physical skills with some degree of proficiency), and (f)
nondiscussive (i.e., communicating feelings and emotions through bodily actions).

Blooms Taxonomy: Knowledge

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #89
Using the three parts of a behavioral objective proposed by Robert Mager, create three behavioral
90. objectives appropriate for a world history class.
(p.
403.)
Objectives should include: (a) student's behavior (i.e., describe observable behaviors of what the
student will learn or do), (b) conditions under which the behavior will occur (i.e., describe how the
behaviors will be evaluated or tested), and (c) performance criteria (i.e., describe what constitutes an
acceptable level of performance).

Blooms Taxonomy: Synthesis

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #90
Give an example of how you would use one of the six teacher-centered instructional strategies.
91.
(p. Students can choose from: (a) orienting (i.e., advanced organizers), (b) lecturing (i.e., explaining
425.)
or demonstrating), (c) questioning and discussing, (d) mastery learning (i.e., learning a concept
thoroughly before moving on to a more difficult one), (e) seatwork, and (f) homework.

Blooms Taxonomy: Synthesis

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #91
92. Provide examples of learner-centered instructional strategies.
(p.
433-
435.) Strategies include: (a) problem-based learning (i.e., real-life problem solving), (b) essential questions
(i.e., questions that reflect the heart of the curriculum, the most important things that students should
explore or learn), (c) discovery learning (i.e., learning in which students construct an understanding on
their own).

Blooms Taxonomy: Synthesis

 Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #92
93. Identify three cognitive/metacognitive learning principles.
(p.
434.)
Principles include the nature of the learning process, goals of the learning process, the construction of
knowledge, strategic thinking, thinking about thinking, the context of learning.

Blooms Taxonomy: Comprehension

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #93
94. Distinguish guided discovery learning from discovery learning.
(p.
435.)
Guided discovery learning includes the element of specific teacher structuring through guidance and
assistance.

Blooms Taxonomy: Analysis

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #94
Choose one of the factors developed by the American Psychological Association to organize the
95. different learning-centered principles and explain how it aligns with your beliefs about teaching.
(p. 433-
434.)
Answer may stem from the four different factors: cognitive and metacognitive, motivational and
emotional, development and social, and individual difference factors.

Blooms Taxonomy: Evaluation

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #95
Choose one of the factors developed by the American Psychological Association to organize
96. the different learning-centered principles and explain how it is underemphasized in the average
(p. 433-
434.) classroom.

Answer may stem from the four different factors: cognitive and metacognitive, motivational and
emotional, development and social, and individual difference factors.

Blooms Taxonomy: Evaluation

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #96
Discuss how effective use of technology in the classroom is dependent upon a teacher's skills.
97.
(p. 403)
Technology is effective in the classroom only when teachers know how to use it, demonstrate it, guide
and monitor its use, and incorporate it into a larger effort to develop students who are motivated to
learn.

Blooms Taxonomy: Comprehension

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #97
98. List two technology standards for grades three through five.
(p.
432.)
Students in these grades should be able to use input and output devices, use technology tools, use
telecommunication, and use online resources.

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #98
99. Differentiate the World Wide Web from the Internet.
(p.
414.)
While the Internet connects thousands of computer networks, the World Wide Web connects a variety
of erials.
Inter
net
Blooms Taxonomy: Analysis
mat Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #99
100. Come up with three ways teachers might make use of e-mail in the classroom.
(p.
418.)
Students might use e-mail to correspond with each other or with experts in the field. Teachers might
use e-mail to correspond with parents and students.

Blooms Taxonomy: Synthesis

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #100
101. Define essential questions. Provide two examples of essential questions.
(p.
435.)
Essential questions are questions that reflect the heart of the curriculum, the most important things that
students should explore and learn. Examples include: "How has the American Dream changed your
life?" and "Can literature serve as a conduit for social change?"

Blooms Taxonomy: Synthesis

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #101
Choose two time-spans of teacher planning and provide an example of a particular lesson and the
102. appropriate planning focus at the two time-spans.
(p.
419.)
Within an example of an academic lesson, answer should utilize planning activities that are
appropriate to time-spans indicated in Figure 12.2.

Blooms Taxonomy: Synthesis

Learning Goal I: Explain what is involved in classroom planning.
Santrock - Chapter 12 #102
Ms. Nielson is a teacher new to the local elementary school. Her principal asks her to sit in with Ms.
103. Randall as her lecture presentation style is greatly respected. Discuss teaching strategies Ms. Nielson
(p. might expect to see in Ms. Randall's classroom.
405.)

Strategies of effective lecturing should include: (a) be prepared, (b) keep lectures short and
interspersed with questions and activities, (c) make the lecture interesting and exciting, and (d) follow
a designed sequence and include certain key components (e.g., advance organizer or preview, verbal
and visual highlights of key concepts and new ideas, relating information to what students already
know, eliciting student responses to ensure understanding and encourage active learning, providing
a summary or overview of the main ideas at the end of the lecture, and making connections to future
lectures or activities).

Blooms Taxonomy: Application

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #103
104. 105.
(p. (p. 429.)
425.)
106. Compare and contrast expository advance organizers with comparative advance organizers.
(p.
434.)
Both are advance organizers that establish a framework and orient students to material before the
lesson. However, expository advance organizers involve providing new information to orient students
to lesson, and comparative advance organizers involve making connections with prior knowledge to
orient students to lesson.

Blooms Taxonomy: Analysis

Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #104
Create an outline with specific tips for effectively using seatwork in your elementary reading
107.
(p. lesson.
434.)

Couched within specific examples, tips should relate to the six strategies identified in the text: (a)
check the seatwork for clarity, meaningfulness, and appropriateness, (b) describe assignments clearly,
(c) monitor students' behavior and comprehension, (d) teach students what to do if they get stuck, (e)
tell students what to do when they are finished, and (f) search for alternatives to workbook pages.

Blooms Taxonomy: Synthesis

Learning Goal II: Identify important forms of teacher-centered instruction.
108. Santrock - Chapter 12 #105
(p. Evaluate which of the cognitive/metacognitive learning centered-principles you feel is most
403.)
important.

Answer should choose from the following principles: the nature of the learning process, goals of the
learning process, the construction of knowledge, strategic thinking, thinking about thinking, the
context of learning. Students should use some of the remaining principles as a basis for comparison.

Blooms Taxonomy: Evaluation

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #106
Evaluate which of the learning centered-principles (across all factors) you feel is most important.

Answer may stem from the four different factors: cognitive and metacognitive, motivational and
emotional, development and social, and individual difference factors. Students should use some of the
remaining principles as a basis for comparison.

Blooms Taxonomy: Evaluation

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #107
If you are putting together a lesson unit on the Civil War, what are examples of ways you might use
the Internet in the activity?

Couched within the Civil War content area, strategies might be: (a) to help students navigate and
integrate knowledge (e.g., databases that students can explore at their own paces), (b) to foster
collaborative learning (e.g., project-centered activities for small groups—teamwork is necessary to
allow students to adequately capture the array of information on the Internet), (c) to allow e-mail
(e.g., students can communicate with and consult a larger and more varied number of people when
completing an assignment), and (d) to improve the teacher's knowledge and understanding (e.g.,
teachers can consult instructional databases like ERIC).

Blooms Taxonomy: Synthesis

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #108
109.
(p.
418.)
 What technology accomplishments would be reasonable to expect from high school students?

It would be reasonable to expect high school students to do the following based on the standards
created for these grade levels: think critically about technology resources, use technology for
managing and communicating both personally and professionally, utilize on-line resources, and apply
110. technology tools for systematic research.
(p.
414.)
Blooms Taxonomy: Evaluation
Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #109
Reflect on the notion of the technology revolution. How has it impacted your life?

Students will speak in terms of the increased demands for technology literacy in the workplace,
expanded resource opportunities, more efficient communication with individuals worldwide, and more
efficient data analysis.
111.
(p.
403.)
Blooms Taxonomy: Analysis
Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #110
Create a behavioral objective for a math lesson that meets the criteria as outlined by Robert
Mager.

Objective must contain the three criteria by clearly specifying the students' behavior, conditions under
which the behavior should occur, and performance criteria.
112.
(p. 403-
Blooms Taxonomy: Application
404.)
Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #111
What are examples of reading goals for cognitive domain objectives versus those for the affective
domain?

Cognitive objectives include reading processes involving knowledge, comprehension, application,

analysis, synthesis, and evaluation. Affective objectives would be geared toward receiving,
responding, valuing, organizing, and value characterizing in reading.
113.
(p.
Blooms Taxonomy: Application
405.) Learning Goal II: Identify important forms of teacher-centered instruction.
Santrock - Chapter 12 #112
Create a "reminder sheet" of concise strategies that you can briefly review when refreshing yourself
on the steps of effective lecturing.

Effective lecturing involves motivating students about the subject, presenting lessons before asking
students to complete assignments, summarizing and synthesizing information, providing alternative
points view, and clarifying difficulties students might have.

114. Blooms Taxonomy: Application

(p. Learning Goal II: Identify important forms of teacher-centered instruction.
409.) Santrock - Chapter 12 #113
Develop a list of effective questions for a class discussion geared towards a story that students have
just finished reading.

Questions should begin as fact-based and progress to thinking-based, avoid yes/no and leading
questions, allow for wait-time, and be purposeful and clearly sequenced.

Blooms Taxonomy: Application

Learning Goal III: Discuss important forms of learner-centered instruction.
Sant rock - Chapter 12 #114
115. Create a discovery learning activity appropriate for middle-grade students.
(p.
435.)
Activity should allow students to actively construct knowledge, for instance, an individual or group
research assignment or science project.

Blooms Taxonomy: Synthesis

Learning Goal III: Discuss important forms of learner-centered instruction.
Santrock - Chapter 12 #115
116. If you were organizing a class website, what might you include?
(p.
414.)
Possible elements might be student pictures, student recognition, upcoming class activities and field
trips, or requests for parent involvement.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #116
One of the most important ways to use technology effectively in the classroom is to stay on top of
117. recent developments available to you. What are some ways you would continue to improve your
(p.
403.) technology literacy?

Teachers should continually expand their learning about classroom technology, ways teachers might
continue with their learning might be taking classes and workshops, learning software, or talking/
discussing with a more knowledgeable peer.

Blooms Taxonomy: Application

Learning Goal IV: Summarize how to effectively use technology to help children learn.
Santrock - Chapter 12 #117

1.
(p.
438.) 4.
(p. 429.)

2.
(p.
438.)
5.
(p. 439.)

3.
(p.
438.)
 ive emphasizes external rewards and punishments.
1
3 Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #1
K Examples of external incentives that teachers can use include stars, grades, displaying of work, and
compliments.
e TRUE
y All of these incentives can motivate students to learn.
The
beh
avio Blooms Taxonomy:
ral Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
pers Santrock - Chapter 13 #2
pect The behavioral perspective emphasizes the student's motivation with respect to internal incentives,
ive while the cognitive perspective emphasizes the importance of external incentives.
on FALSE
moti
vati The behavioral perspective emphasizes external incentives and the cognitive perspective emphasizes
on the importance of internal incentives.
emp
hasi
zes Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
inter on motivation.
nal Santrock - Chapter 13 #3
rew The humanistic perspective emphasizes an individual's capacity for personal growth.
ards TRUE
as
keys The humanistic perspective looks to a student's capacity for personal growth, freedom to choose his or
in her destiny, and positive qualities.
dete
rmi
ning Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
a on motivation.
Santrock - Chapter 13 #4
stud
ent's In a recent study, high school students who were encouraged to organize their own experiments
moti demonstrated more care and interest in their laboratory work than their counterparts who were given
vati detailed instructions.
on. TRUE
FA
LS Researchers have found that students tend to care more about their work when given more
E responsibility.

This Blooms Taxonomy:

pers Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
pect Santrock - Chapter 13 #5
6. 7.
(p. (p. 443.)
441.)
Extr for its own sake.
insi FALSE
c
moti Extrinsic motivation involves doing something to obtain something else, such as a reward.
vati
on
invo Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
lves motivation to achieve.
Santrock - Chapter 13 #6
the
inter "Flow" (as described by Csikszentmihalyi) is most likely to occur in areas where students are
nal challenged and perceive themselves as having a low degree of skill.
moti FALSE
vati
on Flow occurs when students are challenged in areas in which they perceive themselves as having a high
to degree of skill.
do
som Blooms Taxonomy:
ethi Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
ng Santrock - Chapter 13 #7
8. Students typically enjoy an activity the most when it provides little challenge.
(p. FALSE
443.)

Under these conditions, students are typically bored.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #8
9. In some instances, extrinsic rewards can undermine learning.
(p. TRUE
445.)

In one study, students spent more time drawing when they were not given rewards than when rewards
were given.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #9
10. Researchers have found that intrinsic motivation decreases as students move from the early
(p. 445- elementary years to the high school years.
446.)
TRUE

This trend is unfortunate since the goal of many parents and educators is to increase students' intrinsic
motivation.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #10
11.
(p. Children show two distinct responses to challenging or difficult circumstances: a mastery orientation
449.) or a helpless orientation.
TRUE

The difference in orientation is due to a difference in focus: either on the task itself or one's own
ability.
 motivation to achieve.
Knowledge Learning Goal II: Discuss the important processes in Santrock - Chapter 13 #11
12. Teachers with high self-efficacy tend to view difficult students as reachable and teachable, whereas
(p.
451.) teachers with low self-efficacy are inclined to say that students who are not learning are unable to do
so due to low ability.
TRUE

Teachers with high self-efficacy are generally more optimistic and effective.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #12
13. Highly educated parents are likely to believe that their involvement in their children's education is
(p.
458.)
important.
TRUE

Less-educated parents are less likely to feel this way.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #13
14. The achievement level of individuals in one's peer group has little influence on the achievement level
(p.
458.)
of the student.
FALSE

A student that associates with peers that have high achievement is more likely to have the same, and
visa versa.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #14
15. When parents emphasize academics or extracurricular activities in the elementary years, there is little
(p.
458.)
to no impact on a child's desire to continue participating in similar activities in adolescence.
FALSE

The extent to which parents emphasize academic achievement or sports and provide opportunities and
resources for their children to participate in these activities in the elementary school years influences
whether the children are likely to continue to choose course work and extracurricular activities
consistent with these activities in adolescence.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #15
16. A child's skills and work habits when entering kindergarten are among the best predictors of academic
(p. motivation and performance in both elementary and secondary school.
458.)
TRUE

This statement is true.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #16
452,
17. 464.)
(p.
Fail having low expectations and giving up at the first sign of difficulty.
ure TRUE
syn
dro This is the definition of failure syndrome presented in the text.
me
refe
rs Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
to achievement problems.
Santrock - Chapter 13 #17
18. Students experiencing failure syndrome fail despite putting forth their best effort.
(p. FALSE
464.)

