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CLASSROOM MANAGEMENT section Latest
Update 2025-2026 70 Questions and 100%
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"Coercion" DEFINITION - CORRECT ANSWER: =Persuading someone to do
something you want through using threats or force; it is demeaning and can cause
students to "rebel against their coercer"; attempts to achieve compliance from someone
using threats or force; causes someone to behave OUT OF FEAR of what will happen
to them if they choose not to comply.
** "Quick Quiz" on Coercion (MY ANSWERS!!): - CORRECT ANSWER: F= Coercion
seems to solve the problem immediately
F= Coercion helps the student recognize his inappropriate behavior.
T = Coercion destroys a student's self-confidence.
T = Coercion makes a student want to escape their coercer.
Examples of "Assertive Statements": - CORRECT ANSWER: ~ "Thanks to those who
have their reading books out. I will need you to read for the next 10 minutes."
~ "Wow, I'm impressed with how many are lined up ready to go. Once everyone is in
line, the line leader can then lead us down the hallway."
~ "I'm watching for everyone to have their names on their paper so we can begin."
EXAMPLES of "INconsequential Behavior" - CORRECT ANSWER: = a child Whining,
complaining, making annoying sounds, making unnecessary/rude comments, yelling
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): - CORRECT ANSWER: #1.) "Behavior...environment"==> Ex: The
same students can behave perfectly for one teacher and disrespectfully towards
another teacher
,#2.) "Behavior...its consequences"==> Ex: a female student answers a question asked
by a teacher by yelling at her and the first time the teacher does acknowledge her
student's answer but doesn't draw attention to the WAY she responded (by yelling; bc
giving attention to something is a reinforcer) and has another/male student model the
APPROPRIATE way to respond and gives attention to that student so that the girl can
know how to properly respond when asked a question in the future.
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): (CONTINUED) - CORRECT ANSWER: #3.) "Behavior ultimately
responds BETTER to POSITIVE consequences"==> Ex:
a teacher THANKED/showed APPRECIATION towards the two students that got in line
to leave the classroom when asked to the first time, which motivated the student that
wasn't behaving properly to do the right thing so that he could get attention/interaction
from his teacher (which remember, is a POWERFUL MOTIVATOR!!)
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): (CONTINUED) - CORRECT ANSWER: #4.) "Whether a behavior
has been PUNISHED or REINFORCED...future."==> Ex: "Two students are talking in
the back of the classroom and not working on their assignments...'What do I expect you
to be doing now?' The student replies that she doesn't understand the assignment. The
teacher then assists that student as the rest of the class continues working."
How should someone respond to "Consequential Behavior"? - CORRECT ANSWER:
#1.) stop the inappropriate behavior
#2.) redirect the student to an appropriate behavior, which is typically back on task
How should someone respond to "INconsequential behavior"? - CORRECT ANSWER:
#1.) try to PURPOSEFULLY ignore inconsequential behavior
#2.) Then, recognize APPROPRIATE behavior (and show appreciation towards those
students for doing so) w/ a smile, verbal praise, a nod, or another positive gesture; or w/
some form of positive reinforcement
What are some "NON-Coercive" strategies/steps that can be taken/utilized when
working w/ students? - CORRECT ANSWER: = using the "I Understand" Method (it's
, important to help the student to know that you are aware of how they are feeling about a
particular activity/work, their concerns, etc. but STILL be sure to state the expectations
for the activity!!
= "RE-evaluate the situation"
= "State the facts" (this MOTIVATES students to behave appropriately, & continue to do
so; so that they can visually see what the expectations are
= Acknowledging a student's comment/concerns and RE-stating your expectations
(which validates that student as a person and helps calm down an emotionally charged
situation/person)
What are some "NON-Coercive" strategies/steps that can be taken/utilized when
working w/ students? (CONT.) - CORRECT ANSWER: =using "Assertive Statements"
(so that students know/understand that you are and will remain as the authority so that
they know that they are expected
What are some EXAMPLES of "Consequential Behavavior" ? - CORRECT ANSWER: =
What are some EXAMPLES of how a TEACHER could use "Coercion"/BEING
"COERCIVE"? ) **(which is NOT a good tactic/is harmful)** - CORRECT ANSWER: -
using sarcasm (which allows for them to make fun of the student/"talk down to them" in
front of their peers ==> which in turn, lowers a student's self-confidence and any
rapport/trust the teacher may have previously had with that student is ruined.
-
What are the 4 principles of Human Behavior? - CORRECT ANSWER: 1.) BEHAVIOR is
largely a product of its IMMEDIATE environment.
2.) Behavior is STRENGTHENED or WEAKENED by its consequences.
3.) Behavior ultimately responds BETTER to POSITIVE consequences.
