Which among the following keys towards effective classroom management refers to the teacher’s ability to keep the classroom running in an organized fashion?
A. smoothness
B. overlapping
C. momentum
D. withitness
A. Smoothness is all about teaching a lesson while maintaining proper transition from one subject/topic to the next subject/topic without losing the students or having a lot of disruption.
In the middle of the lesson, Teacher Elmerisa saw a yellow butterfly outside the classroom. Instead of proceeding to the lesson, she suddenly diverted the topic about butterflies instead of discussing the present topic about adjectives. This situation can be categorized as ____________.
A. thrust
B. dangle
C. flip-flop
D. stimulus-bound
D. Stimulus-bound happens when teachers allow themselves to be distracted by outside stimuli move the attention of the class to that distraction. The students are now off-task, have trouble re-engaging in the task, and may engage in misbehavior.
Teacher Nosedra is not yet finished discussing the topic all about noun. The next day, her students were surprised when she proceeded to discuss a new topic about verb wherein fact she has not completed explaining the first topic. This event is an example of ____________.
A. thrust
B. dangle
C. flip-flop
D. stimulus-bound
B. Dangle occurs when a teacher leaves a topic without having it finalized or completed.
This is the term given to the appropriate pacing and progression of the lesson. The lesson should be properly paced, monitored, and adjusted in order to prevent slow-downs and stoppages.
A. smoothness
B. overlapping
C. momentum
D. withitness
C. Momentum means proper allocation of time and pacing of a lesson so as to avoid delays or shortcuts.
While administering a quiz. Teacher Jhera was able to check the attendance of the learners. This ability of a teacher to attend two tasks or more at a times is also known as _____________.
A. withitness
B. ripple effect
C. smoothness
D. overlapping
D. Kounin used the term “overlapping” to refer to the teacher’s ability to be multi-tasking. That is being able to do two activities or more at one time.
Benjamin Bloom’s Taxonomy of Objectives in the Cognitive Domain was revised by ____________.
A. Jacob Kounin
B. Lorin Anderson
C. Anita Harrow
D. Wolfgang Kohler
B. Lorin Anderson was a former student of Benjamin Bloom Anderson revised Bloom’s Taxonomy of Objective such as from “noun form” into “verb form”, from “evaluation” (as the highest level) into “creating” (as the highest level).
Teacher Cirilo is aware of what is happening inside the classroom such as how the learners behave when he is not around. This demonstrates ____________.
A. withitness
B. ripple effect
C. smoothness
D. overlapping
A. According to Kounin, the term withitness means awareness of what is going on in all parts of the classroom. Teachers with withitness are often described as teachers who have eyes on the back of their heads.
Who is the proponent of preventive discipline as an approach towards effective classroom management?
A. Jacob Kounin
B. Lorin Anderson
C. Anita Harrow
D. Wolfgang Kohler
A. Jacob Kounin is a classroom behaviorist. He worked to combine both discipline and learning in the classroom. He is famous for his Preventive Discipline using techniques and strategies to prevent misbehaviors from occurring.
Learners in this category have high awareness and understanding of one’s own interests, emotions, and goals. These learners tend to shy away from others. They’re in tune with their inner feelings.
A. Interpersonal Intelligence
B. Intrapersonal Intelligence
C. Visual Intelligence
D. Logical Intelligence
B. People who have high intrapersonal intelligence are aware of their emotions, motivations, beliefs, and goals. They are good in self-awareness and self-understanding.
Mrs. Andresa, a Grade-7 teacher, noticed that as she corrects the misbehavior of one student. It can positively influence the behavior of the other students in such a way that all of them would behave properly when one student is being corrected. This situation exemplifies ______________.
A. withitness
B. ripple effect
C. smoothness
D. overlapping
B. In a study conducted by Kounin, his first observation of an intriguing pattern in student behavior was when he asked a student in his own classroom to put something away; he noticed that the students around him suddenly followed in focusing their attention. He watched as the correction of one student behavior actually spread to other students engaging in inappropriate behaviors, and resulted in a much more ordered room. He later described this phenomenon as the “Ripple Effect”.