Low-achieving students fail despite putting forth their best effort, while failure syndrome students do
not put forth their best effort and give up at the first sign of difficulty.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #18
19. Achievement problems can arise when students have low expectations for success, try to protect their
(p. self-worth by avoiding failure, procrastinate, have overwhelming anxiety, or become uninterested or
465.)
alienated from school.
TRUE

All of these behaviors can contribute to students' achievement problems.

Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #19
20. Perfectionists are noted for increased productivity, good health, prosocial behaviors, and high self-
(p. 466- esteem.
467.)
FALSE

Perfectionists are vulnerable to decreased productivity, impaired health, relationship problems, and
low self-esteem. Depression, anxiety, and eating disorders are common outcomes of perfectionism.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #20
21. For many students, anxiety decreases across the school years.
(p. FALSE
468.)

For many students, anxiety increases across the school years as they face more frequent evaluation,
social comparison, and (for some) experiences of failure.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #21
22. Motivation experts worry that No Child Left Behind's emphasis on testing and accountability
(p. encourages mastery rather than performance motivation.
450.)
FALSE

Motivation experts are concerned that NCLB encourages a performance motivational orientation
with its emphasis on drill, practice, and testing, rather than process- and mastery-oriented educational
goals.
 Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #22
23. What is an appropriate strategy for reaching low-achieving students with low expectations for
(p.
464.) success?
A. Don't overly reassure students or they will wonder as to your sincerity.
B. Give students constant reassurance.
C. Reassurance is not a critical factor with these students.
D. Reassurance will be seen as coddling of student.

These students need constant reassurance as well as support.

Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #23
24. Failure syndrome refers to which of the following descriptions?
(p. A. Having low expectations for success but continually put in the effort
464.)
B. Having low expectations for success despite experiencing success
C. Having low expectations for success and giving up on difficult tasks
D. None of these

Failure syndrome refers to having low expectations and giving up at the first sign of difficulty.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #24
25. Which of the following are examples of self-handicapping strategies?
(p. A. Nonperformance
465.)
B. Procrastination
C. Setting unreachable goals
D. All of these

All of these activities are used by individuals to deliberately handicap themselves by not making an
effort, by putting off a project until the last minute, by setting unrealistic goals, and so on.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #25
26. What is the primary emphasis of efficacy training?
(p. A. Improving students' academic confidence
451.)
B. Changing students' beliefs about the reason behind their performance
C. Improving students' domain- and task-specific skills
D. None of these

Efficacy training, as it suggests, seeks to improve students' efficacy perceptions or belief in their
ability to master a given task.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #26
27. Which of the following is the best example of a student with a growth mindset?
(p.
450.) A. After he failed the algebra test, Tyler said that math had always been too hard for him.
B. After she lost the wrestling match, Miranda resolved herself to train hard and focus on the next
match.
C. A her lines for the play onstage, Marina decided to let her understudy take over the role.
ft D. After he struggled to read the page aloud in class, John never volunteered to read aloud again.
er
s Individuals with a growth mindset believe their qualities can change and improve through their own
h effort.
e
fo
rg Blooms Taxonomy:
Evaluation Learning Goal IV: Recommend how to help students with
ot achievement problems.
Santrock - Chapter 13 #27
28. What is the primary emphasis of strategy training?
(p. A. Improving students' academic confidence
465.)
B. Changing students' beliefs about the reason behind their performance
C. Improving students' domain- and task-specific skills
D. None of these

Strategy training seeks to provide students with the learning strategies necessary to succeed.

Blooms Taxonomy:
Knowledge Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #28
29. In order to avoid failure, some students simply do not try. What is the name of this protective
(p. strategy?
465.)
A. Nonperformance
B. Setting unreachable goals
C. Procrastination
D. Anxiety

Nonperformance refers to a protective strategy where a student avoids the possibility of failure by not
engaging in tasks.

Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #29
30. Some students purposely put off making the best possible effort in order to use that as an explanation
(p. for poor performance. What is the name of this protective strategy?
465.)
A. Nonperformance
B. Setting unreachable goals
C. Procrastination
D. Anxiety

Procrastination refers to a protective strategy whereby a student postpones effort as a way of

deflecting attention from his or her ability as others perceive it.

Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #30
31.
(p.
466.)

32.
(p. 464.)
 Which of the following is not an example of procrastination?
A. Ignoring a task
B. Underestimating the work involved in a particular task
C. Believing that mistakes are never acceptable
D. Believing that repeated minor delays won't hurt you

Believing that mistakes are never acceptable is an example of perfectionism.

33.
(p. 464-
465.) Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #31
Sam is a student who engages in numerous behaviors in order to protect how others rate his ability.
Which of the following would not be an appropriate strategy to help Sam?
A. Give Sam very easy work; this will boost his confidence.
B. Establish a reward system in Sam's class.
C. Encourage Sam to believe in himself.
D. Share with Sam that you are there to help him.

It is more appropriate to help Sam to adopt challenging, yet realistic, goals.

34. Blooms Taxonomy:

(p. Evaluation Learning Goal IV: Recommend how to help students with
468.) achievement problems.
Santrock - Chapter 13 #32
Sam is a student who engages in numerous behaviors in order to protect how others rate his ability.
Which of the following would not be an appropriate strategy to help Sam?
A. Give Sam challenging, yet realistic, academic goals.
B. Establish a reward system in Sam's class.
C. Encourage Sam to believe in himself.
D. Tell Sam plainly as his teacher that he must get to work or suffer the consequences for breaking
class rules.

The teacher should not exercise authority over Sam; he or she should try to build rapport with Sam
and offer appropriate support.

Blooms Taxonomy:
Evaluation Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #33
Justine is just not interested in learning Spanish. Mrs. Rodriquez has tried numerous strategies in an
effort to motivate Justine. Which of the following strategies should Mrs. Rodriguez try next?
A. Establish rewards for good grades on Spanish tests.
B. Share the benefits of understanding the Spanish language.
C. Establish consequences for off-task behavior.
D. All of these

To reach uninterested (or alienated) students, one strategy involves teachers making school more
intrinsically interesting.

Blooms Taxonomy:
Evaluation Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #34
35.
(p.
456.)
 In early adolescence, students face a choice between focusing on academic goals or social goals. What
effect does this have in the long term?
A. This decision has little influence on students' long-term educational success and choice of career.
B. This decision does have long-term impact on educational success and choice of career.
C. This decision is a "no turning back" point in an individual's life.
36. D. This decision depends on the nature of the peer group.
(p.
459.)
This choice affects students' educational attainment and career choices.

Blooms Taxonomy:
Comprehension Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #35
In general, socioeconomic status is better than ethnicity at predicting what student outcome?
A. Spatial skills
B. Verbal ability
C. Interpersonal skills
37. D. Academic achievement
(p.
456.)
In many instances, socioeconomic status is a better predictor of academic achievement than ethnicity.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #36
In which grade are students most likely to be more influenced by parental approval than peer
approval?
A. Second grade
B. Sixth grade
C. Ninth grade
D. Twelfth grade
38.
(p.
456.) As students progress through school, they become more and more influenced by peers and less and
less influenced by parents. The pressures are about equal at the end of the elementary years.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #37
The influence of peer pressure decreases and students become somewhat autonomous when they reach
which of the following grades?
A. Fifth grade
B. Eighth grade
C. Tenth grade
D. Twelfth grade

By twelfth grade, peer approval becomes less important as autonomy begins to be established.

Blooms Taxonomy:
Knowledge Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #38
39.
(p.
446.)
 Research shows which of the following factors contributes to the decline in students' intrinsic
motivation as they move to higher grades?
40. A. More impersonal and formal school environments
(p. B. More competitive school environments
458.) C. Lack of person-environment fit
D. All of these

Research suggests that middle and junior high schools are more impersonal, more formal, more
evaluative, and more competitive than elementary schools.

Blooms Taxonomy:
Comprehension Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #39
What have researchers concluded about the skills and work habits that children have when they enter
kindergarten?
A.They are among the best predictors of academic motivation and performance throughout the
41. elementary and secondary school years.
(p. B. They are indicative of later career choice.
464.) C. They are unrelated to later behavior.
D. They interfere with early curriculum goals.

This highlights the importance of having parents who show an interest in their child's education and
provide materials for their child at home.

Blooms Taxonomy:
Comprehension Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #40
Maribell had always done well in math and English. But partway through her seventh-grade year,
she stopped handing in math homework and spent more time talking during class than listening and
working. Meanwhile, her grades in English have remained high. Which of the following is the most
likely explanation for this behavior?
A. She no longer cares what her parents and peers think of her.
B. She has reduced expectations for success in math.
C. She is too busy to study.
D. She is building friendships with high-achieving peers.

Most likely, Maribell has reduced expectations for success in math, or she sees a conflict between
high achievement in math and her femininity.

Blooms Taxonomy:
Evaluation Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #41
42.
(p.
440.)

43.
(p. 458.)
Ms. more than remaining on task. Isabelle is new to the school, and Ms. Nightingale wonders if she feels
Nig out of place and disconnected from her friends and family back in Spain. Which of the following most
htin readily explains Isabelle's apathy?
gale A. Need for relatedness
noti B. Need for self-actualization
ces C. Need for competence motivation
one D. Need for better parenting practices at home
of
her Isabelle is new to the school and might not have the supportive relationships established yet outside
stud of her immediate family. The need for affiliation should be the first issue addressed to enhance her
ents, motivation.
Isab
elle,
has Blooms Taxonomy:
Evaluation Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
bee motivation.
n Santrock - Chapter 13 #42
stari Paco's test scores and study skills in math have vastly improved over the last nine weeks. He seems
ng to take more interest in his learning. What role might his parents' have played in Paco's enhanced
out motivation?
the A. They have left him alone so he can focus more on his schoolwork.
win B. They have cleared a spot at the table so he can do his work.
dow C. They have maximally challenged Paco to establish high support.
D They have taken an interest in his math assignments and teacher correspondence, so they can
. provide appropriate support and challenge.

While the other choices might seem valid and play a role, it is parental understanding of their child's
learning in order to provide optimal challenge and support that is one of the key ingredients for
student motivation.

Blooms Taxonomy:
Analysis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
44. Santrock - Chapter 13 #43
(p. Which of the following is true about this teacher's opinion of the peer group's role in a student's
458.) academic motivation?
A. "Due to the distractive role they can play, peers usually represent a negative influence on
motivation."
B. "Due to the supportive network they provide, they usually represent a positive influence on
motivation."
C. "Depending on the peer group, there might be either a positive or negative influence on
motivation."
D. "There is no established relationship between peers and a student's motivation."

If the peer group has high achievement standards, it will support a student's motivation; if the peer
group has low standards, it will lead to a deterioration of the student's motivation.

Blooms Taxonomy:
Analysis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #44
45.
(p.
461.)

46.
(p.
449.) Jack Randall has just been assigned to Riverview High. While he is excited about teaching, he is
concerned about his ability to teach effectively given that the school serves primarily low-income,
inner-city families. What valid concern might Jack be experiencing?
A. Too many advanced courses
B. Lack of quality academic support services
C. High student enrollments
D. Faculty support

In comparison to schools serving more advantaged populations, inner-city schools suffer from lack of
quality academic support services.

Blooms Taxonomy:
Analysis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #45
In her third-period calculus course, Ms. Littleton notices that Rhianna seems excited by challenging
47. concepts and problems, while other students often feel threatened and give up. She uses effective
(p.
442.) learning strategies and focuses "on the process, not the product." Which of the following best
describes Rhianna's mindset?
A. Mastery motivation
B. Helpless orientation
C. Performance orientation
D. Fixed mindset

Rhianna exhibits mastery orientation, a task-oriented response to difficult or challenging

circumstances that focuses on learning strategies and the process of achievement rather than the
outcome.

Blooms Taxonomy:
48. Analysis Learning Goal II: Discuss the important processes in motivation
(p. 441- to achieve.
442.) Santrock - Chapter 13 #46
Of the following strategies, which is least likely to foster a sense of self-determination and choice?

A. Take time to talk with students about their ideas and interests.
B. Be attentive to students' feelings.
C. Manage the classroom in a way that lets students make personal decisions.
D. Offer praise to students for following directions in the book.

To encourage self-determination and choice, it is necessary to respect students' own interests, feelings,
and points of view rather than rewarding them for doing things a certain way.

Blooms Taxonomy:
Evaluation Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #47
Current research shows intrinsic motivation is positively linked to which of the following?
A. Prosocial behaviors
B. Higher grades and standardized test scores
C. Lower stress levels
D. Increased desire to participate in extracurricular activities

Intrinsic motivation is positively linked with grades and standardized test scores while extrinsic
motivation is negatively related to achievement outcomes.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Sant rock - Chapter 13 #48
49. Which of the following is not a type of intrinsic motivation?
(p.
441.) A. Self-determination and personal choice
B. Optimal experience and flow
C. Cognitive engagement and self-responsibility
D. Reward system

The four types of intrinsic motivation are: self-determination and personal choice, optimal experience
and flow, interest, and cognitive engagement and self-responsibility. Reward systems are types of
extrinsic motivation.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #49
50. Which of the following statements about motivation is not true?
(p. 445-
446.)
A. When extrinsic awards are tied to competence, they tend to promote motivation and interest.
B. Verbal rewards such as praise can be used to enhance a students' intrinsic motivation.
C. As students move from the early elementary school years to the high school years, their intrinsic
motivation increases.
D. Students who are intrinsically motivated typically do better academically than those who are
extrinsically motivated.

As students move from the early elementary school years to the high school years, their intrinsic
motivation decreases.

Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
51. Santrock - Chapter 13 #50
(p. 444) When students perceive the level of challenge as being low and their skill in that area as being high,
the likely outcome is which of the following?
A. Apathy
B. Boredom
C. Anxiety
D. Flow.

A combination of this sort leads to boredom because the perceived skill required is higher than the
perceived challenge.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
52. motivation to achieve.
Santrock - Chapter 13 #51
(p.
444.) When students perceive the level of challenge as being low and their skill in that area as being low,
the likely outcome is which of the following?
A. Apathy
B. Boredom
C. Anxiety
D. Flow

A combination of this sort leads to apathy because both challenge and skill are low.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #52
53. (p. 443.)
 All of the following strategies are likely to help students achieve flow, except which one?
A. Assign tasks for which students are highly skilled, but which provide little challenge.
B. Provide students with both instructional and emotional support.
C. Be knowledgeable about the subject matter.
D. Teach with enthusiasm to present yourself as intrinsically motivated.

The level of challenge should be closely matched to the students' level of skill.

