Consequences Are Not Imposed by Adults
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Consequences Are Not Imposed by Adults
__________ consequences are not imposed by adults, but children learn from them because they are immediate and directly related to the action.
- Natural
- Related
- Deprivation
- Exclusion
Question 2 of 40
Kelly is making Sam cry by drawing on Sam’s artwork. Sam and his teacher, Mr. White, have discussed the problem with Kelly, but she refuses to stop. What should Mr. White do?
- Tell Kelly she cannot use the markers until she is ready to respect other’s artwork.
- Tell Sam to continue giving Kelly “I message” until she stops the behavior.
- Send Kelly to time out for five minutes and make her apologize when she returns to the table.
- Let the children work out the problem themselves as long as they are not hitting.
Question 3 of 40
Shondra lost her recess time because she forgot her homework. This is an example of:
- exclusion.
- a natural consequence.
- punishment.
- restitution.
Question 4 of 40
__________ consequences are directly tied to a behavior and help youngsters reflect on how their actions affect others.
- Deprivation
- Exclusion
- Natural
- Related
Question 5 of 40
A child uses materials in a center inappropriately and the teacher explains that he cannot return to that center until he agrees to use them correctly. This is an example of what kind of consequence?
- Deprivation
- Natural
- Exclusion
- Related
Question 6 of 40
Yesterday Joey pitched a fit and broke his crayons. Today he is crying because his crayons are broken. He tells his teacher that he will never break his crayons again when he is mad because he doesn’t like coloring with broken crayons. This example describes a child learning from:
- an exclusion consequence.
- a deprivation consequence.
- a natural consequence.
- negative reinforcement.
Question 7 of 40
What is an appropriate related consequence for a child who hits another child?
- Deprivation
- Restitution
- Restriction
- Exclusion
Question 8 of 40
Related consequences must be selected carefully: they must matter to teachers and they must:
- take away a child’s dignity so they will learn.
- take the focus off of the problem.
- encourage the child to step away from his/her own needs.
- help the child judges the pros and cons of certain behavior.
Question 9 of 40
In which circumstance would a natural consequence be the best?
- Joni has climbed very high in a tree.
- Noah runs toward a ball that has rolled into the street.
- Adrian forgot to bring his jacket out for recess.
- Carly doesn’t like Storytime at the library so she is always late getting there.
Question 10 of 40
If a child is building a tower that is not sturdy and an adult does not intervene but instead lets the child build until the tower collapses, the adult is allowing the child to learn from a/an __________ consequence.
- natural
- related
- deprivation
- exclusion
Question 11 of 40
Points Consequences that are imposed through adult power are:
- natural.
- logical.
- useless.
- punishment.
Question 12 of 40
Which is NOT true of natural consequences?
- Results are immediate.
- Results are directly related to the action.
- They keep the focus on the child’s behavior.
- Resentment and anger are created.
Question 13 of 40
When Billy accidentally trips Jenny on the playground, Jenny skins her knee. Mrs. Kelly sends Billy to help Jenny clean up her knee. Mrs. Kelly is giving Billy a __________ consequence.
- reciprocity
- restitution
- responsive
- relative
Question 14 of 40
At the art center, Mary and Amy are arguing about crayons. Mary is refusing to share crayons with Amy because Amy refused to share the glue. Their teacher, Mrs. Miller, decides not to intervene. Mrs. Miller is hoping that Amy will learn to share through a/an __________ consequence imposed upon her by Mary.
- exclusion
- deprivation
- reciprocal
- restitution
Question 15 of 40
Which of these is an appropriate example of a teacher doing to a child what a child has done?
- A child hits another student, so the teacher hits him.
- A child refuses to help clean up his table when asked by the teacher, so
later when he asks for help cleaning up his center so that he can go to
recess the teacher will not help him.
- A child reaches over and eats another student’s cookie, so the teacher
eats that child’s lunch.
- A child is reading a book when the teacher is teaching, so later when
the child is trying to ask for help the teacher acts as if she doesn’t
hear him.
Question 16 of 40
Claire would not sit down at the lunch table. When she spilled her milk, the teacher said she could not have more until the afternoon snack. What kind of consequence did Claire have?
- Corporal
- Exclusion
- Restitution
- Natural
Question 17 of 40
__________ consequences are designed to help children think about why certain behaviors are unacceptable and why others are desirable.
- Natural
- Related
- Deprivation
- Restitution
Question 18 of 40
Reed knocked over Blake’s block tower. The next day, Blake knocked over Reed’s block tower. Their teacher didn’t intervene because she believes in __________ as a type of consequence.
