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Q:
What role do attributions play in the lens model of conflict? How do our attributions for ourselves and others differ? In your answer, be sure to define attributions and provide at least two specific examples.
Q:
Discuss the advantages of using metaphors for diagnosing conflicts, specifying (1) how they give you a view of conflict dynamics and (2) how they can be used to generate unique strategies you might make in a conflict.
Q:
According to the text, the most useful metaphors for helping us manage conflicts are those of a trial.
Q:
In individualistic cultures, members rely heavily on inferred meaning, whereas in collectivist cultures, members strive for an understanding of the literal meaning.
Q:
Many times, women assume a listening role during conflict when compared with men.
Q:
In individualistic cultures, people are more likely to resolve conflict through competition and collaboration.
Q:
Game metaphors reflect danger for men and opportunities for women.
Q:
Collaborative systems typically follow the silent treatment to effectively manage conflict.
Q:
Which of the following is one of the distinctive rules for handling conflict in an aggressive system?
a. Snide comments are acceptable.
b. If someone has a concern, dont respond to it.
c. Strong feelings are seen as normal and are allowed.
d. Have an audience present when you engage someone.
e. Deal with people directly.
Q:
Which of the following is a commonly held negative view about conflict?
a. Sadness is the only emotion in conflict interaction.
b. Disagreements are different from conflict.
c. Conflict should always be escalated.
d. Conflict is a result of personal pathology.
e. Conflict interaction should be curt and chaotic.
Q:
The following statement by Justin about a conflict with his sister Shannon is an example of which of the conflict metaphors given below? The next time she says something about my lifestyle, Im likely to explode like a volcano.
a. Conflict is a trial.
b. Conflict is a wild act of nature.
c. Conflict is a balancing act.
d. Conflict is warlike and violent.
e. Conflict is like a dance.
Q:
According to Hocker and Wilmot, the central metaphor used to describe conflict is that of:
a. a war.
b. a dance.
c. bullying.
d. a balancing act.
e. a bargaining table.
Q:
Which of the following theories assume that individuals learn to be male or female based on communication and observation?
a. Social learning theory b. The lens model of conflict
c. Attribution theory
d. Collectivist theory
e. Transformative theory
Q:
According to Hocker and Wilmot, which type of family is characterized by walking away from conflicts, never raising your voice, not telling anyone if there is a struggle, and keeping strong feelings to yourself?
a. Collaborative family
b. Permissive family
c. Aggressive family
d. Avoidant family
e. Passive family
Q:
Which of the following statements is true about research regarding gender differences in conflict?
a. Adolescent girls tend to be more aggressive than adolescent boys.
b. Men and women generally handle conflict in similar ways.
c. Women tend to take more control of conversations than men to lead it in the direction they want.
d. Women are more likely to avoid conflict than men.
e. Men tend to engage in the listening role more than women.
Q:
Most expressed struggles are activated by:
a. internal stress.
b. ambivalence.
c. conflicting internal dialogues.
d. a triggering event.
e. apathy.
Q:
Adam was taking a public speaking class and was angry with his instructor. All of his friends were getting good grades except him, but they all told him that he made the best presentations. The instructors evaluations of his presentations all stated that his presentations were amusing. Adam asked his instructor why all his classmates, most of whom happen to be females, were getting better grades than he was. Adam thought he was learning to be a better speaker and that the instructor was biased toward females, being one herself. However, Adam did not realize that there were other males as well in the class who were getting good grades. This conflict escalated because of:
a. incompatible goals.
b. scarce resources.
c. the perception of interference.
d. an expressed struggle.
e. None of the answers is correct.
Q:
Describe a time when you experienced a conflict that was in some way beneficial. Which of the benefits discussed in the text did you experience? If it was beneficial in some other way, describe how.
Q:
Provide an overview of the nature of spirals that occur in ongoing conflicts. Discuss how a spiral can be altered. Be sure to use a specific example to make your point.
Q:
What are the five features that contribute to destructive conflicts?
Q:
How can you express the struggle in a conflict without doing so verbally? Give a specific example of a conflict that is expressed without words.
Q:
Why do we need to study conflict? What role does prevention play? Is prevention the same as avoidance? Explain.
Q:
Discuss three ways in which negative parental conflict affects children in their family of origin.
Q:
Research suggests that it is not primarily a question of whether parents divorce or not that affects the children; rather, it is the level of conflict present in either the intact family or the restructured family that impacts the children. Do you agree or disagree? Explain.
Q:
Anger is the primary emotion associated with conflict.
Q:
When metaphors emphasize danger, the language of conflict narratives serves to warn people away from engaging in conflict.
Q:
Which of the following is one of the basic dynamics of all avoidance spirals?
a. Refraining from complaining to third persons about the other party
b. Increasing ones dependence on another person
c. Interacting more directly with another person
d. Harboring of resentment or disappointment
e. Avoiding the other party passively
Q:
Defensive climates, rather than supportive climates, are created when people use:
a. strategy rather than spontaneity.
b. empathy rather than neutrality.
c. description rather than evaluation.
d. provisionalism rather than certainty.
e. equality rather than superiority.
