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Question
The third-grade teacher has told a group of students to go to the cabinet and take a box of crayons that they may use during the year. A student who is the last one in line is faced with the moral dilemma of whether to take several boxes, since no one is watching. The student makes the decision that it would not be proper because the rule did not allow for anyone to take more than one box. This behavior reflects which level of moral reasoning?a) nonconventional
b) conventional
c) postconventional
d) preconventional
Answer
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Related questions
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What is the term used to describe the degree to which the teacher is vigilant, and continuously responsive to student behavior?
a) withitness
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c) skill at managing transitions
d) smoothness
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a) Assign a complex task with a form for progress monitoring.
b) Assign a complex task that is assessed upon completion.
c) Assign a short task with peer tutoring.
d) Assign a short task that is assessed upon completion.
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Mrs. Resnick stands by the door as her first period students enter. When they are settled into their desks, she says that she expects them to write well by the end of the school year. She also tells them that if they don't, they will fail her class.
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A student is used to getting the attention of the teacher by making annoying sounds. One day the teacher decides to ignore the sounds by showing no reaction. Based on behavioral theory, what would be the expected outcome, assuming the teacher's attention was the reinforcer?
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Q:
An English teacher wants students to begin writing paragraphs on various topics. How should the teacher proceed in explaining the parts of paragraph construction?
a) Allow the student to write in whatever manner he or she chooses.
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Q:
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b) contingent on the desired behavior.
c) given to all students in the same words.
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Q:
The three basic categories of secondary reinforcers are:
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c) social, mediation, and symbolic.
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Q:
Teachers can enhance intrinsic motivation by:
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b) giving constant praise.
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Q:
Recent research on classroom rewards, using older students and school-like tasks:
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b) suggests that extrinsic rewards do not necessarily decrease intrinsic motivation.
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Q:
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When a student has completed his/her consequence for misbehavior, he/she must be:
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b) fully accepted as a member of the class again.
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Q:
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b) learning the wrong spelling of a name first, which later creates difficulty in learning the correct spelling.
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Q:
Which of the following is an example of proactive inhibition?
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c) the attention of parents.
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Group contingencies can be especially effective with predelinquent students because:
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b) these students need to be singled out for special treatment.
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d) they can deprive students of peer support for misbehavior.
Q:
What is the name for the component of memory that holds current thoughts?
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Q:
A student who usually behaves well is not paying attention during class. Which of the following management strategies would be most effective?
a) deprive the student of privileges
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Q:
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Q:
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Q:
Below are three different schedules of reinforcement. Identify which schedule is depicted and predict the effect of the schedule on behavior.
1. An elementary school has a policy that prohibits students from running in the halls. The hall monitor waits by the cafeteria doors every morning from 8:00 until 8:30 looking for runners.
2. A teacher has his students complete all problems at the end of the chapter in their math text; however, he only grades the even ones.
3. A teacher gives unannounced quizzes, usually once per week, but sometimes more often.
Q:
There are three principles that govern the process of setting class rules. First, they should be few in number; second, they should make sense and be seen as fair; and third, they should:
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b) be clearly explained and deliberately taught to students.
c) be in alphabetical order for easier recall.
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Q:
Using the guidelines below, analyze an example of punishment. Use an example based on your personal observations; choose an example in which punishment was used to control a student's (or a child's) behavior.
What consequence was used in your "case"? Classify the consequencewhat type of punishment was used? Explain any operant-conditioning terms used in your answer.
Explain why the punisher might have chosen the form of punishment used. Evaluate the effectiveness of the punishment, including any unintentional effects on the learner.
Suggest an alternative to punishment that could be used in a situation like the one in your example. Identify any consequences or techniques used in your alternate solution. Identify at least one drawback or pitfall that might be encountered in implementing your alternative.
Q:
A teacher makes the following statement: I reinforce my students with praise, but it doesn't always work.Using Skinner's definition of reinforcement, how would you respond to the teacher?