Pedagogy MCQs

Functional analysis examines what happens before and after behaviour to identify factors maintaining it.

The pattern suggests that instructional design may influence behaviour. Increasing active engagement can be a preventive management strategy.

Restorative approaches emphasize accountability, relationships, repairing harm, and restoring the classroom community.

De-escalation and impartial listening provide a foundation for understanding the conflict and deciding an appropriate response.

Collaborative or win-win conflict resolution seeks solutions that address the important interests of both parties.

Praise occurs after the target behaviour and therefore functions as a consequence.

ABC stands for Antecedent, Behaviour, and Consequence.

Consistency and fairness increase students' perceptions of predictability and legitimacy.

Arbitrary differences in treatment can undermine trust and create perceptions of bias.

Behaviour should be examined in terms of its antecedents and consequences. If public confrontation provides attention, it may inadvertently maintain the behaviour.

In the ABC framework, antecedents precede behaviour, while consequences follow it.

Excessive attention to minor misbehaviour can reinforce attention-seeking behaviour and disrupt the learning of the entire class.

A U-shaped arrangement facilitates visibility, interaction, discussion, and teacher movement.

Predictable routines reduce downtime and uncertainty during transitions and therefore help prevent disruptive behaviour.

Academic learning time refers to the time students are actively engaged in appropriate learning tasks and is closely related to effective classroom management.

Inefficient procedures consume instructional time and create opportunities for off-task behaviour.

Preventive management addresses the conditions that produce disruption before corrective action becomes necessary.

If attention is maintaining the unwanted behaviour, withholding that reinforcement can reduce it, while reinforcing appropriate participation teaches the desired alternative.

Authoritative management combines firm, reasonable expectations with responsiveness, communication, support, and explanation.

Authoritarian management is characterized by high control, strict rules, limited student participation, and relatively low responsiveness.

A permissive approach generally provides warmth or acceptance but insufficient structure and behavioural limits.

Explicit routines reduce ambiguity, save instructional time, and help students know how to behave during recurring classroom situations.

Engaging instruction reduces opportunities for off-task behaviour and keeps students actively involved in learning.

The key distinction is the effect on behaviour. Reinforcement increases behaviour, while punishment is intended to decrease behaviour. Negative reinforcement does so by removing an aversive stimulus.

Effective rules describe observable behaviour. “Raise your hand before speaking” is more specific and measurable than vague instructions such as “behave properly.”