Guidance Approach for the

Encouraging Classroom 6th Edition

Dan Gartrell Test Bank
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Chapter 7: Leadership Communication with the Group

MULTIPLE CHOICE

1. The teacher does not have to make any other points of recognition to encourage students once
a public encouragement has been made.
a. The group receives clear feedback and knows that its efforts are appreciated.
b. The teacher has indirectly made known the cooperative students and the
noncooperative ones.
c. The strength of public encouragement includes which of the following?
d. Parents of those students who have received a public encouragement from the
teacher can be proud of their children.
ANS: C PTS: 1

2. Which of the following is a strategy to use when a entteacher wishes to use encouragement
with all of the children in a class?
a. logical consequences of good behavior
b. encouraging guidelines
c. public encouragement
d. private encouragement
ANS: C PTS: 1

3. Use of which of the following is deemed MOST appropriate when encouraging young
children?
a. stickers
b. personal encouragement
c. certificate of merit
d. yelling
ANS: B PTS: 1

4. Which of the following is pointed at in the studies of Lawhon and Watson?

a. children who lack opportunity to have close personal relationships are more likely
to experience long-term mental and physical health problems
b. children from very small families lack coping skills needed to succeed in life
c. schools need to be primarily responsible for the emotional stability of children
d. there is no need to overemphasize the need for close personal relationships in
children
ANS: A PTS: 1

5. Which of the following is NOT a strategy to use when teachers face squabbles among students
who exclude those other than their friends from play?
a. use the teacher’s leadership to structure small-group experiences that transcend
usual social circles
b. use class meetings and curriculum to teach friendliness
c. establish a guidelines of friendliness
d. contact parent of students involved in the exclusionary tactics
 ANS: D PTS: 1

6. Which of the following is NOT something the teacher needs to know when sending notes
home to parents?
a. Some parents will forget or misplace the note
b. Delivery rates of notes sent home are seldom 100%
c. Parents do not wish to be informed unless done so by phone
d. Some parents are nonreaders.
ANS: C PTS: 1

7. Mistaken behavior is often the result of

a. a mismatch between the child and the education program
b. lack of effective disciplinary practices in the classroom
c. intentional behavior by a child to disrupt classroom routines
d. none of the above
ANS: A PTS: 1

8. A basic different between encouragement and praise is that

a. praise is a more effective tool for long-term changes in behavior
b. encouragement empowers the efforts of the child
c. encouragement gives approval to achievement
d. praise empowers the efforts of the child
ANS: B PTS: 1

9. The use of class meetings in the classroom

a. work against the resolution of children’s problems
b. should be avoided in favor of more conciliatory means of resolving student
concerns.
c. supports the concepts of an encouraging classroom
d. are inappropriate with young children in early childhood settings
ANS: C PTS: 1

10. One positive aspect of the use of guidelines is that

a. they allow teachers a range of choices
b. they empower teachers to be professional
c. they support children in making effective choices
d. all of the above
ANS: D PTS: 1

ESSAY

1. Why are guidelines, not rules, important in the encouraging classroom?

ANS:
 Rules have preset consequences, which are often punishment. Rules are not adaptable to
varying situations and conditions and tend to be in negative terms. Because rules have
predefined consequences, when a teacher makes an “exception,” then their leadership roles
come into question. Guidelines also set standards. They supportively educate children to
standards of behavior and allow the teacher a range of choices thereby empowering them
professionally.

PTS: 1

2. Why is encouragement more appropriate than praise?

ANS:
Encouragement empowers the efforts of the child. Praise gives approval to achievements.
Praise stresses the idea of “winning,” causing anxiety. Praise creates an environment where
acceptance is conditional, where encouragement aids in task completion. The accomplishment
then becomes the reward. Encouragement happens when public encouragement is given to the
entire class and private encouragement is given to an individual child.

Praise is appropriate, as opposed to encouragement, when there is a need for recognition of a

single individual. One reason might be achievement after a child has struggled and
persevered.

PTS: 1

3. How do class meetings build the encouraging classroom?

ANS:
Class meetings focus on involvement of each child to encourage reflection and sharing about
experiences, needs, concerns, and triumphs. Anyone can talk, everyone takes turns and is
honest, listens carefully, and is kind to those speaking. Class meetings help to maintain a
sense of community, carry on the business of the class, and solve problems. This sense of
community helps build and maintain the encouraging classroom.

PTS: 1