EDU305 Final Term Past Papers by Zainee Academy

1. Behavioral progression records need to be maintained like academic records. 2. Select texts that are effective in nature.

3. Portfolios can have Records of behavioral progress 4. Teachers get adequate training in classroom pedagogy except: a Behavioral development of students at different age levels b Behavioral management c Classroom discipline d Mainlining the computer screen. 5. Self-efficacy is facilitated by a person’s beliefs and expectations about his/her ability to achieve certain tasks 6. Drastic changes in behaviors are not long lasting 7. Those behaviours need to be supported that help students enhance quality of life and enable them to become lifelong learners-humanistic approach. 8. When we talk about whole school, we talk about security and safety of staff and students. 9. When we talk about frustration, we talk about aggression. 10.

You want to help others in a classroom to get some defined

incentives is an example of extrinsic motivation. 11. Reinforcement is the heart of behavioural control. 12. times a teacher may deem it necessary to include penalty points for misbehaviour, emphasize on negative behaviours should be kept to a minimum.

13. Teacher’s stance in the classroom except: a) I care about you b) I know that you can behave and learn well c) I want to help you develop into a more I mature You d) I will punish you.

14. Penalty is an undesirable consequence of inappropriate behaviour. Penalties should ‘fit-the-crime’ and be neither too harsh nor trivial.

15. Avoid Nice teacher syndrome as disruptive behaviour is encouraged and sometimes becomes difficult to handle.

16. In Tension Reduction stage, Student releases tension through crying or verbal venting, or student may become sullen and withdrawn. Teacher can decide whether to use supportive or punishment techniques

17. A nurturing, caring environment is one antidote to frustration and aggression.

18. Tertiary Prevention involves intensive “wraparound” services that extend beyond the school building to encompass family and social support services. 19. If the student can give the correct response but does not display the behaviour outside the testing situation, the social skill problem is probably due to a performance deficit.

20. Social competence has strong implications for classroom management. 21. Piaget (1932) pointed to peer interaction as one major source of cognitive as well as social development, particularly for the development of role-taking and empathy. 22. Social skill instruction in schools benefit students not only socially, but also academically, as appropriate behaviours increase their access to instructional time.

23. Traditional punishment and exclusion may provide a short-lived relief from disciplinary problems. 24. To create a classroom environment where all students can learn, teachers must teach appropriate social skills giving students access to the academic curriculum.

25. Well-planned classroom activities reduce disruption. 26. Use with-it-ness and overlapping to avoid minor disruptions . 27. Victims of bullying can have serious and long-term consequences. 28. This school-family curriculum should focus on Nurturing and positive discipline. 29. When we talk about Behavior we talk about a) direct b) positive c) negative d) indirect