Q1. Canter’s assertive discipline rests on the belief that teachers have the right to

• (A) Teach without disruption and to expect behaviour that supports learning
• (B) Punish learners without explanation, because unexplained penalties are thought to deter misbehaviour more quickly than reasoned consequences
• (C) Ignore misbehaviour to keep peace
• (D) Control every thought of learners

Q2. In Canter’s model, learners have the right to expect that the teacher will

• (A) Ignore misbehaviour to keep peace, because a calm class is thought to matter more than enforcing every rule
• (B) Decide consequences alone, because learners are thought to know best which penalties will change their own behaviour
• (C) State expectations clearly, apply consequences consistently and recognise good behaviour
• (D) Punish without explanation, because unexplained penalties are thought to deter misbehaviour more quickly than reasoned consequences

Q3. An assertive teacher, in Canter’s sense, is one who is

• (A) Hostile and threatening towards learners, because fear is thought to make learners obey quickly and respect the teacher’s authority
• (B) Firm, calm and clear about expectations, without hostility or apology
• (C) Passive and afraid to set limits
• (D) Silent about expectations

Q4. A nonassertive teacher differs from an assertive teacher because the nonassertive teacher

• (A) Sets limits too harshly, because a nonassertive teacher is sometimes mistaken for one who overreacts to every small misbehaviour and imposes penalties that learners see as unfair
• (B) Praises learners too often
• (C) Plans lessons too carefully
• (D) Fails to set and uphold clear limits, so misbehaviour continues

Q5. A hostile teacher differs from an assertive teacher because the hostile teacher

• (A) States expectations clearly, because a hostile teacher may still state rules clearly while using anger to enforce them
• (B) Uses anger, sarcasm and threats instead of calm firmness
• (C) Praises good behaviour
• (D) Applies consequences consistently

Q6. Canter’s model requires the discipline plan to be communicated to

• (A) Learners only, in secret, because keeping the plan from parents and administrators is thought to protect the teacher’s authority in class
• (B) Parents only, after offences
• (C) Learners, parents and school administrators
• (D) Administrators only, in writing

Q7. According to Canter, assertive discipline works best when expectations are

• (A) Invented on the spot for each incident, because flexible responses are thought to fit each learner and situation better than fixed expectations
• (B) Kept secret from learners
• (C) Changed daily
• (D) Stated clearly before misbehaviour occurs, not invented afterwards

Q8. The assertive teacher’s response to persistent disruption is to

• (A) Apply the planned consequence calmly and consistently
• (B) Shout louder each time, because raising the voice is thought to show the learner that the teacher means business and will not back down
• (C) Ignore the disruption entirely
• (D) Blame the learner’s family

Q9. Canter emphasises that discipline should protect

• (A) Only the teacher’s authority, because protecting the teacher’s right to teach is thought to be the main purpose of any discipline system
• (B) Only the highest achievers
• (C) Only the school’s reputation
• (D) Both the teacher’s right to teach and the learners’ right to learn

Q10. An assertive statement of a limit sounds like

• (A) I need you to listen now so everyone can learn
• (B) You are always a problem in this class, because labelling the learner is thought to make him realise how seriously his behaviour is viewed
• (C) Do whatever you like, I give up
• (D) If you do not listen, you will be sorry

Q11. Canter’s model is best described as a

• (A) Learner-only system with no teacher direction, because Canter’s emphasis on recognition is sometimes mistaken for leaving discipline to learners
• (B) Teacher-led system of clear rules, consequences and positive recognition
• (C) System that forbids all consequences
• (D) System based only on punishment

Q12. The assertive teacher handles a learner who argues about a consequence by

• (A) Arguing until the learner gives in, because winning the argument is thought to prove that the consequence was fair and must be accepted
• (B) Withdrawing the consequence at once
• (C) Calmly repeating the limit without entering a long argument
• (D) Punishing the learner for arguing

Q13. In Canter’s model, the teacher’s authority is based on

• (A) Physical strength, because a teacher who appears physically imposing is thought to command obedience more easily than a calm teacher
• (B) Fear of severe punishment
• (C) Clear expectations, consistent follow-through and respect
• (D) The number of rules displayed