- deprivation
- exclusion
- restitution
- reciprocity
Question 19 of 40
__________ banishes the child from all activities and all of the children in the group.
- Timeout
- Exclusion
- Deprivation
- Reciprocity
Question 20 of 40
All of the following are true about punishment EXCEPT that it:
- affects the immediate response.
- generally produces negative side effects.
- has long-term negative effects.
- addresses the cause of the behavior.
Question 21 of 40
The discipline method that sets up artificial reward systems designed to get children to behave in certain ways is:
- consequence management.
- behavior modification.
- behavioral discipline.
- natural discipline.
Question 22 of 40
Points, tokens, marbles, and stickers are all examples of __________ rewards.
- monetary
- intermittent
- scheduled
- tangible
Question 23 of 40
Brain research shows that events that create __________ have negative effects on mental growth.
- fear
- anxiety
- humiliation
- All of the above
Question 24 of 40
Behavior modification is based primarily on the research of:
- Skinner.
- Piaget.
- Erickson.
- Kohn.
Question 25 of 40
When Jane reads a book because she thinks the book is interesting and fun to read, she is reading because of __________ motivation.
- extrinsic
- intrinsic
- reinforced
- necessary
Question 26 of 40
Using praise as a positive reinforcement can have negative effects such as a child feeling like he has failed a task if:
- his friend gets a compliment first.
- the teacher gives him a different compliment then his friend.
- he doesn’t get a compliment.
- he feels rushed to complete his task.
Question 27 of 40
The kids in Miss Ramo’s P.E. class keep folders with their personal records. Nobody else sees them, but each week several students work very hard to beat their own push-ups, sit-ups and jump roping records. These students are displaying __________ motivation.
- extrinsic
- competitive
- athletic
- intrinsic
Question 28 of 40
Positive “I message” are a form of:
- praise.
- behavior modification.
- assertive discipline.
- encouragement.
Question 29 of 40
Praise does not convey unconditional love. Instead, it can make children feel:
- a false sense of superiority.
- insecure and fearful of rejection.
- motivated to work harder.
- like they have to make great personal sacrifices to gain approval.
Question 30 of 40
A teacher who comments on a student’s artwork by saying, “Good work!” is using praise. Which statement below would be a more useful encouragement from the teacher?
- “I love your picture! It is beautiful!”
- “I am so proud of how you used the markers today!”
- “I see you used a lot of string. Tell me about your picture!”
- “I love it that you used red and green to paint the flowers!”
Question 31 of 40
Research has shown that children who are punished are most likely to turn to crime. In fact, in 2001, nearly __________ of every 100 American adults had served time in prison.
- 3
- 5
- 8
- 11
Question 32 of 40
Rewards are divided into the following three categories:
- social rewards, scheduled rewards, and praise.
- intangible, tangible, and social.
- tangible rewards, praise, and privileges.
- praise, scheduled rewards, and privileges.
Question 33 of 40
The emotional pain that often comes from punishment is:
- often more long-lasting than bodily harm.
- minor compared to the physical pain.
- not something most children dwell on.
- helpful in modifying behavior.
Question 34 of 40
Because older children are better at delaying gratification, __________ usually work well for them.
- tangible rewards
- praise
- privileges
- None of the above
Question 35 of 40
After Dan drops a glass, his mother calls him “clumsy” while she is cleaning the broken glass from the floor. Dan’s mother is damaging his self-esteem by using __________ punishment.
- corporal
- verbal
- physical
- controlling
Question 36 of 40
All adults are sometimes pushed beyond their limits. Adults who feel angry may find themselves punishing a child’s behavior instead of:
- hugging the child.
- giving praise.
- teaching self-discipline.
- using a time-out.
Question 37 of 40
Which country has the highest documented incarceration rate in the world?
- England
- China
- The United States
- Peru
Question 38 of 40
One school-wide strategy to eliminate corporal punishment is to:
- offer parenting classes on behavior management.
- address it at PTA meetings.
- offer after-school classes for children addressing behavior modification issues.
- give incentives to families to change their behavior.
Question 39 of 40
Taking away privileges totally unrelated to a behavior problem is:
- an appropriate consequence.
- an example of using natural consequences to help children learn appropriate behavior.
- mistaken by some teachers as a consequence although it is a punishment.
- an example of using logical consequences.
Question 40 of 40
Dustin uses the potty when his mom or teacher bribes him with M&M’s. Dustin is __________ motivated to become potty trained.
- not
- intrinsically
- forcefully
- extrinsically
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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