Blooms Taxonomy:
54. Comprehension Learning Goal II: Discuss the important processes in
(p. motivation to achieve.
442.) Santrock - Chapter 13 #53
Students will most likely gain a sense of confidence and competence in their ability to contribute
meaningfully to class discussions if the teacher compliments students for all of the following
behaviors, except which one?
A. Answering questions correctly
B. Making insightful comments and suggestions
C. Asking questions about the topic
D. Saying anything at all

If the student is rewarded with points regardless of what the student says, then the student will learn
that it doesn't matter what he or she says as long as something is said. In the other three cases, the
student is encouraged to contribute thoughtful questions and comments.

Blooms Taxonomy:
55. Comprehension Learning Goal II: Discuss the important processes in
(p. motivation to achieve.
443.) Santrock - Chapter 13 #54
Which of the following factors would most likely lead to an increase in intrinsic motivation among
students as they progress through the elementary to high school years?
A. Concern over the importance of grades
B. Boredom as course content becomes more monotonous
C. Perception of being challenged at a level consistent with ability
D. Feelings of frustration due to competition with peers

If students are challenged at a level consistent with their ability, they experience "flow." This is
associated with increased levels of intrinsic motivation to learn.

Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #55
56. Which of the following statements best describes the attribution of "locus"?
(p. A. Whether the cause is internal or external
447.)
B. Whether the cause is stable or unstable
C. Whether the cause is short term or long term
D. Whether the cause is controllable or uncontrollable

Locus refers to the source of a cause: internal (within the student) or external (of the environment).

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #56
57.
(p.
447.)
 Of the three dimensions of causal attributions identified by Bernard Wiener, which of the following
statements best describes the attribution of "stability"?
A. Whether the cause is internal or external
B. Whether the cause is constant or variable
C. Whether the cause is luck or effort
D. Whether the cause is controllable or uncontrollable
58.
(p.
449.) Stability refers to whether a cause is stable or unstable—the degree to which the cause changes over
time.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #57
From the perspective of a performance-oriented type of person, what is the most important aspect of a
challenge?
A. The process of learning
B. The goal of winning
C. The ability to get someone else to help
59. D. Avoiding the challenge altogether
(p.
452.)
A performance-oriented type of person wants to win.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #58
Researchers have found that self-efficacy and achievement are most likely to improve when students
set goals that are which of the following?
A. Vague and challenging
B. Vague and easy to attain
C. Specific and challenging
60. D. Specific and easy to attain
(p.
452.)
Self-efficacy and achievement improve when students set goals that are specific and challenging.

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #59
Researchers have found that self-efficacy and achievement are most likely to improve when students
set goals that are which of the following?
A. Vague and long-term
B. Vague and short-term
C. Specific and long-term
D. Specific and short-term

Self-efficacy and achievement improve when students set goals that are specific and proximal (i.e.,
short term).

Blooms Taxonomy:
Knowledge Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #60
61.
(p.
444.)
 Which of the following is the best example of intrinsic motivation?
A. Jodi stayed after school to complete math problems she couldn't do during class.
B. Martin earned a certificate for his successful performance during a spelling bee.
C. Harold spent the weekend working on a science project because he thought it was interesting.
D. Karen was scolded for talking to classmates during a quiz.
62.
(p.
445.) Intrinsic motivation refers to motivation that comes from within oneself, such as when Harold worked
on a project because it was interesting to him.

Blooms Taxonomy:
Evaluation Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #61
Which of the following scenarios depicts a negative effect of using extrinsic rewards to motivate
students?
A. Mario felt more confident about his abilities as an actor when the class applauded his performance.
B. Kitty was afraid to speak in front of the class even though she was interested in the topic that she
had been assigned.
C Fran loved to work on science projects until she entered the science fair and became more
. concerned about winning than enjoying the challenge.
D. Marvin enjoyed building sculptures with recycled "trash" despite the fact that he never displayed
his work in public.

The primary concern with extrinsic rewards is that the reward will become the focus, replacing the
student's interest or feeling of competence.

Blooms Taxonomy:
Analysis Learning Goal II: Discuss the important processes in motivation
to achieve.
63. Santrock - Chapter 13 #62
(p. In which of the following scenarios does the extrinsic reward undermine the student's motivation to
445.) learn?
A Douglass read dozens of books as quickly as he could because he wanted to win a race with
. classmates to read the most books by the end of the year.
B. Sally practiced singing several holiday songs because she loved to sing and wanted to join the
school choir.
C Randy competed against other students for a position on the debate team because he thought that
. such an opportunity would help him pursue a career as a lawyer.
DWayne used to dislike writing because he had trouble spelling words correctly, but now he enjoys
. writing with the help of the spell-check on his computer.

If the goal of the student is to win rather than learn, then the system of rewards has undermined the
student's motivation to learn.

Blooms Taxonomy:
Analysis Learning Goal II: Discuss the important processes in motivation
to achieve.
Santrock - Chapter 13 #63
64.
(p.
447.)

65.
(p. 447.)
 Jose perceives himself as having a low aptitude. This view most likely arises from a combination of
which of the following causal attributions?
A. External-stable-controllable
B. External-unstable-uncontrollable
C. Internal-stable-controllable
D. Internal-unstable-uncontrollable

The locus is internal (something about him). The stability is stable (consistent trait associated with
him). The controllability is uncontrollable (nothing much he can do to change his aptitude).
66.
(p.
447.)
Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #64
Chase believes that his English instructor disliked a recent essay because the teacher disagreed with
Chase's point of view. This view best represents a combination of which of the following causal
attributions?
A. External-stable-controllable
B. External-unstable-uncontrollable
C. Internal-stable-controllable
D. Internal-unstable-uncontrollable

The locus is external (the teacher's view). The stability is stable (the teacher will not change). The
controllability is controllable (Chase can avoid such topics in the future).
67.
(p.
Blooms Taxonomy:
447.)
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #65
Jenny failed a recent biology exam, but has no idea why this happened. After all, she spent hours
and hours studying and thought she knew the material well. Jenny decided that it simply must have
been bad luck. Jenny's view is best described as a combination of which of the following causal
attributions?
A. External-stable-controllable
B. External-unstable-uncontrollable
C. Internal-stable-controllable
D. Internal-unstable-uncontrollable

The locus is external (something about the situation). The stability is unstable (one cannot predict
luck). The controllability is uncontrollable (nothing much she can do to change luck).

Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #66
A student is most likely to feel angry when he or she perceives that his or her poor performance was
due to which of the following?
A. External factors that another person controls
B. External factors that cannot be controlled
C. Internal factors that the student can control
D. Internal factors that cannot be controlled

A person is most likely to feel angry when his or her poor performance is caused by external factors
controlled by someone else, such as would be the case if a student is unable to study because his or her
neighbors are making lots of noise.

Blooms Taxonomy:
 Application Learning Goal II: Discuss the important processes in motivation to achieve.
Santrock - Chapter 13 #67
68. John feels guilty because he didn't bother to study for a science test, and as a result, he did very
(p.
447.) poorly. In this example, John's poor performance was due to:
A. external factors that another person controlled.
B. external factors that could not be controlled.
C. internal factors that John could have controlled.
D. internal factors that could not be controlled.

In this case, John is to "blame" for his own poor performance, and he could have controlled this (i.e.,
done better on the exam) by choosing to study for the exam.

Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #68
69. Ben performed poorly on his first mathematics exam. As a result of this experience, Ben sought help
(p.
447.)
from his teacher and a tutor. Subsequently, Ben did very well on his next mathematics exam. In this
scenario, Ben sought help because he perceived that his poor performance was due to which of the
following?
A. Internal, unstable factors that could be controlled
B. Internal, stable factors that could not be controlled
C. External, unstable factors that could be controlled
D. External, stable factors that could not be controlled

Ben decided that, though he had trouble understanding the material at first, he would probably
perform better in the future if he got assistance. His lack of knowledge was internal, but the condition
was unstable (i.e., could improve) and controllable (with help from someone else).

Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #69
70. When faced with a difficult task, Maria focuses on the activity rather than her abilities, and tends to
(p.
449.)
concern herself more with the process than with the outcome. She enjoys the challenge, even if she
doesn't succeed. Maria can best be described as which of the following?
A. Performance-oriented
B. Helpless-oriented
C. Mastery-oriented
D. Goal-oriented

Maria is mastery-oriented because she focuses on the process of doing the activity.

Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #70
71. Which of the following goals has the greatest potential to help a ninth-grade student improve his or
(p.
452.)
her self-efficacy?
A. I want to do well in high school.
B. I want to be class valedictorian in four years.
C. I want to pass biology this year.
D. I want to get an A or B in biology this semester.

The most effective goals are proximal (short term), specific, and somewhat challenging.

Blooms Taxonomy:
Analysis Learning Goal II: Discuss the important processes in motivation
 to Santrock - Chapter 13 #71
72. When beginning the process of time management, students need to do which of the following first?
(p.
466.)
A. Make "to do" lists
B. Set goals
C. Evaluate the process
D. Make a weekly schedule

First, the student must set goals, then develop schedules, lists, and evaluation.

Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #72
73. In which of the following scenarios is Emily, a low-ability student, most likely to experience success?
(p.
454.)
A. Emily doesn't expect to do well on tomorrow's Spanish test.
B. Mr. Jenkins asks his low-achieving students convergent, recitation questions.
C. Ms. Rudy pauses 15 seconds after she asks Emily a question that requires her to evaluate a
classmate's conclusion.
D. Ms. Tanaka requires her high-ability students to work harder and complete complex projects.

Ms. Rudy demonstrates that she has high expectations for all students by asking Emily an evaluative,
high-level question. Ms. Rudy also understands the importance of wait time so that all students have
adequate time to process questions and develop responses.

Blooms Taxonomy:
Evaluation Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #73
74. From the behaviorist perspective on motivation, external incentives are mentioned in all of the
(p.
445.)
following except which one?
A. The teacher gives stars to students who answer all questions correctly.
B. The teacher assigns homework to students who do not complete their work in class.
C. The school sends "honor student" bumper stickers to parents whose children get good grades.
D. The child is interested in a project and therefore invests extra time to do it well.

External incentives include incentives imposed from outside of the student, such as by the teacher or
school.

Blooms Taxonomy: Application

Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
Santrock - Chapter 13 #74
Which of the following attributes is considered the highest on Maslow's hierarchy?
75. A. Safety
(p.
439.) B. Cognitive
C. Self-actualization
D. Aesthetic

Only when all other needs are met can one meet the need of self- actualization.

Blooms Taxonomy: Knowledge

Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
Santrock - Chapter 13 #75
76.
(p.
439.)
 Which of the following attributes is considered lowest on Maslow's hierarchy?
A. Esteem
B. Physiological needs
C. Love and belongingness
D. Cognitive needs
77.
(p.
439.)
Physiological needs are the first ones that need to be met.

Blooms Taxonomy: Knowledge

Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
Santrock - Chapter 13 #76
Which of the following shows attributes of Maslow's hierarchy in order from lowest to highest?
A. Physiological, safety, love and belongingness, esteem
B. Esteem, love and belongingness, safety, physiological
C. Safety, physiological, love and belongingness, esteem
D. Physiological, safety, self-actualization, esteem

According to Maslow's hierarchy of needs, individuals' needs must be satisfied in this order, from
lowest to highest: physiological, safety, love and belongingness, esteem, and self-actualization.

Blooms Taxonomy: Knowledge

Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
Santrock - Chapter 13 #77
78. Critics of Maslow argue which of the following?
(p. A. Individuals do not necessarily meet their needs in the order that Maslow describes.
439.)
B. Self-actualization is impossible to attain.
C. Students must meet their love and belongingness needs prior to meeting their cognitive needs.
D. It is more important for others to judge us in a positive light than to have positive self-esteem.

Critics do not agree with Maslow's ordering of attributes. For example, some students' cognitive needs
might be more fundamental than esteem needs.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #78
79. Spontaneity, creativity, self-acceptance and acceptance of others, democratic values and attitudes, and
(p. resistance to cultural conformity are all characteristics of which need?
439.)
A. Safety
B. Esteem
C. Self-actualization
D. Physiological

Maslow's characteristics of self-actualized individuals include: spontaneity, creativity, and being

problem-centered rather than self-centered.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #79
80.
(p.
439.)

81.
(p. 438.)
 According to Maslow, most people stop maturing after they have satisfied which need?
A. Self-actualization
B. Safety
C. Love and belongingness
D. Esteem

Maslow cautions that most people stop maturing after they have developed a high level of esteem and
therefore never become self-actualized.

Blooms Taxonomy:
82. Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
(p. on motivation.
439.) Santrock - Chapter 13 #80
The behavioral perspective emphasizes which of the following as a key in determining a student's
motivation?
A. Modeling of other students' behaviors
B. External rewards and punishments
C. The student's sense of self-esteem
D. The student's level of interest in the topic

This perspective emphasizes the role of external incentives such as rewards and punishments.

Blooms Taxonomy:
83. Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
(p. on motivation.
439.) Santrock - Chapter 13 #81
The humanistic perspective emphasizes which of the following as a key in determining a student's
motivation?
A. Modeling of other students' behaviors
B. External rewards and punishments
C. The student's capacity for personal growth
D. The student's IQ

This view emphasizes the student's personal growth, freedom, and other positive qualities.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #82
The cognitive perspective emphasizes which of the following as a key in determining a student's
motivation to learn?
A. The quality of the environment
B. The student's thoughts and perceptions
C. The attitudes of teachers and parents
D. The nature of interactions with other students

The cognitive perspective emphasizes that a student's thoughts guide his or her motivation.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #83
84.
(p.
440.)
 The social perspective emphasizes which of the following as a key in determining a student's
85. motivation to learn?
(p. A. External rewards and punishments
440.) B. The student's capacity for personal growth
C. The student's IQ
D. The nature of interactions with other students

This view emphasizes the student's relationships with others, need for affiliation, or social relatedness.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #84
R. W. White proposed the idea that people are motivated to deal effectively with their environment.
Which of the following best describes this idea?
86. A. Motivation
(p. B. Self-actualization
440.) C. Competence motivation
D. Need for affiliation

Competence motivation refers to the belief that people are motivated to deal effectively with their
environment, master their world, and process information.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #85

87. People need to feel a sense of connectedness with other people. What need does this refer to?
(p. A. Motivation
438.) B. Self-actualization
C. Competence motivation
D. Affiliation

This need for connectedness relates to our need for affiliation or relatedness with others.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #86
Teachers are attending the first faculty meeting of the school year in order to discuss strategies to
enhance student motivation. Ms. O'Hanlon states that there should be a school-wide management
approach using token economies. Students can earn tokens for good behavior and trade those tokens in
for prizes. What motivational perspective does Ms. O'Hanlon subscribe to?
A. Behavioral
B. Cognitive
C. Humanistic
D. Social

The behavioral perspective emphasizes the role of external incentives such as rewards and
punishments.

Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #87
88.
(p.
439.)
 Teachers are attending the first faculty meeting of the school year in order to discuss strategies to
enhance student motivation. Mr. Daniels states that there should be a way to build students' needs into
the classroom. What motivational perspective does Mr. Daniel subscribe to?
A. Behavioral
B. Cognitive
C. Humanistic
D. Social
89. This humanistic view emphasizes the student's personal growth, freedom, and other positive qualities.
(p.
439.)

Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #88
Mr. Leeland, the school's principal, is sitting down with the school's new third-grade teacher. The two
are discussing the best way to motivate students in today's classrooms. Mr. Leeland stresses getting
students inherently interested in the content matter and giving them the confidence to succeed. What
motivational perspective does Mr. Leeland subscribe to?
A. Behavioral
B. Cognitive
C. Humanistic
D. Social

90. The cognitive perspective emphasizes that a student's thoughts guide his or her motivation.
(p.
440.)

Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #89
Mr. Leeland, the school's principal, is sitting down with the school's new third grade teacher. The two
are discussing the best way to motivate students in today's classrooms. The new teacher, however,
raises the issue of how relationships and connections to family and friends are vital. Students will
have more positive attitudes towards school and learning if they have supportive relationships. What
motivational perspective does this new teacher subscribe to?
A. Behavioral
B. Cognitive
C. Humanistic
D. Social

The social perspective emphasizes the need for connectedness and relates to our need for affiliation or
relatedness with others.

Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #90
91.
(p.
439.)

92.
(p. 438.)
Jo gets from mastering a task. Therefore, he doesn't understand his sister's apathy towards school. The
hn only way she is motivated to do anything is by the teacher's offering the students endless toys and
is trinkets for good work. Which motivational perspective does John subscribe to?
mo A. Behavioral
tiv B. Cognitive
ate C. Humanistic
d D. Social
by
the Competence motivation follows from the cognitive perspective, and specifically refers to the belief
ne that people are motivated to deal effectively with their environment, master their world, and process
ed information.
to
ex
cel Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
. on motivation.
He Santrock - Chapter 13 #91
enj John is motivated by the need to excel. He enjoys the feeling of accomplishment he gets from
oy mastering a task. Therefore, he doesn't understand his sister's apathy towards school. The only way
s she is motivated to do anything is by the teacher's offering the students endless toys and trinkets for
the good work. Which motivational perspective does his sister subscribe to?
fee A. Behavioral
lin B. Cognitive
g C. Humanistic
of D. Social
ac
co The behavioral perspective emphasizes the role of external incentives such as rewards and
mp punishments.
lis
hm
ent Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
he on motivation.
Santrock - Chapter 13 #92
93. Identify the different need levels in Maslow's hierarchy.
(p.
440.)
Starting at the lowest level, the need levels are: physiological, safety, love and belonging, esteem, and
self-actualization.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #93
94. Define "competence motivation."
(p.
440.)
Competence motivation follows from the cognitive perspective, and specifically refers to the belief
that people are motivated to deal effectively with their environment, master their world, and process
information.

Blooms Taxonomy:
Knowledge Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #94
95. Give an example of what "self-actualizers" would be like. For example, how might they behave? What
(p. would their interests be like?
439.)

Self-actualizers would seek to optimize potential. Therefore, they would seek out opportunities for
learning, confront challenge, and be open to new ideas.
 Synthesis Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on
looms Taxonomy: motivation.
Santrock - Chapter 13 #95
96. How might a teacher utilize students' need for affiliation in order to promote motivation?
(p.
440.)
Teachers would establish opportunities for communities of learning. Peer tutoring, collaborative
projects and writing, and cooperative learning are some examples. In general, establishing a
community atmosphere for the classroom as a whole will provide students with a supportive network
necessary to optimize learning.

Blooms Taxonomy:
Synthesis Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on
motivation.
Santrock - Chapter 13 #96
97. Synthesizing across the motivational perspectives, explain how you would go about motivating a
(p. 438-
440.) student who does not value academics.

Students may draw from the behavioral, humanistic, cognitive, or social perspectives.

Blooms Taxonomy:
Synthesis Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on
motivation.
98. Santrock - Chapter 13 #97
(p. Judge the use of incentives as external motivators in the classroom. What are the strengths and
445.)
weaknesses of this method?

Strengths include engaging students who might not otherwise be involved.

However, questions arise as to the effect incentives have on intrinsic motivation, and others wonder as
to the use of negative stimuli.

Blooms Taxonomy:
Evaluation Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on
motivation.
99. Santrock - Chapter 13 #98
(p. 438- Differentiate between how behavioral, humanistic, and cognitive theories depict motivation.
440.)

The behavioral emphasis is on rewards and punishments as keys in determining a student's motivation.
The humanistic perspective stresses students' capacity for personal growth, freedom to choose their
destiny, and positive qualities. The cognitive perspective emphasizes how students' thoughts guide
their motivation.

Blooms Taxonomy:
Analysis Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on
motivation.
Santrock - Chapter 13 #99
100. Describe what is meant by attribution theory.
(p.
447.)
Attribution theory states that in their effort to make sense of their own behavior or performance,
individuals are motivated to discover its underlying causes.

Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #100
101.
(p.
452.)
 Identify three teaching strategies for improving students' self-efficacy.

The text identifies seven: (a) teach students specific strategies that can improve their ability to focus
102.
(p. on their tasks, (b) guide students in setting goals, (c) give students performance-contingent rewards,
454.) (d) combine strategy training with an emphasis on goals, and give feedback to students on how their
learning strategies relate to their performance, (e) provide students with support, (f) make sure that
students are not overly aroused and anxious, and (g) provide students with positive adult and peer
models.

Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #101
Identify the ways that student and teacher expectations influence students' motivation.

How hard students work depends on how much they expect to accomplish and on the value they
place on the end goal. Students are also influenced by their perceptions of other peoples' attitudes and
expectations for them. When teachers set high expectations for all students and students perceive these
expectations, students achieve more, experience a greater sense of self-esteem, and resist problem
behaviors during childhood and adolescence.

Blooms Taxonomy:
Comprehension Learning Goal II: Discuss the important processes in
motivation to achieve.
Santrock - Chapter 13 #102
103. Differentiate between intrinsic and extrinsic motivation.
(p.
441.)
Extrinsic motivation involves external incentives, such as rewards and punishments. Intrinsic
motivation is based on internal factors, such as self-determination, curiosity, challenge, and effort.

Blooms Taxonomy:
Analysis Learning Goal II: Discuss the important processes in motivation
to achieve.
Santrock - Chapter 13 #103
104. Differentiate between mastery-oriented, helpless-oriented, and performance-oriented responses to
(p. 449- difficult circumstances.
450.)

Mastery-oriented children focus on the task rather than on their ability, display positive affect (enjoy a
challenge), and generate solution-oriented strategies that improve their performance. Helpless-oriented
children focus on their personal inadequacies, often attribute their difficulty to a lack of ability, and
display negative affect (boredom and anxiety). Performance-oriented children are concerned with
outcome rather than process, winning is what matters, and happiness is thought to be a result of
winning.

Blooms Taxonomy:
Analysis Learning Goal II: Discuss the important processes in motivation
to achieve.
Santrock - Chapter 13 #104
105.
(p.
443.)

106.
(p. 447-
448.)
 Define flow, and develop three examples of strategies to achieve flow in an elementary math
activity.

The term "flow" describes the optimal experiences in life, and it occurs most often when people
develop a sense of mastery and are absorbed in a state of concentration while they engage in an
activity. Examples of strategies should stem from the following: (a) be knowledgeable about the
subject matter, show enthusiasm when you teach, and present yourself as a model who is intrinsically
motivated, (b) maintain an optimal match between what you challenge students to do and what their
skills are, and (c) provide students with both instructional and emotional support that encourages them
to tackle learning with confidence and a minimum of anxiety.
107.
(p.
Blooms Taxonomy:
461.)
Synthesis Learning Goal II: Discuss the important processes in motivation
to achieve.
Santrock - Chapter 13 #105
Identify and define the three dimensions of causal attributions proposed by Bernard Weiner, and
diagnose the following statement along each of these dimensions. A student says, "I'm so disappointed
that I failed that test. The test was too hard. The teacher shouldn't have written such difficult
questions. I guess I'll never pass this course because there is nothing that I can do to convince the
teacher to write simpler test items."
108.
(p.
461.) Weiner's dimensions of causal attribution are: (a) locus (i.e., whether the cause is internal or external
to the actor), (b) stability (i.e., the extent to which the cause remains the same or changes), and (c)
controllability (i.e., the extent to which the individual can control the cause). For the example, (a) the
locus is external (the teacher controls or causes the failure), (b) the situation is stable (the teacher's
tests will remain difficult), and (c) the event is not within the control of the student (there is nothing
the student can do to convince the teacher to write simpler test items).

Blooms Taxonomy:
Synthesis Learning Goal II: Discuss the important processes in motivation
to achieve.
Santrock - Chapter 13 #106
Discuss special concerns facing schools who serve a predominantly minority student population.

In comparison to schools serving more advantaged populations, inner-city schools suffer from lack of:
quality academic support services, advanced courses, and courses challenging active thinking skills.

Blooms Taxonomy:
Comprehension Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #107
A recent study of African American middle school students shows that the experiences of everyday
racial discrimination at school from teachers and peers are linked to declines in grades and academic
task values. Examine how teachers can work to reduce bias and discrimination in the classroom so that
success is possible for all students.

Answer may include: partner with parents, introduce positive role models and mentors in the
classroom, provide diverse learning materials, integrate challenging curriculum for all students, and so
on.

Blooms Taxonomy:
Synthesis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #108
109. If you had to pick the two most important elements of parenting that are effective in motivating
students in school, what would they be? Be sure to support your beliefs.

Students should analyze the different characteristics proven effective (identifying right amount of
support and challenge to provide, providing a positive emotional atmosphere, and modeling motivated
achievement behavior). Then they should evaluate what they consider to be the top two priorities.

Blooms Taxonomy:
Evaluation Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
110. Santrock - Chapter 13 #109
(p. Distinguish when peer relationships might be supportive versus detractive of a student's
458.) motivation.

An important distinction is whether the peer group values achievement and works toward academic
goals.

Blooms Taxonomy:
Evaluation Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #110
111.
(p. In the interest of enhancing student motivation, it is important for teachers to show students that they
459.) care about them. How would you go about demonstrating a caring attitude in the classroom?

Examples include effective teaching, clear communication, equitable teaching, and showing concern
for students' well-being.

Blooms Taxonomy:
Synthesis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #111
112.
(p. Think back on a teacher you might have had who you perceived to lack a caring attitude toward his or
459.) her students. What was this person like?

Uncaring teacher characteristics include: inappropriate teaching behaviors, poor communication style,
does not treat students with respect or equity, and does not demonstrate concern for students.

Blooms Taxonomy:
Evaluation Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #112
113.
(p. Examine how teachers' expectations influence students' motivation and performance. Identify specific
454.) teacher behaviors that establish high expectations for all students, regardless of student ability,
socioeconomic status, etc.

Teachers with high expectations spend more time providing a framework for students' learning, asking
higher-level questions, and are more effective in managing students' behavior.

Blooms Taxonomy:
Analysis Learning Goal III: Explain how relationships and sociocultural contexts can support or undercut
motivation.
Santrock - Chapter 13 #113
114. Examine the benefits of delivering curriculum that is perceived as "meaningful" to students. Identify
(p.
459.) the characteristics of meaningful work.

Many researchers conclude that when academic work is meaningful it sustains students' attention and
interest, engages them in learning, and reduces the likelihood that students will feel alienated from
school. Meaningful work is relevant and applicable to students' lives and often reflects real-world
problems and questions.
 looms Taxonomy: Analysis Learning Goal III: Explain how relationships and sociocultural contexts can
support or undercut motivation.
Santrock - Chapter 13 #114
115. Identify two strategies for reaching uninterested or alienated students.
(p.
468.)
On the basis of Brophy's research, a teacher should: (a) work on developing a positive relationship
with the student, (b) make school more intrinsically interesting for the student by finding the student's
interests and including those interests in assignments, (c) teach the student strategies for making
academic work more enjoyable, and (d) enlist the aid of a mentor in the community or an older student
whom the uninterested or alienated student will respect.

Blooms Taxonomy: Comprehension

Learning Goal IV: Recommend how to help students with achievement problems.
Santrock - Chapter 13 #115
116. Describe "failure
(p. syndrome."
464.)

Failure syndrome refers to the belief that one lacks the ability to succeed, and therefore one gives up
easily when confronted with an obstacle.

Blooms Taxonomy: Comprehension

Learning Goal IV: Recommend how to help students with achievement problems.
Santrock - Chapter 13 #116
117. What are the main goals of strategy training?
(p.
465.)

Help students acquire and utilize effective learning strategies and problem-solving strategies. Students
should understand what to do, how to do it, and when and why to do it.

Blooms Taxonomy:
Comprehension Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #117
118. Compare and contrast "nonperformance" with "procrastination."
(p.
465.)
Both are strategies students engage in that are designed to "protect" their self-worth. Nonperformance
refers to a protective strategy where a student avoids the possibility of failure by not engaging in tasks.
Procrastination involves putting off doing something until the last minute, making it nearly impossible
to complete a task in a thorough way. This strategy deflects attention away from the possibility that
they are incompetent.

Blooms Taxonomy:
Analysis Learning Goal IV: Recommend how to help students with achievement
problems.
Santrock - Chapter 13 #118
119. How can teachers promote intrinsic motivation?
(p. 442,
443,
461.) Intrinsic motivation is enhanced when you speak to student interests. Infuse academic instruction with
content that is familiar to them and that reflects their interests. Also, when students see the real-world
significance of academic concepts, intrinsic motivation is enhanced. Share with them how they will
use the things you are teaching them. Challenge them with activities that are appropriate at their skill
level, and avoid rewards that will be perceived as controlling.

Blooms Taxonomy: Synthesis

Learning Goal IV: Recommend how to help students with achievement problems.
Santrock - Chapter 13 #119
Building the teacher-student relationship seems an important strategy to reaching students set on
120.
(p. 459.) avoiding failure as well as for reaching uninterested or alienated students. How can teachers nurture
this relationship with students?
Some do this is by: showing they care, taking time to ensure effective pedagogy, making themselves
ways available as resources for students, and treating students with dignity and respect.
teach
ers
Blooms Taxonomy: Analysis
can Learning Goal IV: Recommend how to help students with achievement problems.
Santrock - Chapter 13 #120
121. How would you go about motivating a student who does not care about learning?
(p.
468.)
On the basis of Brophy's research, a teacher should: (a) work on developing a positive relationship
with the student, (b) make school more intrinsically interesting for the student by finding the student's
interests and including those interests in assignments, (c) teach the student strategies for making
academic work more enjoyable, and (d) enlist the aid of a mentor in the community or an older student
whom the uninterested or alienated student will respect.