Q14. A teacher who apologises for enforcing a fair rule is behaving

• (A) Assertively, because politeness is required and an apology is thought to show respect while still upholding the rule
• (B) Hostilely, because apology is an attack
• (C) Democratically, because learners decide
• (D) Nonassertively, because apology undermines the legitimate limit

Q15. Canter’s assertive discipline is preventive as well as corrective because clear rules and recognition

• (A) Stop many problems before they start
• (B) Remove the need for teaching, because rules and recognition are thought to be enough for learners to teach themselves the syllabus
• (C) Work only after offences, because clear rules are thought to matter mainly when a learner breaks them and needs correction
• (D) Replace all lesson planning, because a good discipline plan is thought to make detailed preparation of lessons unnecessary

Q16. In Canter’s plan, classroom rules should be

• (A) Numerous, vague and kept private, because many unwritten rules are thought to give the teacher flexibility to respond to any situation
• (B) Few, observable and posted where learners can see them
• (C) Changed without notice each week
• (D) Known only to the teacher

Q17. Canter’s negative consequences are best arranged as a

• (A) Hierarchy that increases in seriousness with repeated offences
• (B) Single severe penalty for every offence, because one strong penalty is thought to deter all misbehaviour without needing graded steps
• (C) Random penalty chosen by mood
• (D) Penalty decided by classmates

Q18. A first-step negative consequence in many Canter plans is a

• (A) Suspension from school, because removing a disruptive learner at once is thought to protect the class and warn other learners
• (B) Recorded warning, such as a name on the board or a private note
• (C) Corporal punishment
• (D) Permanent exclusion

Q19. Positive recognition in Canter’s model means

• (A) Praising only examination marks, because high marks are thought to be the clearest evidence of good behaviour in Canter’s system
• (B) Ignoring good behaviour
• (C) Noticing and rewarding behaviour that follows the rules
• (D) Rewarding learners for avoiding punishment

Q20. Canter’s phrase catch them being good means the teacher should

• (A) Catch learners breaking rules, because watching closely for faults is thought to be the only way to know who needs correction
• (B) Test learners without warning
• (C) Watch learners secretly
• (D) Actively look for good behaviour to praise, not only watch for faults

Q21. Positive consequences in Canter’s plan may include

• (A) Extra homework and detention, because additional work and loss of free time are thought to motivate learners to behave better
• (B) Praise, privileges, positive notes home and class rewards
• (C) Public criticism
• (D) Removal of all privileges

Q22. A positive note home in Canter’s system serves discipline because it

• (A) Links home support with school success
• (B) Embarrasses the learner, because a note sent home is sometimes seen as exposing the learner’s behaviour to his family in an unwelcome way
• (C) Replaces classroom teaching
• (D) Is sent only after offences

Q23. Canter insists that consequences, positive and negative, must be applied

• (A) Only when the teacher is angry, because consequences applied in anger are thought to carry more force and deter learners more strongly
• (B) Only to difficult learners
• (C) Consistently, so learners can trust the system
• (D) Only on examination days

Q24. When a learner breaks a rule in Canter’s system, the teacher should first

• (A) Shout at the learner, because a loud first response is thought to stop the breach immediately and show the class that rules matter
• (B) Ignore the breach
• (C) Send the learner home
• (D) Remind the learner of the rule and the consequence that follows

Q25. A Canter consequence should be explained to learners as

• (A) The teacher’s anger, because learners are thought to understand a consequence best when they see how much the act upset the teacher
• (B) Bad luck
• (C) A decision by other learners
• (D) The result of their choice, not as the teacher’s personal revenge

Q26. The assertive discipline plan is most effective when parents

• (A) Are never told about the plan, because keeping parents uninformed is thought to prevent interference with the teacher’s classroom decisions
• (B) Are told only after serious offences
• (C) Understand the rules and consequences and support them at home
• (D) Decide consequences alone