Q:
According to your text, _____ criticize more than _____.
a. adults; children
b. men; women
c. women; men
d. students; teachers
e. friends; romantic partners
Q:
Hocker and Wilmot discuss several benefits of learning effective skills in conflict. Which of the following is one of those benefits?
a. You can learn to always get what you want.
b. You will finally learn how to avoid all conflicts.
c. People around you will benefit from your improved skills.
d. You can improve your relationships.
e. People around you will benefit from your improved skills, and you can improve your relationships.
Q:
If you are upset with your roommate and you show it by playing your stereo loud enough to be annoying, the authors of your text would say you are demonstrating which of the following dimensions of conflict?
a. Expressed struggle
b. Perceived incompatible goals
c. Perceived interference
d. Interdependence
e. All of the answers are correct.
Q:
A gridlocked conflict arises when a conflict makes a person feel wanted by his or her partner.
Q:
According to the text, complaints can only be destructive, not constructive.
Q:
Increasing accurate self-awareness will help you better manage conflict.
Q:
Which of the following is not an essential feature of Hocker and Wilmots definition of interpersonal conflict?
a. An expressed struggle
b. Independence
c. Perceived incompatible goals
d. Perceived scarce resources
e. Interference
Q:
Terry and Pat have been in a committed romantic relationship for five years. Increased conflict has characterized their relationship recently. Both have become less invested in the relationship and have sought out others to fulfill some of their needs for affection, inclusion, and control. They dont rely on each other much or expect much from each other. The couples choices reflect which of the five features that contribute to destructive conflict?
a. Escalatory spirals
b. Avoidance spirals
c. Retaliation
d. Inflexibility and rigidity
e. A competitive system of domination and submission
Q:
Suki and Laura are best friends. Laura feels betrayed because Suki is so caught up in her relationship with her new boyfriend that she doesnt appear to have time for Laura. In this instance, the conflict is fueled by:
a. interdependence.
b. perceived incompatible goals.
c. low self-esteem.
d. avoidance of the issues.
e. perceived scarce resources.
Q:
According to Chapter 1, the authors state that people are born with conflict management skills that mostly stem from common sense.
Q:
Once a person becomes truly skilled at managing conflict, he or she will not have to deal with itconflict is avoidable.
Q:
Once a person perceives that another persons emotional intensity is escalating, the negative spiral has begun.
Q:
More than 50 percent of adolescent conflicts are resolved by standoffs or withdrawal.
Q:
An example of a scarce resource is self-esteem.
Q:
According to the text, disagreements are same as conflicts.
Q:
According to the text, an interpersonal conflict requires that the struggle be expressed.
Q:
Unresolved conflict can have an impact on a persons mental health.
Q:
Organize a classroom with students from diverse backgrounds and with different learning styles. Choose a topic and describe how you might use differentiated instruction to promote learning.
Q:
What is deep teaching? What would deep teaching look like in the academic area in which you plan to teach? Be sure to provide specific examples in your discussion.
Q:
What are the characteristics of constructive feedback? Why do you think that so many teachers fail to provide meaningful feedback to their students?
Q:
As a teacher, discuss some of the ways that you can vary your instruction so that students will have a variety in process and content. Give specific examples of activities that you would use.
Q:
With all the technological advancements taking place in education, do you feel that the day would come when teachers would become obsolete? Why or why not? Be sure to provide specific examples to support your claims.
Q:
What do you understand by flipped instruction? What would a flipped instruction classroom look like? As a teacher how might you, flip your classroom? Be sure to provide specific examples.
Q:
After having attended a workshop on problem-based learning, you decide to try it out.You realize that a key teacher role in this approach is to:A.prepare a lecture that highlights the key points of a problem, so students can see the direction you want them to take.B.identify activities that fuel a student's interest.C.focus on developing cultural awareness and ethnic differences.D.identify that most real problems are bound by a single subject field.
Q:
Differentiated instruction:A.ensures that all students fit into a particular teaching style.B.offers multiple options for instruction and assessment.C.recommends separate classrooms for students of different cultural heritages.D.tells us what curriculum should be taught in schools.
Q:
Why are first classes important for teachers?A.The first class has a competitive atmosphere.B.The first class is optional.C.The first class creates a first impression.D.The first class includes induction programs.
Q:
To what extent do you think teachers are born or made? Is it really possible to be a "natural born teacher"? Can a good teacher really be made? Be sure to include specific examples and analysis in your discussion.
Q:
Devise a school schedule that you think would realistically optimize engaged and academic learning time. What sort of changes would you have to make and why do you feel you would need to change what you did?
Q:
Discuss the five common patterns identified by Jacob Kounin that can disrupt classroom management during times of transitions. Provide examples of each. How can teachers minimize disruption?
