Managing Instruction and Classroom Dynamics at the Primary and Secondary Levels: Practice Test: Units 1 to 5

Practice Test 1

QUESTION ONE

Choose one (1) and Discuss/Develop.

a. Why is it important to plan for instruction? (Essay) (20 marks)

b. Three factors that influence planning for instruction. (Essay) (20 marks)

c. Plan a lesson for a specific subject, class/age and topic. (Lesson Plan) (20 marks)

d. “Planning processes initiated by teachers can give both students and teachers a sense of direction and help students become aware of the goals that are implicit in the learning tasks they are asked to perform.” (Arends, 1994) Critically evaluate this statement. (Essay) (20 marks)

QUESTION TWO

a. Discuss two (2) benefits to be derived from using a variety of teaching methods in the classroom. (4 marks)

b. Identify and describe one (1) Direct Teaching Method and one (1) Indirect Teaching Method and explain how a classroom teacher may effectively utilize each one in a specific subject area and age group. (10 marks)

c. Select one (1) constructivist approach to teaching and explain one (1) advantage and one (1) disadvantage in using that approach for a specific age group. (6 marks)

QUESTION THREE

a. Differentiate between convergent and divergent questions, stating the importance of using each in the classroom. (4 marks)

b. Discuss the following questioning techniques, stating one (1) benefit derived from each:

· Prompting

· Probing

· Wait Time I & II

· Redirecting (16 marks)

QUESTION FOUR

a. There are some guiding principles of constructivist thinking. Outline the meaning of three (3) out of five (5) principles listed below. (10 marks)

i) Learning is an active process (Jerome Bruner)

ii) Learning is a mental construction of meaning (Jean Piaget – Cognitive Consructivism)

iii) Learning involves language (Lev Vygotsky – Social Constructivism)

iv) Learning involves personal development (Erik Erikson – Psychosocial Crises)

v) Motivation is a key component to learning (Abraham Maslow – Hierarchy of Needs)

b. Select three (3) constructivist approaches from the list below that utilises teachers and peers as joint contributors to students’ learning and explain how support is given. (10 marks)

i) Scaffolding

ii) Field-Trip

iii) Peer-Tutoring

iv) Questioning

v) Cooperative Learning

QUESTION FIVE

a. Define the following terms. (10 marks)

i) Classroom Management

ii) Classroom Arrangement

iii) Questioning

b. Select which classroom arrangement promotes students to ask more questions and discuss why you think this occurs. (10 marks)

i) Row and Column

ii) Semi-Circle

QUESTION SIX

a. Jacob Kounin believes that in order for a teacher to have an effective connection between classroom management and teaching, there needs to be good Lesson Movement. Lesson Movement is achieved through with-it-ness, overlapping, momentum, smoothness and group focus. Define three (3) of these terms. (10 marks)

b. Time” is an important aspect to consider when managing one’s classroom. Name the three (3) “Times” described below. (3 marks)

i) The total amount of time available for learning

ii) This time differs for every student, but increases student learning

iii) The amount of time students actively works on tasks of an appropriate difficulty

c. Discuss two out of four significant classroom management processes that promote time-on-task. (7 marks)

i) Rules and Procedures

ii) Classroom Arrangement

iii) Pacing

iv) Smooth Transitions

QUESTION SEVEN

a. Assessment, Measurement and Evaluation is important in the teaching and learning process. Explain the difference between:

i) assessment, measurement and evaluation

ii) formative and summative assessment

iii) criterion-reference interpretation and norm-reference interpretation

(10 marks)

b. Tests are used to measure the level of one’s ability, in terms of their knowledge, skills and attitudes. (10 marks)

i) Identify and define two (2) types of tests

ii) Identify and define two (2) types of testing devices

iii) Identify and define two (2) types of non-testing devices

c. Select one (1) method of assessment and create a tool to gauge students’ learning. (10 marks)

i) Portfolio

ii) Presentation

iii) Journal

iv) Exhibition

Practice Test 2

1. Define the term “Instructional Objective.”

[2 marks]

(b) Explain Three (3) ways objectives might be important for instructional

planning.

