Managing Classroom Teaching-Learning — Quiz

Q1. Hofmeister and Lubke (1990) caution that an orderly classroom should not automatically be equated with effective classroom management because

• A. Orderly classrooms are always boring for adolescent learners.
• B. Effective classroom management is concerned with creating a learning environment and increasing appropriate behaviour, not merely with maintaining order.
• C. Order is impossible to achieve in upper-primary classrooms.
• D. Hofmeister and Lubke recommend complete disorder for creativity.

Q2. Anjali, a Class 7 learner, sits silently throughout the period and never raises her hand. The best teacher response is to

• A. Mark her absent for non-participation.
• B. Motivate her through reinforcement, attend to her personal needs, and create a non-threatening climate so she feels safe to participate.
• C. Publicly shame her into speaking up.
• D. Ignore her completely as she is not disturbing others.

Q3. The anxiety level of a Class 8 learner has a direct bearing on learning. The classroom climate should therefore be

• A. Threatening so that learners stay alert.
• B. Highly competitive with public ranking.
• C. Non-threatening and supportive so that anxiety is kept at an optimal, productive level.
• D. Free of any expectations or assessment.

Q4. A Class 7 teacher loses her temper and shouts at the entire class whenever a few learners chat. She is violating which principle?

• A. Principle of involvement
• B. Principle of clarity and mastery over content
• C. Principle of self-control — being firm but consistent and not losing temper
• D. Principle of flexibility

Q5. When a Class 8 learner in Rampur suggests a different way of solving a word problem during a Maths lesson, the teacher considers it on its merit and incorporates it into the discussion. Which principle is she following?

• A. Principle of flexibility — accommodating learners' suggestions and adjusting the plan when needed
• B. Principle of authoritarian behaviour
• C. Principle of clarity and mastery over content
• D. Principle of self-control

Q6. Learners observe the teacher's behaviour 'minutely' — therefore the Principle of Teacher Behaviour requires the teacher to display

• A. Sarcasm and indifference, so learners stay alert.
• B. Confidence, determination and consistency, because these qualities influence learners' classroom behaviour.
• C. Excessive friendliness to win popularity.
• D. Random mood swings to keep the class guessing.

Q7. A Class 7 teacher posts the rule 'Raise your hand before talking' on the wall and applies it consistently from Day 1. Which factor of effective classroom management is she demonstrating?

• A. Behaviour modification through reinforcement
• B. Setting and implementing classroom rules
• C. Universal Design of Learning
• D. Conflict resolution

Q8. To manage intervention and monitor misbehaviour effectively, the upper-primary teacher should

• A. Stay seated at her desk throughout the period.
• B. Move physically through the classroom — including to the back rows — so monitoring becomes easier and misbehaving learners stay alert.
• C. Send a class monitor to report misbehaviour to her.
• D. Use CCTV to watch the class from outside.

Q9. A Class 8 teacher tells her learners: 'Complete the Maths exercise correctly and you may then play kho-kho for 10 minutes.' She is applying

• A. Universal Design of Learning
• B. Extinction (a supportive measure)
• C. Behaviour modification — a more popular activity (play) reinforces a less popular activity (Maths practice)
• D. Time-out (a corrective measure)

Q10. 'skill in maintaining attention' as a classroom management technique. To keep Class 7 learners' attention, the unit recommends the teacher should use

• A. A monotonous lecture in a flat voice.
• B. Voice variation, humour, eye contact and varying teaching aids.
• C. Long silent reading sessions only.
• D. Frequent threats of punishment.

Q11. The first strategy for an inclusive classroom is

• A. Segregate CWSN into a separate room.
• B. Know your learners — identify their abilities, needs and learning styles.
• C. Use only the lecture method throughout the period.
• D. Skip assessment for CWSN.

Q12. A Class 7 inclusive classroom has a learner with a hearing impairment, a learner with a visual impairment, and a learner with a locomotor impairment. The teacher should

• A. Seat all three at the very back of the room.
• B. Plan seating arrangements that suit each learner's need — front seat for hearing/visual impairment, easy aisle access for locomotor impairment.
• C. Seat them only with each other and never with non-disabled peers.
• D. Make them sit on the floor.

Q13. 'Positive Behaviour Support (PBS)' is recommended as a supportive measure because it

• A. Replaces punishment with reinforcement and teaching of replacement skills.
• B. Increases the frequency of physical punishment.
• C. Is the same as expelling a learner from school.
• D. Avoids any involvement of parents or peers.

Q14. A teacher reinforces good behaviour of her Class 7 group by dropping a token into a jar every time the class works quietly, and at week-end the group earns an extra play period. This is an example of

• A. Corrective measure — removal from situation
• B. Preventive measure — reinforcing good behaviour to stop problems before they start
• C. Extinction — ignoring misbehaviour
• D. Conflict resolution

Q15. Of the 45 minutes of a Class 8 Science period, 35 minutes are used for instruction. Out of these 35 minutes, a learner spends 22 minutes actively listening, writing and answering — but daydreams the remaining 13 minutes. The 22 minutes are her

• A. Available time
• B. Allotted time
• C. Engaged time
• D. Transition time