Blooms Taxonomy:
Synthesis Learning Goal IV: Recommend how to help students with achievement
problems.
Santrock - Chapter 13 #121
122. How would you go about helping students with achievement problems?
(p.
464-
465.) Addressing achievement problems involves identifying the specific problem and getting students to
acknowledge it. Then, there are a variety of strategies teachers can implement to help students reduce
or eliminate these problems: efficacy training, attribution and achievement orientation retraining,
strategy training, time management, realistic goal setting, and relaxation techniques, among others.

Blooms Taxonomy:
Synthesis Learning Goal IV: Recommend how to help students with achievement
problems.
Santrock - Chapter 13 #122
123. What are examples of extrinsic incentives you might use in your classroom?
(p.
445.)
Stickers, free time, computer time, no-homework passes, student recognition, and praise are all
external incentives.

Blooms Taxonomy:
Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
on motivation.
Santrock - Chapter 13 #123
124. 449.)
(p.
439.)

127.
125. (p. 452.)
(p.
447.)

126.
(p.
Giv needs will be motivated to establish relationships with others. They will seek out peer and teacher
e an approval, and they might sometimes make poor choices in order to maintain group loyalty.
exa
mpl
Blooms Taxonomy:
e of Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
stud on motivation.
Santrock - Chapter 13 #124
ents'
beh Lola has an internal locus, stable, and uncontrollable attribution. What would her motivation be like in
avio the classroom? How might this student interpret failure?
r if
they Students like Lola will assign causality to themselves, see their performance as consistent, but will not
are feel they have a hand in their performance and see failure as inevitable.
in
the
Blooms Taxonomy:
"lov Application Learning Goal I: Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives
e on motivation.
Santrock - Chapter 13 #125
and Describe how a student with a performance orientation would approach a new activity in your
belo classroom.
ngin
g"
These students are motivated to demonstrate their ability or seek out ways to protect how others
leve
evaluate them. They believe winning is what matters most, but will avoid challenge if they feel they
l of
cannot accomplish the task. Sometimes they will not try at all as a protective strategy to explain
Mas
failure as a lack of effort.
low'
s
hier Blooms Taxonomy:
arch Application Learning Goal II: Discuss the important processes in
motivation to achieve.
y. Santrock - Chapter 13 #126
Kyle has low self-efficacy for math problems. How would you help to build his sense of efficacy?
Stud
ents Teachers can improve students' efficacy by teaching students specific strategies, helping students to
with set short-term goals, providing support, monitoring student anxiety, and exposing students to positive
love models.
and
belo
ngin Blooms Taxonomy:
Application Learning Goal II: Discuss the important processes in
g motivation to achieve.
Santrock - Chapter 13 #127
128. How would you demonstrate a caring attitude toward your high school students?
(p.
460.)
Teachers who care would make an effort to engage students, talk and show an interest in students and
their interests, would be honest and fair, would be available to students if they need someone to talk to
about their concerns.

Blooms Taxonomy:
Application Learning Goal III: Explain how relationships and sociocultural contexts can support or
undercut motivation.
Santrock - Chapter 13 #128
129. A guidance counselor shares his concern that a new student will be joining your class who has "failure
(p. syndrome." What kind of behavior will you need to watch out for in order to help this student?
464.)

This student may try to avoid trying or put in minimal effort, give up quickly, and demonstrate low
self-efficacy and maladaptive motivational patterns.

Blooms Taxonomy:
Application Learning Goal IV: Recommend how to help students with
achievement problems.
Santrock - Chapter 13 #129
 14 Key
1. The current model for classroom management emphasizes permissiveness, and
(p. places sole responsibility on the students for determining and maintaining
477.)
proper behavior.
FALSE

The newer view focuses more on students' needs for nurturing relationships and
opportunities for self- regulation. The new trend places more emphasis on
guiding students toward self-discipline and less on externally controlling the
student.

B
2. looms Taxonomy: Knowledge Learning Goal I: Explain
why classroom management is both challenging and
(p.
necessary.
480.) Santrock - Chapter 14 #1
In the most recent Gallup Poll, the American public rated "lack of discipline" as
the second most important problem in schools, after "lack of financial support."
TRUE

These are the main problems schools face, according to the 2004 Gallup Poll.

3. B
looms Taxonomy: Knowledge Learning Goal I: Explain
(p. why classroom management is both challenging and
480.) necessary.
Santrock - Chapter 14 #2
Research has consistently shown that teachers who competently guide and
structure classroom activities are less effective than teachers who emphasize
the disciplinary aspects of their role. FALSE

The reverse has been found.

4. B
(p. looms Taxonomy: Knowledge Learning Goal I: Explain
480.) why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #3
The current view of the well-managed classroom is one in which students work
quietly and independently, requiring little direction from the teacher and little
interaction with other students. FALSE

The metaphor of a beehive is used to describe a classroom where students work

together and are engaged in a variety of productive activities.
5.
(p. B
482.) looms Taxonomy: Knowledge Learning Goal I: Explain
why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #4
If students know that they will be held accountable for their work, they are more
likely to use class time efficiently.
TRUE

Clearly communicating assignments and requirements encourages student

accountability.
 looms Taxonomy: Knowledge Learning Goal I: Explain
why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #5
6. Poor classroom managers are likely to be distracted by behaviors that do not
(p.
482.) require attention.
TRUE

Small distractions are best ignored to avoid interrupting the flow of the
classroom.

B
7. looms Taxonomy: Knowledge Learning Goal I: Explain
(p. why classroom management is both challenging and
484.) necessary.
Santrock - Chapter 14 #6
Reducing congestion in high-traffic areas is one of the basic principles of
classroom arrangement.
TRUE

High-traffic areas are prone to distraction and disruption, and should be

separated as much as possible.
8.
(p.
485.)
B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #7
Students in the "action zone" should be discouraged from participating in class
discussions.
FALSE

9. Students should not be discouraged from participation. However, students in

(p. other areas in the room may need to be encouraged.
485.)

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #8
The seminar style of classroom arrangement refers to an arrangement where
students sit facing each other.
FALSE
10.
(p.
487.) Description above refers to the face-to-face arrangement style.

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #9
When designing your classroom arrangement, you should involve students in
planning the layout.
11. TRUE
(p.
489.)
While you will give thought to your classroom arrangement before the start of
school, including students' viewpoint will enable you to take into account their
needs.
 10
Students tend to be most productive and display the greatest amount of self-
control when the teacher adopts the permissive strategy of classroom
omsmanagement.
Taxonomy:
positive design of the classrooms physical
S FALSE
a
nt
ro
ck These characteristics are typical of the authoritative style of classroom
- management.
C
h
a
pt
er B
1 looms Taxonomy: Knowledge Learning
4 Goal III: Discuss how to create a positive
# classroom environment.
Santrock - Chapter 14 #11
12. To run smoothly, classrooms need clearly defined behavioral norms.
(p.
490.) TRUE

Rules must be stated and clarified.

B
looms Taxonomy: Knowledge Learning
Goal III: Discuss how to create a positive
classroom environment.
13. Santrock - Chapter 14 #12
(p. Teachers who demonstrate that they care about students as individuals are less
493.)
likely to gain student cooperation because this behavior undermines the
teacher's authority.
FALSE

Students tend to respond positively when teachers show that they care.

B
looms Taxonomy: Knowledge Learning
14. Goal III: Discuss how to create a positive
(p. classroom environment.
493.) Santrock - Chapter 14 #13
It is rarely successful to involve students when making classroom rules because
students have a tendency to come up with ridiculous ideas.
FALSE

The teacher can simply veto ridiculous ideas. By being involved, students gain a
greater sense of responsibility.

B
15. looms Taxonomy: Knowledge Learning
(p. Goal III: Discuss how to create a positive
494.) classroom environment.
Santrock - Chapter 14 #14
Rewards that are used to control students' behavior are unlikely to promote self-
regulation and responsibility.
TRUE

Rewards for desirable behaviors are more effective at motivating students to

self-regulate than are rules that restrict behavior.

B
looms Taxonomy: Knowledge Learning
 Goal III: Discuss how to create a positive classroom Santrock - Chapter 14 #15
16. Nonverbal communication is an important part of active listening.
(p. TRUE
499.)

Eye contact and body posture are important components of showing an interest
in what someone else is saying.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #16
17. Both advising and paraphrasing are important components of active listening.
(p. FALSE
499.)

Paraphrasing is an important component, but advising is not.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #17
18. When speaking with students, teachers should use vocabulary that is just beyond
(p.
496.) the level of understanding for their particular grade level.
FALSE

Clarity in speaking is essential to good teaching, and this includes selecting

vocabulary that is understandable and appropriate for the level of one's students.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
19. Santrock - Chapter 14 #18
(p. Advising, ordering, moralizing, and criticizing are all aspects of effective verbal
497.)
communication.
FALSE

These are barriers to effective verbal communication.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
20. good approaches to communication for both students and
(p. teachers.
503.) Santrock - Chapter 14 #19
Two effective nonverbal strategies for handling minor problem behavior include
(1) making eye contact and (2) moving closer to the student(s).
TRUE

These nonverbal actions enable the teacher to keep the activity moving but also
communicate disapproval to the student(s) involved in misbehavior.

B
21. looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
(p. approaches that teachers can use to deal with problem behaviors.
503.) Santrock - Chapter 14 #20
Nonverbal cues are more appropriate forms of intervention for minor
misbehavior than moderate, repetitive, or severe misbehavior.
T nor (or subtle) intervention is required when misbehavior is minor. For more
R severe misbehavior, active measures are typically necessary.
U
E
B
looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
Mi approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #21
22. Girls and boys are equally likely to be involved in instances of bullying.
(p. FALSE
506.)

Boys and younger middle school students were most likely to be affected by
bullying.

B
looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #22
23. Being belittled about religion or race is the most frequent type of bullying.
(p. FALSE
506.)

Being belittled about looks or speech is the most frequent type of bullying.

B
looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #23
24.
(p.
477.)

27.
(p. 480.)

25.
(p.
477.)

26.
(p.
479.)
 Th ment
e C. Enforcing rules promptly and consistently
cu D. Providing opportunities for student self-regulation
rre
nt The current view emphasizes the importance of nurturing and providing
vie opportunities for self- regulation.
w
of
ma B
looms Taxonomy: Knowledge Learning Goal I: Explain
na why classroom management is both challenging and
gi necessary.
Santrock - Chapter 14 #24
ng In the current view of classroom management, the teacher is best viewed as
cla which of the following?
ssr
oo A. Facilitator
ms B. Leader
em C. Director
ph D. Dictator
asi
ze The current view emphasizes the teacher's role as guide or facilitator.
s
wh
ich B
looms Taxonomy: Knowledge Learning Goal I: Explain
of why classroom management is both challenging and
the necessary.
Santrock - Chapter 14 #25
fol
All of the following are recommended classroom management strategies for
lo
teachers to follow at the beginning of the school year, except which one?
wi
A. Establish expectations for behavior.
ng
B. Make sure students experience success.
? C. Be available and visible.
A. Di
D. Bend the rules if students do not comply.
rec
tin
g It is recommended that the teacher be in charge and consistently establish
stu boundaries between what is acceptable and what is not.
de
nt Bl
be ooms Taxonomy: Comprehension Learning Goal I:
Explain why classroom management is both
ha challenging and necessary.
vi Santrock - Chapter 14 #26
or Which of the following is one of the main goals of effective classroom
B. Co management?
ntr A. To help students spend more time engaged in learning
oll B. To help students feel better about themselves
in C. To help students resolve problems with others
g D. To help students obtain recognition for accomplishments
the
cla Though all of these goals are desirable, only the first (more time learning) is
ssr directly related to effective classroom management.
oo
m
en Bl
ooms Taxonomy: Comprehension Learning Goal I:
vir Explain why classroom management is both
on challenging and necessary.
Santrock - Chapter 14 #27
28. Which of the following are recommended strategies for increasing academic
(p.
482.) learning time?
A. Flip-flopping from one topic to another
B. Minimizing transition time between activities
C. Responding to distractions
D. Thoroughly discussing a topic after

the point has been made With transition

time minimized, less time is wasted.

29.
(p. Bl
477.) ooms Taxonomy: Comprehension Learning Goal I:
Explain why classroom management is both
challenging and necessary.
Santrock - Chapter 14 #28
Which of the following is not true concerning management issues in the
elementary and secondary school classrooms?
A. Classroom management principles are applied differently in the two settings.
B. Teachers in the secondary school face a wider range of problems than
those in the elementary setting.
C. Elementary school students' problems can be more deeply ingrained.
D. Secondary school students will expect more logical clarification as to the
reasoning for classroom rules.

Secondary school students' problems can be more deeply ingrained and more
long-standing.
30.
(p.
479.)
Bl
ooms Taxonomy: Comprehension Learning Goal I:
Explain why classroom management is both
challenging and necessary.
Santrock - Chapter 14 #29
A new teacher asks another faculty member in the department about the best
way to establish effective classroom management. Which of the following
statements would be an appropriate response on the faculty member's part?
A. "Just establish your class rules and after that everything falls into place."
B. "Students will be more likely to respect you if you immediately place
your self in a position of authority."
C "Remain removed during independent seatwork and cooperative learning
activities. This is when
. you will be able to pick out your troublemakers."
D. "Help students feel a sense of mastery; their positive attitude will
help create an organized classroom."

One effective method for getting the school year off to the right start is
to create successful experiences for students right from the start.

B
looms Taxonomy: Evaluation Learning Goal I: Explain
why classroom management is both challenging and
31. necessary.
Santrock - Chapter 14 #30
(p.
480.) At the end of the day, teachers are discussing the main goal of classroom
management. Which of the following teachers does not have the right idea about
classroom management?
A. "It should be intimidating."
B. "I y on-task."
t C. "It should keep students out of trouble."
sh D. "It should prevent students from developing academic and
ou
ld emotional problems." Only choice "a" is not mentioned as one
hel
p of the main goals of classroom management.
stu
de
nts B
to looms Taxonomy: Evaluation Learning Goal I: Explain
why classroom management is both challenging and
sta necessary.
Santrock - Chapter 14 #31
32. Mr. Washington is about to move to the student presentation portion of the
(p.
482.) lesson. As the first group of students is getting ready, he reminds the class that
the presentation material will be reflected on Friday's test. Which strategy of
increasing academic learning time has Mr. Washington utilized?
A. Maintaining activity flow
B. Minimizing transition time
C. Holding students accountable
D. Showing he is in charge

If students know they will be held accountable for the material, they are more
likely to use class time effectively.

