Non-directive Intervention Theories of Humanism and Teacher Effec

This quiz is based on the studies of the unit 'Foundations of Education' and has been compiled by Evie, Danielle, Jenni, Rhana, Melissa and Kate. The questions are focused on two specific non-directive intervention theories.

These two specific non-directive intervention theories are that of Carl Rogers (Humanism) and Thomas Gordon (Teacher Effectiveness Training). Quiz questions will be focused around these two theories.

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1. Humanism believes that it is essential to reward students for good behaviour
True
False
2. Humanism believes that if you ask students to stop their present misbehaviour, it tells them that their needs are not important
True
False
3. Some students may not respond to the humanist problem-solving appproach but instead 'test' the negotiation process with the teacher
True
False
4. Humanism offers no direction interventions for disruptive behaviour
True
False
5. When a student has a personal problem, humanism belives that the teacher should try and take their minds off their worries
True
False
6. Humanism is the underlying philosophy of Teacher Effectiveness Training
True
False
7. Humanism is based on Maslow's Hierarchy of Needs
True
False
8. Humanism and Teacher Effectiveness Training are leadership intervention theories
True
False
9. The first level of needs in Maslow's Hierarchy are esteem needs
True
False
10. Maslow believes that all humans strive for self-actualisation
True
False
11. Carl Rogers believed that significant learning occurs, if teachers are genuine, accepting and empathetic
True
False
12. Carl Rogers suggested that education should be more humanistic
True
False
13. Humanism is a theory based around cognitive development
True
False
14. Teachers should build on real problems, provide a variety of resources and vary methods of instruction to make education more humanistic
True
False
15. I-messages let students know ahead of time what teachers might need or want
True
False
16. Creating an attractive classroom is an example of a preventative strategy used in the Teacher Effectiveness Training Model
True
False
17. "Let's deal with this problem later. I can see you're not ready to do anything about it," would be a good example of open communication towards students
True
False
18. Adopting active listening for student-owned problems is an example of a corrective strategy in the Teacher Effectiveness Training Model
True
False
19. According to the Teacher Effectiveness Training Model, teachers should use power methods to achieve discipline and promote learning
True
False
20. Teacher Effectiveness Training is also known as the Gordon Model
True
False
21. Teacher Effectiveness Training's main premise is a no conflict, problem-solving approach
True
False
22. Teacher Effectiveness Training promotes good communication rather then rewards and punishments
True
False
23. Students who are coerced in the classroom generally show good self discipline
True
False
24. Teacher Effectiveness Training suggests that controlling students is more beneficial than influencing them
True
False
25. Gordon's Teacher Effectiveness Training theory supplies a specific set of teacher actions and methods, one being the '7 Behavioural Skills' strategy
True
False
26. Humanism and Teacher Effectiveness Training theories applied in a classroom setting creates a communist environment
True
False
27. Humanism and Teacher Effectiveness Training theories applied to a classroom setting promotes fewer disruptions/conflicts as students have a want and desire to be good and respectful
True
False
28. Teachers applying humanistic theories to their classroom setting create rules for students which should not be broken or viewed as guidlines
True
False
29. Students involved in a humanistic learning environment develop outside academic benefits
True
False
30. A benefit for any teacher using Humanism or Teacher Effectiveness Training theories would be the attainment of their students respect
True
False

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