[6 marks]

(c) Mager-type objectives have three components – that is three types of information needed for instructional objectives to be most useful. Describe the three components and then construct three objectives that correctly contain all three components.

[12 marks] [Total 20 marks]

2. “Lessons that are not engaging let students’ minds wander.” (Tomlinson, 2005).

(a) Discuss.

[10 marks]

(b) Select a subject area, grade level and topic and describe TWO (2) strategies that may be employed by the teacher to make the lesson “engaging”.

[10 marks]

[Total 20 marks]

3. (a) Describe any THREE of the following teaching strategies.

(i) Guided Discovery

(ii) Simulation

(iii) Role Play

(iv) Field Trip

[12 marks]

(b) Select a subject area, grade level and topic and explain how you will use any ONE (1) of the strategies selected to teach your class.

[10 marks]

[Total 20 marks]

4. Explain TWO (2) tenets of the constructivist approach.

[4 marks]

(b) Describe THREE (3) ways in which the constructivist approach to teaching may differ from the traditional approach.

[6 marks]

[10 marks]

[Total 20 marks]

5. (a) Compare direct instruction and indirect instruction.

[6 marks]

(b) For both Direct Instruction and Indirect Instruction explain TWO (2) benefits of using these approaches in classroom teaching.

[4 marks]

(c) For a named subject, class, and topic, explain how you could combine direct instruction and indirect instruction strategies to aid learners.

[10 marks]

[Total 20 marks]

6. Research has shown that effective classroom managers tend to start the school year emphasizing many of the same things.

(a) Define what is meant by the term “Classroom Management”.

[2 marks]

(b) Discuss THREE (3) factors that characterise an effective classroom manager?

[6 marks]

[12 marks]

[Total 20 marks]

7. While there may be many ways to classify problem behaviour in the classroom, one way is to look at problem severity. This approach to problem classification is appealing because it is associated with recommendations for action (Good & Brophy, 1996).

(a) Distinguish among the three types of misbehaviour labelled as a) fleeting minor misbehaviour; b) sustained minor misbehavior: and c) disruptive misbehaviour

[6 marks]

(b) For each of the misbehaviours identified in (a) above, state Two (2) possible causes. [3 marks]

(b) Good & Brophy (1996) recommend varying the classroom management strategy with the nature of the problem. For each of the three types of misbehaviour stated above, clearly outline short-term strategies a teacher could use to deal with the problems. [11 marks]

[Total 20 marks]

8. What is punishment and when is punishment appropriate?

[4 marks]

(b) There are several types of punishment that are considered by many authorities to be inappropriate. Name three of those and explain what negative messages the punishments are likely to communicate to students.

[4 marks]

[12 marks]

[Total 20 marks]

9. (a) Differentiate between the terms “formative assessment” and “summative

assessment.”

[3 marks]

(b) Discuss FOUR (4) reasons for conducting assessment in the primary classroom. [8 marks]

(c) Select an age group and subject and describe THREE (3) techniques other than paper-and-pencil tests that you would use to assess students’ learning.

[9 marks]

[Total 20 marks]

10. (a) Describe FOUR (4) types of misbehaviours that may occur within the primary/secondary school classroom.

[10 marks]

(b) For any TWO (2) misbehaviours identified in (a) above, state a possible cause for EACH.

[10 marks]

(c) Select a grade level and outline TWO (2) strategies that may be employed by the teacher for maintain appropriate behaviour within the classroom.

[4 marks]

[Total 20 marks]

Notes

Types of Misbehaviours

• Fleeting minor misbehavior: a misbehavior that does not violate a specific classroom rule, does not disturb others, and is very brief in duration (e.g., asking a friend for a pencil; asking a neighbor a question)

• Sustained minor misbehavior: a repeated minor misbehavior or one that appears to be escalating in severity (e.g., chatting; "playful inattention" such as tearing off pieces of paper and flicking them into the isle). While not yet truly disruptive, the behavior seems to be headed that way and has not stopped on its own.