B
looms Taxonomy: Analysis Learning Goal I: Explain
why classroom management is both challenging and
33. necessary.
(p. Santrock - Chapter 14 #32
482.)
Renaldo has great respect for his English teacher, Ms. Jefferson. She has the
uncanny ability to keep the class on track from one activity to another. Even as
they move out of their independent seatwork into their response groups, her
smiling presence is enough to keep students on-task. Which strategy of
increasing academic learning time best characterizes Ms. Jefferson's method?
A. Maintaining activity flow
B. Minimizing transition time
C. Holding students accountable
D. Showing she is in charge

While choice "a" also seems appropriate, the emphasis on transitioning between
teaching methods is more fully captured by choice "b."

34. B
(p. looms Taxonomy: Analysis Learning Goal I: Explain
482.) why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #33
Mr. Bumble is lecturing on the importance of lab equipment safety when he
notices two girls passing a note. Rather then unobtrusively taking the note, he
calls the whole class's attention to the matter.
And even after the girls are shamefully embarrassed, he goes into a diatribe
about the value of education, and how most students squander away their high
school years. Mr. Bumble is notorious for this behavior. Which error does Mr.
Bumble make in respect to students' academic learning time?
A. Maintaining activity flow
B. Mi C. Holding students accountable
ni D. Showing he is in charge
mi
zin Mr. Bumble's tragic error lies in his inability to maintain activity
g flow. In this situation, he is "overdwelling" on the note-passing issue.
tra
nsi
tio B
looms Taxonomy: Analysis Learning Goal I: Explain
n why classroom management is both challenging and
ti necessary.
Santrock - Chapter 14 #34
me
35. When planning the physical arrangement of the classroom, a teacher should
(p.
487.) implement all the following suggestions except which one?
A. Make sure that students can easily observe whole-class presentations without
moving chairs or stretching their necks.
B.Make sure that there are a few areas in the classroom in which students can
avoid being seen so that they can have some privacy.
C Reduce congestion in high-traffic areas, such as near a pencil sharpener and
bookshelves, by
. keeping student seats away from these locations.
D Keep often-used materials available in locations that can be accessed easily
to simplify setting up
. and cleaning up after each activity.

Teachers should be able to view all students at all times.

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
36. physical environment.
Santrock - Chapter 14 #35
(p.
485.) In which of the following classroom arrangement styles do large numbers of
students sit in circular, square, or U-shaped arrangements?
A. Cluster style
B. Face-to-face style
C. Off-set style
D. Seminar style

The U-shaped arrangement is the seminar style.

B
looms Taxonomy: Knowledge Learning Goal II:
37. Describe the positive design of the classrooms
physical environment.
(p. Santrock - Chapter 14 #36
485.)
In this style of classroom arrangement, small numbers of students (three or
four) sit at tables, but do not sit directly across from one another. This
arrangement is appropriate for cooperative learning.
Which arrangement is this?
A. Auditorium style
B. Cluster style
C. Off-set style
D. Seminar style

Students can sit and work together without the added distraction of sitting face-
to-face with another student.
 oms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #37
38. Arranging desks in rows is least appropriate for which of the following
(p. activities?
485.)
A. When the teacher is presenting a lecture
B. When students are finishing a reading assignment
C. When students are working on cooperative projects
D. When students are taking exams

Individual work can be accomplished when students sit in rows, but cooperative
work is best done when students sit together in groups.

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #38
39. When desks are arranged in rows and columns, teachers are most likely to
(p.
485.) interact with students in which of the following locations?
A. Front row and center column
B. Back row and center column
C. Right and left columns
D. Random locations This is the "action

zo

ne.
40.
(p.
478.) "

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #39
Classrooms are complex environments that are multidimensional, quick-
moving, unpredictable, and lack privacy. These characteristics reflect which of
the following?
A. Potential for rigid classroom procedures and rules
B. Potential for gender and culture bias
C. Potential for problems and chaos
D. Potential for emphasis on drill and practice

In analyzing the classroom environment, Walter Doyle (1986) described six

characteristics that reflect its complexity and potential for problems and chaos:
classrooms are multidimensional; activities occur simultaneously; things
happen quickly; events are often unpredictable; there is little privacy;
classrooms have histories.

Bl
ooms Taxonomy: Comprehension Learning Goal II:
Describe the positive design of the classrooms
physical environment.
S antrock - Chapter 14 #40
41. Which of the following is not true about classroom arrangement?
(p. A. Consider what activities students will be engaging in.
487.)
B. Develop a proven, permanent classroom arrangement.
C. Draw up a floor plan.
D. Make sure you can see all students.

While it is important to establish a working plan about your classroom

arrangement, arrangement should remain flexible in order to be revised as
necessary to optimize learning.

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
42. physical environment.
(p. Santrock - Chapter 14 #41
485.) Mr. Hernandez is planning to rearrange his classroom in preparation for a new
unit in which his 20 students will be engaged in whole-class discussions.
Which of the following classroom arrangements is most suitable?
A. Cluster style
B. Face-to-face style
C. Off-set style
D. Seminar style

The seminar style (U-shape, circle) is most appropriate.

B
looms Taxonomy: Evaluation Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #42
43.
(p.
485.)

45.
(p. 484.)

44.
(p.
485.) 46.
(p. 485.)
M aration for a new unit in which students will be working in small groups on
s projects for the upcoming science fair. Which of the following classroom
. arrangements is least suitable?
A. Cluster style
Y B. Face-to-face style
a C. Off-set style
n D. Seminar style
g
In all styles mentioned, except seminar style, students can be arranged in small
i groups facing one another. See Figure 14.2.
s

p B
looms Taxonomy: Evaluation Learning Goal II:
l Describe the positive design of the classrooms
a physical environment.
Santrock - Chapter 14 #43
n A teacher wants to set up her classroom for a series of student oral
n presentations. She wants everyone to face the person giving the presentation so
i that they don't have to turn their heads, and she wants students to have as few
n distractions as possible. Which of the following arrangements would be most
g suitable for this?
A. Auditorium style
t
B. Cluster style
o
C. Face-to-face style
D. Off-set style
r
e
a In the auditorium style, everyone faces the front. The speaker can stand in the
r front and be seen.
r
a B
n looms Taxonomy: Evaluation Learning Goal II:
g Describe the positive design of the classrooms
physical environment.
e Santrock - Chapter 14 #44
Mr. Leone has noticed a high rate of disturbances near the area in the room
h housing both the pencil sharpener and art supply table. What has developed in
e that area of the room?
r A. It has become an action zone.
B. It has become a high-traffic area.
c C. It has become an ineffective arrangement style.
l D. None of these
a
s This is a high-traffic area, and therefore it is more prone to disruptions.
s
r
o B
looms Taxonomy: Analysis Learning Goal II:
o Describe the positive design of the classrooms
m physical environment.
Santrock - Chapter 14 #45
Rita Gardener is progressing nicely through her lesson presentation. She
i is especially drawn to students in the front row who are nearest to her,
n as they are particularly engaged in asking and responding to questions.
What does Rita's participatory student group represent?
p A. It has become an action zone.
r B. It has become a high-traffic area.
e C. It has become an ineffective arrangement style.
p D. None of these
 n zone represents those students near the front and center of the room.
Th
is
B
act looms Taxonomy: Analysis Learning Goal II:
io Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #46
47. Mr. Anderson walks by Miss Friedman's classroom before the start of the school
(p.
487.) year. Miss Friedman looks exhausted from rearranging her classroom. She tells
her colleague that every time she finally thinks she has it the way she wants it,
she remembers an important classroom activity that requires adjustment of the
desk arrangement. What has Miss Friedman neglected to do in designing her
classroom environment?
A. Draw up a floor plan.
B. Involve the students in planning the classroom layout.
C. Consider the flexible element of classroom arrangement.
D. All of these

While she has the best of intentions, Miss Friedman has unfortunately ignored
many rules of designing classroom arrangement.

B
looms Taxonomy: Analysis Learning Goal II:
Describe the positive design of the classrooms
48. physical environment.
(p. Santrock - Chapter 14 #47
480.)
Ms. Mackley teaches middle school science. Her classroom includes an
aquarium with fish, a terrarium with two turtles, and a cage with a mouse. The
desks are arranged in groups of four so that students can discuss science
experiments and work together. Three different centers are set up around the
perimeter of the classroom, each focused on a different area of science. Which
of the following best describes Ms. Mackley's approach to classroom
arrangement?
A She knows that arranging an engaging, interactive, and well-organized
classroom will contribute to
. positive student behaviors and overall learning.
B. She is wasting her time with classroom decorations and should
focus more on seatwork.
C. She is providing students with a chaotic and distracting classroom
environment.
D. She is creating an impersonal classroom environment.

The classroom environment plays an important role in students' motivation

and overall learning. The classroom in this scenario promotes inquiry,
questioning, and thinking about the subject matter.

B
looms Taxonomy: Analysis Learning Goal II:
Describe the positive design of the classrooms
49. physical environment.
Santrock - Chapter 14 #48
(p.
484- Mr. Silverman has taken great pains to fully consider the effectiveness of his
485.) classroom arrangement. He has made sure to evenly distribute art supplies at
different points in the classroom, while still making them easily accessible. He
has even made sure that he will be able to see each student. Which of the four
basic principles of classroom arrangement has he forgotten?
A. Reduce congestion in high-traffic areas.
B. M ch student.
ak C. Make often-used supplies easily accessible.
e D. Make sure arrangement allows each student to see whole-class presentations.
su
re Presentations are a vital part of teaching, and making sure all students can easily
he observe is the one component not mentioned.
ca
n
se B
looms Taxonomy: Analysis Learning Goal II:
e Describe the positive design of the classrooms
ea physical environment.
Santrock - Chapter 14 #49
50. Ms. Love is of the belief that students need the opportunity to talk about what
(p.
485.) they are reading, and she wants to put her class into reading groups. Which
arrangement style would you suggest Ms. Love use?
A. Auditorium
B. Cluster
C. Off-set
D. Face-to-face

The cluster style is the most appropriate choice for cooperative learning
activities.

B
looms Taxonomy: Application Learning Goal II:
Describe the positive design of the classrooms
51. physical environment.
(p. Santrock - Chapter 14 #50
488.)
Of the following traits, which is most typical of students whose teachers adopt
the authoritative strategy of classroom management?
A. Have low self-esteem
B. Are self-reliant
C. Are easily distracted
D. Are passive learners

This strategy of classroom management encourages self-reliance, delayed

gratification, good peer relations, and so on.

B
looms Taxonomy: Knowledge Learning
52. Goal III: Discuss how to create a positive
(p. classroom environment.
488.) Santrock - Chapter 14 #51
Good peer relations are most likely to develop in classrooms that are managed
with which strategy?

A. Authoritarian
B. Authoritative
C. Permissive
D. Restrictive

The authoritative style tends to produce students who get along with others.

53.
(p. B
488.) looms Taxonomy: Knowledge Learning
Goal III: Discuss how to create a positive
classroom environment.
 S
a
s will most likely develop a high sense of self-esteem in classrooms that are
nt managed with which strategy?
ro
ck A. Authoritarian
C
- B. Authoritative
h C. Permissive
a
pt D. Restrictive
er
1
4 The authoritative style tends to produce students with high self-esteem.
#
5
2
St B
looms Taxonomy: Knowledge Learning
ud Goal III: Discuss how to create a positive
ent classroom environment.
Santrock - Chapter 14 #53
494-
54. 495.)
(p.
489.)

55.
(p.
481,
491.)

56.
(p.
493.)

57.
(p.
St are managed with which strategy?
ud A. Authoritarian
ent B. Authoritative
s C. Permissive
ha D. Restrictive
ve
a In permissive classrooms, students have a sense of autonomy, but there is also a
co tendency toward inadequate academic skills and low self-control.
nsi
de
ra B
looms Taxonomy: Knowledge Learning
ble Goal III: Discuss how to create a positive
am classroom environment.
Santrock - Chapter 14 #54
ou An effective classroom manager will most likely avoid doing which of the
nt following?
of A. Coping with multiple situations at one time
aut B. Showing that he or she is aware of what goes on in the classroom
on C. Flip-flopping between two distantly related topics
o D. Engaging the students in a variety of challenging activities
m
y
bu Much time is lost in making transitions. Therefore, an effective manager will
t minimize flip-flopping between topics.
litt
le B
su looms Taxonomy: Knowledge Learning
Goal III: Discuss how to create a positive
pp classroom environment.
ort Santrock - Chapter 14 #55
for For getting students to cooperate, all of the following strategies are
de recommended except which one?
vel
op A. Develop a positive relationship with students.
in B. Criticize students for noncompliance with rules.
g C. Get students to share and assume responsibility.
lea D. Reward appropriate behavior.
rni
ng Only affirming strategies are recommended. Criticism would undermine a
ski teacher's attempt to build positive relationships with students.
lls
or
ma looms Taxonomy: Knowledge Learning
B

na Goal III: Discuss how to create a positive

gi classroom environment.
Santrock - Chapter 14 #56
ng Of the following strategies, which is least likely to encourage students to share
be and assume responsibility for their accomplishments and behavior?
ha A. Discourage students from judging their own behavior.
vi B. Involve students in planning and implementing classroom initiatives.
or C. Let students participate in decision making by holding class meetings.
in D. Do not accept excuses.
cla
ssr
To reach the stage of sharing and assuming responsibility, students need to learn
oo
to judge their own behavior.
ms
tha
t B
 looms Taxonomy: a positive classroom environment.
Santrock - Chapter 14 #57
58. All students want to have Mr. Grimley for world history. He is respected for
(p.
493.) his knowledge and insight, but he is most known for his ability to keep good
rapport with students while still offering an academically challenging course.
How would you characterize Mr. Grimley's success?
A. He controls his class with efficiency.
B. He is a pushover.
C. He has an engaging personality.
D. He has established positive teacher-student relationships.

Research demonstrates that successful classroom managers, in addition to

establishing effective rules and procedures, care about and develop positive
relationships with students.

B
59. looms Taxonomy: Analysis Learning Goal
(p. III: Discuss how to create a positive
495.) classroom environment.
Santrock - Chapter 14 #58
Mrs. Linley wants to encourage her students to demonstrate responsibility for
their behaviors. What is the best way for her to go about this?
A. Set up strict and well-defined rules.
B. Offer no-homework passes for compliance.
C. Don't accept students' excuses for their misbehavior.
D. Give thought to students' needs while you develop planning and
implementation of classroom initiatives.

By not letting students deflect responsibility for their behavior, the policy of not
accepting excuses encourages students to take responsibility themselves.

60. B
(p. looms Taxonomy: Analysis Learning Goal
494.) III: Discuss how to create a positive
classroom environment.
Santrock - Chapter 14 #59
Ms. Townsend's third-grade class is heading to the door for recess. Which of the
following statements about forming a line will most likely promote a positive
relationship between her and her students?

A. "You better make a line if you want to go outside."

B. "If you don't line up properly, you'll have to go back to your seats."
C. "Remember our rule about lining up at the door."
D. "I'm so tired of your inability to form a line."