Q:
In terms of classroom management, as a teacher, what steps would you take to eliminate gender bias in the classroom? Be sure to provide specific examples of what your approach would look like.
Q:
After having studied the classroom management models, which approach do you favor? Explain the idea behind the approach, why you favor that methodology, and what it might look like in a classroom setting. Be sure to provide specific examples in your discussion.
Q:
In the chapter, the authors discuss moving beyond punishment to use consequences. What do you think they meant by this observation? What is the difference between a punishment and a consequence? What do you think some examples of a consequence-based set of rules might resemble? Be sure to provide specific examples for your analysis.
Q:
Describe Bloom's original taxonomy and the revised taxonomy and highlight the differences. Does one version seem more meaningful or useful to you than the other? Why do you think the authors of the revised versions made the changes that they did? What do you see as the key difference, other than the change from nouns to verb, between the two lowest-order levels (levels I and II) in the original taxonomy and their counterparts in the revised taxonomy?
Q:
Propose a sample classroom question and activity for each level of Bloom's taxonomy (identifying the level for each). Describe what characteristics define each question and activity as belonging to the level to which you assign it.
Q:
Describe four types of teacher reaction and feedback. Which is used most often? Which is used least often?
Q:
Lower order questions:A.are used in teaching students in lower grades.B.ask for problem solving, creative, or open-ended thinking.C.ask for evaluations, comparisons, and causal relationships.D.can be answered through memory and recall.
Q:
A teacher asks a student to grade her own research paper and to justify her grade. Identify the level of this task on Bloom's taxonomy.A.AnalysisB.ComprehensionC.EvaluationD.Synthesis
Q:
Teachers should ask higher order questions when students:A.are involved in a creative or affective decision.B.work on drill and practice.C.are introduced to new information.D.review previously learned information.
Q:
In the context of Mary Budd Rowes research on wait time, teachers should:A.learn to increase their wait time from one second to three to five seconds.B.learn to increase their wait time from five seconds to ten to fifteen seconds.C.pause for one second after a student has completed an answer.D.reduce the wait time to improve the effectiveness of instruction.
Q:
The student who is typically given the most wait time by a teacher is the:A.low achieving female of color.B.average male of color.C.high achieving white female.D.high achieving white male.
Q:
The most frequent teacher reaction is:A.acceptance.B.criticism.C.praise.D.remediation.
Q:
For students, the problem with an "okay classroom" is that the teacher:A.accepts all answers when precision is required and remediation is not provided.B.does not provide specific feedback, which is not the best way to enhance student achievement.C.criticizes students routinely causing demotivation and reduction in student achievement.D.tends to favor males over females and is okay with this favoritism.
Q:
Identify the best example of a teacher praising a student that is more likely to boost student achievement.A.Linzy! Im happy that at least some of your answers are correct!B.Lea! That answer sounds okay.C.Great job! Keep it up!D.Melanie! Your answer demonstrates a good approach toward critical analysis.
Q:
Direct teaching model of effective instruction is:A.based on students' direct involvement with the material through hands-on activities.B.practiced through direct interaction with students on an individual basis.C.teacher presentation of new material followed by student practice and feedback.D.student-centered and student-directed.
Q:
In the cooperative learning model of effective instruction:A.accurate grading becomes easier and less time consuming.B.a strong competitive environment is promoted in the classroom.C.students are more likely to use computer technology.D.rewards and recognition are based upon student performance.
Q:
Mastery learning is based on the premise that:A.learning is a social processstudents learn through interaction with others.B.learning should be relevant to students' livesby solving real-world problems.C.all students can learnif given the right tools and the opportunity to work at their own pace.D.learning is doingstudents learn through hands-on experiences.
Q:
You have just been assigned to teach a class that has several management problems. A good strategy to reduce or eliminate these problems would be to:A.keep teaching materials and supplies locked up, so that students call on you when they need assistance.B.actively teach procedures, routines, and rules along with the academic curriculum.C.avoid eye contact with the students while teaching so that all students feel comfortable.D.place student desks near the supply cabinets so that students do not need to move around for supplies.
Q:
In the first step of the pedagogical cycle, a teacher:A.asks questions.B.provides feedback.C.introduces the topics.D.addresses questions.
Q:
By beginning a lesson with a challenging riddle or an anecdote, a teacher is trying to:A.establish clear objectives.B.inspire motivation.C.promote clarification.D.create a scaffolding.
Q:
When a teacher is breaking down (or "chunking") information to explain the concept more effectively to students, he is engaged in:A.scaffolding.B.transition.C.review.D.clarification.
Q:
A.creating.B.evaluating.C.applying.D.analyzing.
Q:
In Alice's classroom, the great majority of her students do well academically. When she is asked about why she feels she is such a successful teacher, she says that she structures her instruction in such a way that her students can do well either way, working with her directly or on their own. She says that her students often do even better working on their own than with her. Alice's classroom best exemplifies:A.engaged time.B.allotted time.C.flexible instructional time.D.academic learning time.