• Disruptive misbehavior: a violation of classroom rules; a problem that interferes with the teacher's teaching or other students' learning.

Short-Term Strategies for Dealing with Problems: Good & Brophy (1990) recommend varying the strategy with the nature of the problem. The suggestions here are similar too Woolfolk’s.

• Fleeting Minor Misbehavior: don't make a big deal of it; ignore it. You want to maintain the momentum of your lesson.

• Sustained Minor Misbehavior: As with Kounin's "withitness" you want to communicate awareness and disapproval without disrupting the flow of instruction. What are some tactics for this?

- make eye contact

- move closer to the disruptive student

- touch the student's desk or shoulder

- "redirect" the students to draw them back on task

o ask a task-related question (e.g., "John what do you think would be an effective way to redirect a student?"). NOTE: the goal is to draw the student back, not embarrass.

o direct the whole classes' attention to something task related (e.g., "Everyone look at the diagram on page 97.")

• Disruptive Behavior: You need to be more direct and possibly disrupt the flow of the lesson, because the behavior is interfering with the learning of others. The authors recommend informing or reminding the student of the rule or the appropriate behavior. This is an extension of the idea of “teacher as socializer.”

• state the student's name

• state the rule or the appropriate behavior

• be firm, businesslike, make eye contact

• AVOID asking pointless questions (why did you do that?)

• AVOID making implied threats

• AVOID being rough or abusive

• For example:

"Ralph, we raise our hands to be called on." versus "Ralph, why don't you stop calling out answers?”

"Sally, you should be in your seat working." versus "Sally, why don't you ever stay in your seat?”

• If you find yourself reminding the same student about the same old problem more than once or twice, you may want to consider the use of punishment.

Discipline Problems

Discipline problems are listed as the major concern for most new teachers. What can teachers expect and how can they effectively handle discipline problems? Classroom management combined with an effective discipline plan is the key. When dealing with misbehaviours there are a few things to consider. What are the types of misbehaviours in the classroom, cause of misbehaviours, violence in the classroom/School, and what are the strategies for encouraging or maintaining appropriate beehaviours?

There are many types of misbehaviors in the classroom some of these include:

Don't Care Attitude/Apathy/Lack of Respect
Challenge Authority
Students Not Following School Policy (ex. dress code)
Excessive Talking
Unprepared for Class
Tardy to Class
Repeated Misbehaviors

Causes for these misbehaviors

Attention-Getting Behaviors

A common cause of misbehavior is the need for attention. Some children will do whatever it takes to get more attention, even when the attention comes in the form of scolding, nagging, or punishment. Attention-seeking behaviors include being silly, disrupting lessons, talking out of turn, or asking for special favors.

The most appropriate response to attention-seeking behavior is to provide special attention only when the student is behaving properly. Teachers should avoid becoming irritated when the child misbehaves for attention. Instead, misbehavior should be ignored unless dangerous and appropriate behavior should be reinforced repeatedly until it becomes the preferred method of gaining attention.

Power Struggles

Some children are argumentative and stubborn, fighting with the teacher about rules or assignments, or defiantly disobeying directions. This type of misbehavior is often symptomatic of a power struggle through which the child is actively trying to engage the teacher in a fight for domination. Though it is easy to be drawn in to a power struggle with a student, the more a teacher fights against the student’s behavior, the more he or she is rewarding it.

An appropriate response to power-seeking behavior is to acknowledge the need with the student, perhaps even complimenting his natural leadership, and to give the child power whenever it is appropriate, making him leader of a group or giving her a visible and important responsibility. By working with power-seeking students, rather than against them, teachers can make allies out of dominating students.

Revenge-Seeking Behavior

Students seek revenge when they are frustrated in their desire for attention or power. Revenge-seeking students are angry and rebellious, and their motive is to hurt the teacher, parents, or other students. Teachers who show that they have been hurt by the actions of a revenge-seeking student unintentionally reinforce the behavior.