Choices "a" and "b" are threatening. Choice "d" is critical. Choice "c" simply
provides a hint and reminder.
61.
(p.
494.) B
looms Taxonomy: Analysis Learning Goal
III: Discuss how to create a positive
classroom environment.
Santrock - Chapter 14 #60
Mr. Barton's fifth-grade class has just entered the cafeteria for lunch. Which of
the following statements about forming a "lunch line" will most likely promote a
positive relationship between him and his students?
A. "You better make a line if you want to go outside after lunch."
B. "If y, we'll go back to the classroom."
yo C. "Remember our rule about lining up when we enter the cafeteria."
u D. "I'm sick and tired of your inability to form a line."
do
n't Choice "a" and "b" are threatening. Choice "d" is critical. Choice "c" simply
lin provides a hint and reminder.
e
up
pr B
looms Taxonomy: Analysis Learning Goal
op III: Discuss how to create a positive
erl classroom environment.
Santrock - Chapter 14 #61
62. Mr. Johnson's ninth-grade students are taking an exam. He notices that several
(p.
494.) students are looking around the room, so he decides to make a comment.
Which of the following statements will most likely maintain a positive
relationship between Mr. Johnson and his students?
A. "If I catch you cheating, I'll take your paper and give you a zero."
B. "If your eyes wander, I will assume that you are cheating."
C. "The last person who I caught cheating got an F for the exam and failed the
course."
D. "I want to remind you of our rule to keep your

eyes on your page." The first three choices are

threats, whereas "d" is a polite reminder.

63.
(p.
495.) B
looms Taxonomy: Analysis Learning Goal
III: Discuss how to create a positive
classroom environment.
Santrock - Chapter 14 #62
Mr. Jacobson is involved in a serious discussion with one of his students. Mr.
Jacobson asks Rani why she has taken such a defiant tone in class during the
last couple of weeks. Rani responds that it isn't her fault that her opinions are
not allowed to be heard and she feels it is because she is a female. Mr.
Jacobson refuses to accept this possibility and calmly explains how he has
allowed her to voice her opinion on numerous occasions along with the
other girls in the class. Which of the following best captures Mr. Jacobson's
response to Rani's blaming?
A. He is helping Rani to take responsibility for her behavior.
B. He is using an authoritarian management style.
C. He is demonstrating "withitness."
D. He is distinguishing rules and procedure.
64.
(p.
491.) Mr. Jacobson refuses to accept Rani's excuses in order to help her take
responsibility for her behavior.

B
looms Taxonomy: Analysis Learning Goal
III: Discuss how to create a positive
classroom environment.
Santrock - Chapter 14 #63
Amy and Ilona are talking in the back of the class because they see their
teacher is busy at his desk explaining the multiplication table to Ronnie for the
third time. They are dismayed when the teacher makes eye contact with them to
discourage their chatting without interrupting his remedial instruction to
R while he keeps his eye on the rest of the class. Which of the following best
o characterizes the teacher's uncanny ability?
n A. He is encouraging students to take responsibility for their behavior.
ni B. He is using an authoritarian management style.
e. C. He is demonstrating "withitness."
A D. He is distinguishing rules and procedure.
ll
of Withitness refers to those teachers who are aware of all the happenings in the
th classroom and check misbehavior before it gets out of hand.
is
o
cc B
looms Taxonomy: Analysis Learning Goal
ur III: Discuss how to create a positive
s classroom environment.
Santrock - Chapter 14 #64
65. Which of the following actions is an important component of active listening?
(p. A. Synthesize themes and patterns from the other person's comments.
499.)
B. Listen for weaknesses in the other person's arguments.
C. Offer advice when the other person seems to need it.
D. Interrupt politely when the other person talks too much.

By looking for themes and patterns, the listener gains a better understanding of
what the speaker has said.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #65
66. Which of the following actions is an evident component of active listening?
(p.
499.) A. Paraphrasing
B. Criticizing
C. Advising
D. Threatening

By paraphrasing, the listener shows an understanding of the speaker's message.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #66
67. 499.)
(p.
497.)

69.
(p. 507.)
68.
(p.
W r person
hic B. Criticize the other person
h C. Pause before replying to questions
of D. Listen for patterns or themes
the
fol
lo Criticism serves as a barrier to communication because it prompts the listener
wi to feel defensive and less willing to talk openly.
ng
is
B
the looms Taxonomy: Knowledge Learning Goal IV: Identify some
gr good approaches to communication for both students and
teachers.
eat Santrock - Chapter 14 #67
est By being silent, a good listener will likely do any or all of the following, except
ba which one?
rri A. Observe the speaker's facial expressions
er B. Think about what the other person is saying
to C. Wonder what the other person is feeling
eff
D. Make a polite transition to a new topic
ect
ive
ve A good listener will often pause after someone else finishes talking to observe
rb and to think and wonder about the other person's message.
al
co
m B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
m good approaches to communication for both students and
un teachers.
Santrock - Chapter 14 #68
ica
Isabel's friend, Amy, posted embarrassing information about her online. The
tio
n? information quickly spreads throughout the school and more kids join in and
A. further humiliate Isabel with additional postings on the Internet. This destructive
Re behavior is known as which of the following?
tai A. Minor intervention
n B. Cyberbullying
ey C. Internet aggression
e D. Digital disgrace
co
nta Cyberbullying occurs when a child or adolescent is tormented, threatened,
ct harassed, or humiliated by another child or adolescent on the Internet.
wi
th
B
ot looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
he approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #69
70.
(p.
505.) 71.
(p. 500.)
 One effective way to handle student misbehavior in the classroom is to teach
students that misbehavior always results in which of the following?
A. Punishment
72. B. Consequences
(p.
504.) C. Extrinsic rewards
D. Intermediate intervention

One effective way to handle student misbehavior in the classroom is to teach

students that misbehavior always results in a consequence. This fosters self-
regulation and helps students realize that they can ultimately control the
consequences of their own behavior.

Learning Goal V: Formulate some effective approaches that teachers can use
to deal with problem behaviors.
Santrock - Chapter 14 #70
During a conversation, Mr. Laurel pauses for a second or two before responding
to his principal, Ms. Ryan. How should Ms. Ryan interpret Mr. Laurel's silence?
73. A. As rude and inconsiderate
(p. B. As a sign of defiance
506.) C. As betraying incompetence
D. As indicating contemplation

A pause in conversation can indicate that the listener is thinking about what was
said and trying to understand the speaker's feelings. Nonverbal gestures can add
additional information for interpreting the situation.

B
looms Taxonomy: Analysis Learning Goal IV: Identify some good
approaches to communication for both students and teachers.
Santrock - Chapter 14 #71
When moderate intervention is required because a student is misbehaving, for
example, the student keeps interrupting the class activity despite requests and
warnings to stop the behavior, which of the following "next steps" would likely
be most appropriate?
A. Ignore the student and avoid making eye contact with him or her.
B. Move closer to the student and wait for the misbehavior to stop.
C. Remind the student that such behavior is unacceptable.
D. Isolate or remove the student from the situation.

If misbehavior is repetitive despite warnings and requests, it might be wise to

remove the student from the situation.

B
looms Taxonomy: Evaluation Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #72
Verbal or physical behavior designed to disturb someone less powerful refers to
which of the following?
A. Fighting
B. Bullying
C. Conflict
D. Peer mediation

This description matches the definition of bullying presented by Nansel et al.'s

study on the occurrence of bullying.
 B
looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #73
74. Which of the following statements about bullying is true?
(p.
506.) A. High school students are most likely to be affected by bullying.
B. The most frequent type of bullying is being hit, slapped, or pushed.
C In a national survey, nearly one of every three students said that they had
experienced occasional or
. frequent involvement as a victim or perpetrator in bullying.
DBullies report more loneliness and difficulty making friends, while victims
of bullies were more
. likely to have low grades and to smoke and drink alcohol.

In a recent national survey of more than 15,000 sixth through tenth grade
U.S. students, nearly one of every three students said that they had
experienced occasional or frequent involvement as a victim or perpetrator in
bullying.

B
looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
75. Santrock - Chapter 14 #74
(p. Both bullies and victims of bullies have been shown to suffer which of the
506.) following effects of bullying?
A. Bullies and their victims are more likely to experience depression and
attempt suicide.
B. Bullies and their victims have more health problems, such as headaches and
sleep problems.
C. Bullies and their victims experience greater anxiety.
D. All of these

A recent study indicated that bullies and their victims in adolescence were more
likely to experience depression and engage in suicide ideation and attempt
suicide than their counterparts who were not involved in bullying. Another
recent study revealed that bullies, victims, or those who were both bullies and
victims had more health problems (dizziness, headaches, sleep problems, and
anxiety) than those not involved in bullying.

76.
(p. Bl
506.) ooms Taxonomy: Comprehension Learning Goal V: Formulate some
effective approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #75
Ray is an anxious, socially withdrawn child who has few friends. Ray is more
likely to become which of the following?
A. Victim of bullying
B. Perpetrator of bullying
C. Smoker and substance abuser
D. Increasingly resilient

Researchers have found that anxious, socially withdraw, and aggressive children
are often the victims of bullying, and those who did the bullying were more
likely to have low grades and to smoke and drink alcohol.

B
looms Taxonomy: Application Learning Goal V: Formulate some effective
 approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #76
77. An increasing number of prevention/intervention programs have been developed
(p.
506- to reduce bullying. Which of the following is not a common characteristic
507.) among bully-prevention programs?
A. Teachers learn how to recognize bullying behavior.
B. Teachers are taught to tolerate various types of bullying behavior.
C. Programs offer ways to improve peer relations and communication skills.
D. Teachers and students are taught skills for handling and reducing bullying.

The two programs profiled in the text teach students, teachers, and parents
skills for recognizing and handling bullying behavior. Consequences are
developed for bullying, which is not tolerated on any level.

Bl
ooms Taxonomy: Comprehension Learning Goal V: Formulate some
effective approaches that teachers can use to deal with problem behaviors.
78. Santrock - Chapter 14 #77
(p.
504.) Two third graders are involved in a verbal fight on the playground. A sixth
grade student is asked to work with the younger students to resolve the conflict.
The students most likely are participating in which of the following types of
programs?
A. Minor intervention
B. Cyberbullying
C. Peer mediation
D. Mentoring

The students most likely are participating in peer mediation, in which students
can be trained to help students resolve quarrels and change undesirable
behaviors.

79. B
(p. looms Taxonomy: Application Learning Goal V: Formulate some effective
479.) approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #78
It is the first day of school. Ms. Donahue is explaining the rules of the
classroom while two students are talking in the back of the room. Which of the
following strategies is most suitable for handling this situation?
A. Ms. Donahue should show her disapproval by avoiding eye contact until they
stop talking.
B. Ms. Donahue should announce, "May I finish?" and then wait for the students
to stop talking before she begins talking again.
C. Ms. Donahue should walk toward the students and say, "Please pay attention
to the rules."
D. Ms. Donahue should stop explaining the rules and ask the students to
rearrange their desks.

Since it is the first day, no pattern of misbehavior has been established. Also, it
is important to set the rules in place right away. The situation requires minor
intervention as described in the text.

B
looms Taxonomy: Analysis Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #79
80. (p. 478.)
 Mr. Hanson's tenth-grade students have just entered the classroom and are
heading toward their seats. Mr. Hanson stands at his desk in the front of the
room, ready to begin teaching. Two boys are standing and talking quietly in
the back of the room. Which of the following strategies is the most
appropriate "first step" for Mr. Hanson to use when handling this situation?
A. Mr. Hanson should introduce today's topic as a signal that class is beginning.
B. Mr. Hanson should go to the back of the room and quietly tell the boys to sit
down or leave.
C. Mr. Hanson should sit down at his desk and wait for the boys to stop talking
and find their seats.
D. Mr. Hanson should clear his throat and complain that he's tired of waiting for
the boys.
81.
(p. This situation requires minor intervention. Since the "problem" behavior is
504.) occurring during a transition, the first step should be to begin the next activity
and see whether the boys settle down.

B
looms Taxonomy: Analysis Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #80
Mr. Harmon is aware that Steven has been repeatedly picking on Ricky for the
third day in the row. Today he intervenes. Which of the following would be his
best approach?
A. He puts the two students in the same cooperative learning group.
B. He sends them both to the office.
C. He puts Steven in the corner.
82.
(p. D. He asks two students that he had last year to monitor the situation outside of
478- Mr. Harmon's class.
479.)

Getting older students to serve as monitors and intervene as necessary is an

effective approach to reduce bullying.

B
looms Taxonomy: Analysis Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #81
List the six characteristics that, according to Walter Doyle, reflect the
complexity of a classroom.

(a) Classrooms are multidimensional, (b) activities occur simultaneously, (c)

things happen quickly,
(d) events are often unpredictable, (e) there is little privacy, and (f) classrooms
have histories.

B
looms Taxonomy: Knowledge Learning Goal I: Explain
why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #82
83.
(p.
480.)
84.
(p. 479.)
W
hat (a) Helping students spend more time on learning and less time on non-goal-
are directed behavior, and (b) preventing students from developing academic and
the emotional problems.
tw
o
ma B
in looms Taxonomy: Knowledge Learning Goal I: Explain
why classroom management is both challenging and
go necessary.
als Santrock - Chapter 14 #83
of What is the connection between students' successful experiences and classroom
eff management?
ect
ive Early on, activities and assignments should be designed to ensure students
cla succeed at them. If students have a positive attitude toward learning, they will
ssr be more likely to be motivated and confident toward academic activities. When
oo students are motivated toward academic goals, they will be less likely to pursue
m off-task behavior.
ma
na
ge B
me looms Taxonomy: Analysis Learning Goal I: Explain
why classroom management is both challenging and
nt? necessary.
Santrock - Chapter 14 #84
85. Describe four things that, according to the text, a teacher can do to help
(p.
479.) establish a spirit of management in the classroom and why those strategies
would be successful.

(a) Establish expectations for behavior and resolve student uncertainties (by
explicating your expectations as a teacher, students do not have to guess or
discover what is expected of them), (b) make sure that students experience
success (students will develop a positive attitude toward the class and will have
the confidence to tackle more difficult tasks later), (c) be available and visible
(students will feel comfortable approaching the teacher for information and they
will become aware that you are involved in all aspects of the classroom), and
(d) be in charge (students will test the teacher to see if he or she will enforce
the rules, so the teacher needs to establish him or herself as an enforcer of the
rules).

Bl
ooms Taxonomy: Comprehension Learning Goal I:
Explain why classroom management is both
challenging and necessary.
Santrock - Chapter 14 #85
86. Identify the four principles of classroom arrangement.
(p.
484-
485.) The four principles include: reduce congestion in high-traffic areas, make sure
you can see all students, make often-used materials easily accessible, and
make sure all students can see lesson presentations.

