Classroom Management Flashcards
7 cards from real AECTP practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Classroom Management flashcards as text
A teacher wants to address the function of a student's attention-seeking behavior. The most effective intervention would be to:
Answer: Teach the student an appropriate way to seek attention and reinforce that behavior
Teaching a functionally equivalent replacement behavior (FERB) addresses the function of the misbehavior in a socially appropriate way.
When using group contingencies, a teacher ties rewards or consequences to the behavior of the entire class. This approach works best when:
Answer: The class has a strong sense of community and students support each other
Group contingencies leverage peer influence and are most effective in cohesive classrooms where students motivate one another.
An effective classroom management approach recognizes that most challenging behaviors serve a function. Which of the following is NOT a commonly identified function of behavior?
Answer: Demonstrating academic proficiency
The four main functions of behavior in Applied Behavior Analysis (ABA) are escape, attention, access to tangibles, and sensory stimulation — not academic demonstration.
A teacher creates a class agreement at the start of the year instead of a list of rules. The primary advantage of this approach is that it:
Answer: Fosters a sense of shared ownership and community responsibility
Class agreements build student agency and communal accountability, which increases intrinsic motivation to follow expectations.
Which of the following best describes the 'least restrictive environment' principle as it applies to classroom placement and management?
Answer: Students should be educated alongside non-disabled peers to the maximum extent appropriate
IDEA's least restrictive environment (LRE) mandate requires that students with disabilities be educated with non-disabled peers as much as possible.
A teacher notices that disruptions increase significantly during the last 15 minutes of class. What is the most likely cause?
Answer: Insufficient closure routine and declining student engagement near the end of the period
End-of-class disruptions often result from a lack of structured closure activities and waning engagement as students anticipate the period ending.
Which of the following statements about culturally responsive classroom management is accurate?
Answer: Teachers should consider students' cultural backgrounds when interpreting and responding to behaviors
Culturally responsive management recognizes that behaviors are interpreted through cultural lenses and that equitable responses must account for this diversity.