Rebellious students expect an angry or hurt response to their behavior, but teachers who can acknowledge the anger the child feels, apologize if the child is appropriately angry over a specific incident, or otherwise respond in unexpected ways may surprise the rebellious student and reduce the likelihood of the misbehavior escalating into a more serious situation.

Avoiding Inadequacy

Children will also misbehave when they would rather appear “bad” than appear inadequate in some way. For example, if a class assignment is too difficult, the child may choose to intentionally misbehave and be sent from the room to avoid having to participate and look inferior. Sometimes, too, it is a matter of perfectionism, where the child will misbehave if they know they will not be the best at a task.

Responses to feelings of inferiority in children are best handled within the context of a classroom climate where effort and incremental growth is valued as much or more than the final product. Helping children to become met cognitively aware of their learning through discussion about how they are progressing puts the child in charge of his growth.

Dealing with violence in the classroom /school

Begin each class period with a positive attitude and high expectations. If you expect your students to misbehave or you approach them negatively, you will get misbehavior. This is an often overlooked aspect of classroom management.

Come to class prepared with lessons for the day. In fact, overplan with your lessons. Make sure to have all your materials and methods ready to go. Reducing downtime will help maintain discipline in your classroom.

Work on making transitions between parts of lessons smooth. In other words, as you move from whole group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment already written on the board. Many disruptions occur during transitional times during lessons.

Watch your students as they come into class. Look for signs of possible problems before class even begins. For example, if you notice a heated discussion or problem before class starts, try to deal with the problem then. Allow the students a few moments to talk with you or with each other before you start your lesson to try and work things out. Separate them if necessary and try to gain agreement that during your class period at least they will drop whatever issue they have.

Have a posted discipline plan that you follow consistently for effective classroom management. Depending on the severity of the offense, this should allow students a warning or two before punishment begins. Your plan should be easy to follow and also should cause a minimum of disruption in your class. For example, your discipline plan might be - First Offense: Verbal Warning, Second Offense: Detention with teacher, Third Offense: Referral.

Meet disruptions that arise in your class with in kind measures. In other words, don't elevate disruptions above their current level. Your discipline plan should provide for this, however, sometimes your own personal issues can get in the way. For example, if two students are talking in the back of the room and your first step in the plan is to give your students a verbal warning, don't stop your instruction to begin yelling at the students. Instead, have a set policy that simply saying a student's name is enough of a clue for them to get back on task. Another technique is to ask one of them a question.

Try to use humor to diffuse situations before things get out of hand. Note: Know your students. The following example would be used with students you know would not elevate the situation to another level. For example, if you tell your students to open their books to page 51 and three students are busy talking; do not immediately yell at them. Instead, smile, say their names, and ask them kindly if they could please wait until later to finish their conversation because you would really like to hear how it ends and you have to get this class finished. This will probably get a few laughs but also get your point across.

If a student becomes verbally confrontational with you, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. There will always be a winner and a loser which sets up a power struggle that could continue throughout the year. Further, do not bring the rest of the class into the situation by involving them in the discipline or the writing of the referral.

If a student becomes physical, remember the safety of the other students is paramount. Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance. You could also have a student designated to get help from another teacher. Send the other students from the room if it appears they could get hurt. If the fight is between two students, follow your school's rules concerning teacher involvement as many want teachers to stay out of fights until help arrives.

Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation.

Let it go at the end of the day. Classroom management and disruption issues should be left in class so that you can have some down time to recharge before coming back to another day of teaching.

1. Provide a safe environment outside of the child's classroom with grief counselors where kids can talk and express their emotions.

2. Principals and teachers need to reassure children of their safety and security and try to keep to a normal schedule and routine as soon as possible.

3. Provide counseling on an on-going basis to those children that need that help and support.

Managing Instruction and Classroom Dynamics at the Primary and Secondary Levels

Pages

Practice Test: Units 1 to 5

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