B
looms Taxonomy: Knowledge Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #86
87. What are the five different arrangement styles?
(p.
485)
St e the auditorium, seminar, face-to-face, cluster, and off-set styles.
yl
es
B
in looms Taxonomy: Knowledge Learning Goal II:
cl Describe the positive design of the classrooms
physical environment.
ud Santrock - Chapter 14 #87
88. Distinguish the off-set and cluster arrangement styles.
(p.
485.)
While both are conducive to cooperative learning, the cluster style is considered
even more conducive to cooperative learning groups because the students are
directly facing each other.

B
looms Taxonomy: Analysis Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #88
89. Share how you would go about personalizing the classroom.
(p.
511.)
Possible ways of personalizing the classroom include posting student work as
well as positive expressions of identity, instituting a student feature on a bulletin
board, and making the classroom reflect the ages and personalities of its
students.

B
looms Taxonomy: Synthesis Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #89
90. When designing and choosing your classroom arrangement, what things should
(p.
487.) you take into consideration?

Issues include considering the nature of the activities students will engage in,
drawing up a floor plan, involving students in planning the layout, and
remaining flexible about classroom arrangement in order to optimize classroom
learning.

B
looms Taxonomy: Synthesis Learning Goal II:
Describe the positive design of the classrooms
91. physical environment.
(p. Santrock - Chapter 14 #90
484-
485.) Describe four basic principles for arranging a classroom to increase the
effectiveness of classroom management and explain why these principles are
important.

(a) Reduce congestion in high-traffic areas (distractions and disruptions often

occur in high-traffic areas), (b) make sure that you can easily see all students
(to effectively manage students, you need to be able to monitor their
behaviors), (c) make often-used teaching materials and student supplies easily
accessible (this minimizes preparation and cleanup time as well as slowdowns
and breaks in activity flow), and (d) make sure that students can easily observe
whole-class presentations (students are more likely to engage in off-task
behaviors when they have trouble seeing or hearing the presentation).

B
 looms Taxonomy: Santrock - Chapter 14 #91
the positive design of the classrooms physical
92. Why is personalizing the classroom important to classroom management?
(p.
486.)
By personalizing the classrooms, teachers are creating a positive atmosphere
conducive to learning and good interpersonal relationships among students and
teachers. Students see that the teacher takes their interests, talents, and strengths
into account. This atmosphere of collegiality can discourage some classroom
management problems.

B
looms Taxonomy: Evaluation Learning Goal II:
Describe the positive design of the classrooms
93. physical environment.
(p. Santrock - Chapter 14 #92
491.) Identify four characteristics of teachers who are effective in the way they
respond to students' misbehaviors, according to Kounin.

Effective teachers (a) have "withitness" (i.e., they are aware of what is
happening in the classroom),
(b) cope effectively with overlapping situations, (c) maintain smoothness
and continuity in lessons, and (d) engage students in a variety of challenging
activities.

94.
(p. Bl
493.) ooms Taxonomy: Comprehension
Learning Goal III: Discuss how to create
a positive classroom environment.
Santrock - Chapter 14 #93
According to Weinstein, what four principles should a teacher keep in mind
when establishing rules in the classroom?

(a) Rules should be reasonable and necessary, (b) rules should be clear and
comprehensible, (c) rules should be consistent with instructional and
learning goals, and (d) classroom rules should be consistent with school
rules.

Bl
ooms Taxonomy: Comprehension
Learning Goal III: Discuss how to create
a positive classroom environment.
Santrock - Chapter 14 #94
95.
(p.
494.)

96. 97.
(p. (p. 491.)
488-
489.)
S d not be seen as controlling of students' behavior.
e
t Students must create a target behavior that focuses on improvement and quality
u work, not compliancy.
p
a
n B
looms Taxonomy: Synthesis Learning
e Goal III: Discuss how to create a positive
x classroom environment.
Santrock - Chapter 14 #95
a Differentiate between authoritative, authoritarian, and permissive strategies for
m classroom management.
p
l
e An authoritative strategy encourages students to be independent thinkers and
o doers but still involves effective monitoring. The teacher encourages students in
f considerable verbal give-and-take and shows a caring attitude toward them, but
a the teacher still declares limits when necessary. An authoritarian strategy is
r restrictive and punitive. The focus is mainly on keeping order in the classroom
e rather than on instruction and learning. Authoritarian teachers place firm limits
w and controls on students and have little verbal exchange with them. Students
a tend to be passive learners. A permissive strategy offers students considerable
r autonomy but provides them with little support for developing learning skills or
d managing their behavior. Students tend to have inadequate academic skills and
c low self-control.
o
n B
t looms Taxonomy: Analysis Learning Goal
III: Discuss how to create a positive
i classroom environment.
n Santrock - Chapter 14 #96
g Create a proposal for your new principal that describes how you
e effectively manage group activities.
n
c Kounin focuses on four characteristics of effective group managers: (a) have
y "withitness" (i.e., they are aware of what is happening in the classroom), (b)
t cope effectively with overlapping situations,
h (c) maintain smoothness and continuity in lessons, and (d) engage students in a
a variety of challenging activities.
t
w
o looms Taxonomy: Synthesis Learning
B

u Goal III: Discuss how to create a positive

l classroom environment.
Santrock - Chapter 14 #97
98. Describe several guidelines that a teacher can use to make assertive requests.
(p.
484.)
(a) Use assertive nonverbal behavior, (b) keep your request simple, (c) avoid
asking for more than one thing at a time, (d) don't apologize for your request,
and (e) describe the benefits of your request.

Bloo
ms Taxonomy: Synthesis Learning Goal IV: Identify some good approaches
to communication for both students and teachers.
99. Define active Santrock - Chapter 14 #98
(p.
499.)
listening.

Active listening entails giving full attention to the speaker, focusing on both
 the emotional and the intellectual content of the message.

B
looms Taxonomy: Knowledge Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #99
499-
100 500.)
.
(p.
499.)

105.
(p. 501.)
101
.
(p.
497-
498.)

102
.
(p.
499-
500.)

103
.
(p.
497.)

104
.
(p.
Id what the speaker is saying, synthesizing themes and patterns across the speaker's
ent conversation, and giving competent feedback.
ify
the
Bl
be ooms Taxonomy: Comprehension Learning Goal IV: Identify some
st good approaches to communication for both students and
teachers.
wa Santrock - Chapter 14 #100
ys You have been asked to give a speech on the importance of teacher preparation
to in classroom management. Explain how you would organize your speech to
im enhance its effectiveness.
pr
ov Effective speaking entails: a connection with the audience, a clear purpose,
e effective delivery in line with conventions, effective organization, supportive
act evidence, and demonstrated effective use of media.
ive
list
B
eni looms Taxonomy: Synthesis Learning Goal IV: Identify some good
ng approaches to communication for both students and teachers.
Santrock - Chapter 14 #101
ski Building from the list in the text, what are some other universal nonverbal
lls. gestures that communicate a specific message?

Ac The text offers the following examples: a lifted eyebrow represents disbelief,
tiv clasped arms represent a protective stance, shrugging of the shoulders
e represents indifference, winking shows warmth, finger tapping represents
list impatience, and slapping one's forehead represents realization of something
eni forgotten.
ng
is
en B
ha looms Taxonomy: Synthesis Learning Goal IV: Identify some good
approaches to communication for both students and teachers.
nc Santrock - Chapter 14 #102
ed Of the barriers to verbal communication, which do you feel is the most harmful?
by Which do you feel is the least harmful?
pa
yi Students should judge which of the following barriers they feel is the worst:
ng criticizing, name-calling or labeling, advising, ordering, threatening,
car moralizing.
ef
ul
att B
looms Taxonomy: Evaluation Learning Goal IV: Identify some
ent good approaches to communication for both students and
io teachers.
Santrock - Chapter 14 #103
n Compare the importance of the various types of nonverbal communication in
to reference to a teacher's interactions with students. Be sure to cite specific
the examples to support your evaluation.
sp
ea
ke Students should offer their opinions as to the importance of the types of
r, nonverbal communication (facial expression, eye communication, touch, space,
pa and silence) by citing specific examples to support their arguments.
ra
ph B
ras looms Taxonomy: Evaluation Learning Goal IV: Identify some
good approaches to communication for both students and
in teachers.
g Santrock - Chapter 14 #104
Ev ication skills. Where do they measure up? Where are they deficient?
alu
ate Students should assess their communication skills across the various areas of
yo communication that include speaking, listening, and nonverbal communication.
ur
co
m B
looms Taxonomy: Evaluation Learning Goal IV: Identify some
m good approaches to communication for both students and
un teachers.
Santrock - Chapter 14 #105
106
.
(p.
478.)

110.
(p. 506-
507.)

107
.
(p.
504-
505.)

108
.
(p.
507.)

109
.
(p.
489.)
Pr
ov Problem behaviors that typically require minor interventions include: calling
ide out to the teacher out of turn, leaving seats without permission, engaging in
ex social talk when it is not allowed, or eating
am candy in class. Examples of minor interventions include: (a) use nonverbal
ple clues, (b) keep the activity moving, (c) move closer to students, (d) redirect the
s behavior, (e) provide needed instruction, (f) directly and assertively tell the
of student to stop, and (g) give the student a choice.
stu
de
nt Bl
ooms Taxonomy: Comprehension Learning Goal V: Formulate some
be effective approaches that teachers can use to deal with problem behaviors.
ha Santrock - Chapter 14 #106

vi Identify the different people you might turn to as you help students engage in
ors more appropriate behavior.
tha
t Resources available to you include peer mediation, parent-teacher conferences,
on principal support, counselor support, and mentor relationships.
ly
re
B
qu looms Taxonomy: Knowledge Learning Goal V: Formulate some effective
ire approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #107
mi
Imagine you are confronted with a classroom situation where one student is
no
consistently bullying another student. What are specific strategies you might
r
employ?
int
er
ve Possible ways to reduce bullying include the following: get older peers to serve
nti as monitors for bullying and intervene when they see it taking place; be aware
on that bullying often occurs outside the classroom, so you may not actually see it
s taking place; if you observe bullying in your classroom or in other locations,
in you will need to make a decision about whether it is serious enough to report to
the school authorities or parents; and get together with other teachers and the school
cla administration to develop school-wide rules and sanctions against bullying and
ssr post them throughout the school.
oo
m B
an looms Taxonomy: Synthesis Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
d Santrock - Chapter 14 #108
list Examine what Geneva Gay (2006) calls the "cultural mismatch" between
fo teachers and students and discuss how it impacts classroom management. What
ur can teachers do to reduce this mismatch?
ex
am Research findings show that African American students are punished more
ple harshly for relatively minor misconduct (such as defiance, disrespect,
s rudeness, and disobedience). Harsher punishments for often stem from
of cultural misunderstandings and conflicting expectations about how students
su are supposed to behave in relation to each other and in teaching-learning
ch situations. Teachers can focus more on improving instruction and become
int more knowledgeable of each others' cultural styles.
er
ve
nti B
on looms Taxonomy: Evaluation Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
s. Santrock - Chapter 14 #109
Lo classroom and school-based programs, create an eclectic program of your own
ok that utilizes what you feel are the most important elements from the existing
in programs.
g
acr Students should draw from: (a) the Olweus Bullying Prevention Program (b) the
os Bully-Proofing Your School Program, and (c) other strategies discussed in the
s text.
the
dif
fer B
looms Taxonomy: Synthesis Learning Goal V: Formulate some effective
ent approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #110
111 Create a policy proposal for peer mediation of students' disruptive behaviors. Be
. sure to specify how the school will implement such an approach.
(p.
504.)
Policy should address mediator of training, conflict resolution training, and
logistical considerations like how and when such mediation will occur.

B
looms Taxonomy: Synthesis Learning Goal V: Formulate some effective
approaches that teachers can use to deal with problem behaviors.
Santrock - Chapter 14 #111
One strategy for keeping your students on-task is to hold them accountable for
112 learning. How would you ensure accountability?
.
(p.
482.) This can be done by clearly communicating assignments and requirements,
clarifying why the content is important, helping students to use metacognitive
strategies, sharing with students how they will be assessed for learning (tests,
pop quizzes, writing assignments, etc.).

B
looms Taxonomy: Application Learning Goal I: Explain
why classroom management is both challenging and
necessary.
Santrock - Chapter 14 #112

113 Explain classroom activities where you would use the seminar style of
. seating arrangements in a middle-grades classroom.
(p.
472.)
The seminar style arrangement would be ideal for lecturing, guest speakers, and
student presentations.

B
looms Taxonomy: Application Learning Goal II:
Describe the positive design of the classrooms
physical environment.
Santrock - Chapter 14 #113
114 115.
. (p. 488.)
(p.
486.)
Ho Personalizing the classroom involves making your classroom warm and
w inviting. Ways to do this include holiday decorations, hanging students'
wo work, identifying with students' personal accomplishments, and student
ul recognition.
d
yo
u B
looms Taxonomy: Application Learning
pe Goal III: Discuss how to create a positive
rso classroom environment.
Santrock - Chapter 14 #114
nal
ize You have been warned that the new teacher has an authoritarian style of
yo classroom management. You know the class he is taking over is well known for
ur free thinking and will sometimes get out of hand. What conflict do you foresee?
ele
me Authoritarian teaching refers to a style that is restrictive and punitive with a
nta focus on classroom order. This teacher's style will be damaging to the students'
ry inquiry and participation.
cla
ssr
oo B
looms Taxonomy: Application Learning Goal IV: Identify some
m? good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #115
116 Describe an example of shaping appropriate classroom behavior.
.
(p.
494.) Shaping involves rewarding students for closer and closer approximations to a
target goal; for instance, rewarding students for on-task behavior in increasing
increments.

B
looms Taxonomy: Application Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
Santrock - Chapter 14 #116
117 What are tips you might share with a colleague about effectively communicating
. with students?
(p.
496-
500.) Tips might address active listening, the importance of nonverbal
communication, and avoiding typical barriers to effective verbal communication
(criticizing, advising, name-calling, ordering, threatening and moralizing).

B
looms Taxonomy: Application Learning Goal IV: Identify some
good approaches to communication for both students and
teachers.
118 Santrock - Chapter 14 #117
. How might you go about helping two of your students who consistently get into
(p. conflict during class?
503-
504.)

Teachers should try to help students learn how to resolve their own conflict,
provide a supportive context, encourage group collegiality in the classroom, and
teach students resolution strategies (e.g. communicating feelings, inhibiting
hostility, seeing another's perspective, and posing potential solutions). Teachers
also can seek the assistance of others through peer mediation or parent-teacher
conferences.
 looms Taxonomy:
Learning Goal V: Formulate some
effective approaches that teachers can
use to deal with problem
S
a
n
tr
o
c
k
-
C
h
a
p
te
r
1
4
#
1
1
8