4.) Whether a behavior has been PUNISHED or REINFORCED is known only by the
course of that behavior in the FUTURE (behavior change isn't always immediate and
takes time)
CLASSROOM MANAGEMENT section Latest
Update 2025-2026 70 Questions and 100%
Verified Correct Answers Guaranteed A+
"Coercion" DEFINITION - CORRECT ANSWER: =Persuading someone to do
something you want through using threats or force; it is demeaning and can cause
students to "rebel against their coercer"; attempts to achieve compliance from someone
using threats or force; causes someone to behave OUT OF FEAR of what will happen
to them if they choose not to comply.
** "Quick Quiz" on Coercion (MY ANSWERS!!): - CORRECT ANSWER: F= Coercion
seems to solve the problem immediately
F= Coercion helps the student recognize his inappropriate behavior.
T = Coercion destroys a student's self-confidence.
T = Coercion makes a student want to escape their coercer.
Examples of "Assertive Statements": - CORRECT ANSWER: ~ "Thanks to those who
have their reading books out. I will need you to read for the next 10 minutes."
~ "Wow, I'm impressed with how many are lined up ready to go. Once everyone is in
line, the line leader can then lead us down the hallway."
~ "I'm watching for everyone to have their names on their paper so we can begin."
EXAMPLES of "INconsequential Behavior" - CORRECT ANSWER: = a child Whining,
complaining, making annoying sounds, making unnecessary/rude comments, yelling
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): - CORRECT ANSWER: #1.) "Behavior...environment"==> Ex: The
same students can behave perfectly for one teacher and disrespectfully towards
another teacher
,#2.) "Behavior...its consequences"==> Ex: a female student answers a question asked
by a teacher by yelling at her and the first time the teacher does acknowledge her
student's answer but doesn't draw attention to the WAY she responded (by yelling; bc
giving attention to something is a reinforcer) and has another/male student model the
APPROPRIATE way to respond and gives attention to that student so that the girl can
know how to properly respond when asked a question in the future.
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): (CONTINUED) - CORRECT ANSWER: #3.) "Behavior ultimately
responds BETTER to POSITIVE consequences"==> Ex:
a teacher THANKED/showed APPRECIATION towards the two students that got in line
to leave the classroom when asked to the first time, which motivated the student that
wasn't behaving properly to do the right thing so that he could get attention/interaction
from his teacher (which remember, is a POWERFUL MOTIVATOR!!)
EXAMPLES of the "Principles of Human Behavior" (each # corresponds w/ the ones
from flashcard #1): (CONTINUED) - CORRECT ANSWER: #4.) "Whether a behavior
has been PUNISHED or REINFORCED...future."==> Ex: "Two students are talking in
the back of the classroom and not working on their assignments...'What do I expect you
to be doing now?' The student replies that she doesn't understand the assignment. The
teacher then assists that student as the rest of the class continues working."
How should someone respond to "Consequential Behavior"? - CORRECT ANSWER:
#1.) stop the inappropriate behavior
#2.) redirect the student to an appropriate behavior, which is typically back on task
How should someone respond to "INconsequential behavior"? - CORRECT ANSWER:
#1.) try to PURPOSEFULLY ignore inconsequential behavior
#2.) Then, recognize APPROPRIATE behavior (and show appreciation towards those
students for doing so) w/ a smile, verbal praise, a nod, or another positive gesture; or w/
some form of positive reinforcement
What are some "NON-Coercive" strategies/steps that can be taken/utilized when
working w/ students? - CORRECT ANSWER: = using the "I Understand" Method (it's
, important to help the student to know that you are aware of how they are feeling about a
particular activity/work, their concerns, etc. but STILL be sure to state the expectations
for the activity!!
= "RE-evaluate the situation"
= "State the facts" (this MOTIVATES students to behave appropriately, & continue to do
so; so that they can visually see what the expectations are
= Acknowledging a student's comment/concerns and RE-stating your expectations
(which validates that student as a person and helps calm down an emotionally charged
situation/person)
What are some "NON-Coercive" strategies/steps that can be taken/utilized when
working w/ students? (CONT.) - CORRECT ANSWER: =using "Assertive Statements"
(so that students know/understand that you are and will remain as the authority so that
they know that they are expected
What are some EXAMPLES of "Consequential Behavavior" ? - CORRECT ANSWER: =
What are some EXAMPLES of how a TEACHER could use "Coercion"/BEING
"COERCIVE"? ) **(which is NOT a good tactic/is harmful)** - CORRECT ANSWER: -
using sarcasm (which allows for them to make fun of the student/"talk down to them" in
front of their peers ==> which in turn, lowers a student's self-confidence and any
rapport/trust the teacher may have previously had with that student is ruined.
-
What are the 4 principles of Human Behavior? - CORRECT ANSWER: 1.) BEHAVIOR is
largely a product of its IMMEDIATE environment.
2.) Behavior is STRENGTHENED or WEAKENED by its consequences.
3.) Behavior ultimately responds BETTER to POSITIVE consequences.
4.) Whether a behavior has been PUNISHED or REINFORCED is known only by the
course of that behavior in the FUTURE (behavior change isn't always immediate and
takes time)