Q27. In Canter’s model, a learner who repeatedly breaks the same rule moves

• (A) Up the consequence hierarchy to more serious steps
• (B) Back to the first warning every day, because each school day is thought to deserve a fresh start regardless of earlier offences
• (C) Out of the class permanently at once, because repeated breaking of the same rule is thought to show that the learner cannot remain in the class
• (D) To a different school, because a learner who repeats a rule break is thought to need a new school environment to change

Q28. Positive recognition should be given

• (A) Only at the end of term, because recognition saved until the end of term is thought to carry more weight as a final reward for good behaviour
• (B) Promptly and specifically, so learners know exactly what was good
• (C) Vaguely, without naming the behaviour
• (D) Only to the best learners

Q29. A weakness critics note in Canter’s model is that it can become

• (A) Too permissive with no rules, because a model that emphasises recognition is sometimes mistaken for removing limits altogether
• (B) Entirely learner-directed
• (C) Overly focused on teacher control and external rewards
• (D) Unconcerned with behaviour

Q30. The overall goal of Canter’s assertive discipline is a classroom where

• (A) Learners never speak, because a silent class is sometimes taken as proof that teaching and learning are proceeding without disruption
• (B) Teaching and learning proceed without disruption and good behaviour is recognised
• (C) Punishment is the main activity
• (D) The teacher never corrects anyone

Q31. Dreikurs’ approach to discipline is based on the idea that misbehaviour is

• (A) Purposeful behaviour aimed at belonging and significance in the group
• (B) Random and meaningless, because misbehaviour is sometimes seen as impulsive action with no purpose behind it at all
• (C) Caused only by poor textbooks
• (D) Always a sign of bad character

Q32. According to Dreikurs, the main social goal behind children’s behaviour is to

• (A) Avoid all group contact, because some children are thought to prefer working alone rather than seeking a place in the group
• (B) Win every competition
• (C) Impress the head teacher alone
• (D) Belong and feel significant within the group

Q33. Dreikurs distinguished logical consequences from punishment by saying consequences are

• (A) Related to the behaviour, respectful and reasonable
• (B) Harsher and more frightening, because consequences are sometimes mistaken for penalties that must hurt to change behaviour
• (C) Unrelated to the behaviour
• (D) Decided in anger

Q34. A Dreikurs logical consequence for a learner who damages a book is to

• (A) Write lines about respect
• (B) Lose marks in all subjects
• (C) Be banned from reading
• (D) Repair or replace the book

Q35. Dreikurs advised teachers to use encouragement rather than praise, because encouragement

• (A) Is the same as praise, because encouragement and praise are often used as if they meant the same kind of teacher comment
• (B) Builds the learner’s own confidence and effort instead of dependence on judgement
• (C) Never mentions effort
• (D) Works only for young children

Q36. An example of encouragement in Dreikurs’ sense is

• (A) You are the cleverest learner here, because ranking a learner above others is thought to encourage him to maintain his high standard
• (B) You are better than everyone else
• (C) You worked hard on that difficult problem
• (D) You must always be first

Q37. Dreikurs argued that punishment fails because it

• (A) Is too gentle to work, because punishment without strong discomfort is thought to be ignored by learners who test limits
• (B) Creates resentment and power struggles without teaching better behaviour
• (C) Is never remembered
• (D) Always improves relationships

Q38. In Dreikurs’ democratic discipline, the teacher acts as a

• (A) Dictator who decides everything, because a teacher who sets all rules alone is thought to keep the class orderly and predictable
• (B) Bystander who decides nothing
• (C) Judge who only punishes
• (D) Leader who guides the group with mutual respect

Q39. Dreikurs encouraged class meetings and shared problem-solving because they

• (A) Waste teaching time, because meetings and shared problem-solving are thought to take time away from syllabus coverage
• (B) Let learners avoid all rules
• (C) Give learners a voice in the rules that govern them
• (D) Replace the teacher entirely

Q40. A logical consequence must be applied with an attitude of

• (A) Calm firmness and goodwill, not anger or revenge
• (B) Anger and triumph
• (C) Indifference and silence
• (D) Public shaming

Q41. Dreikurs held that when a consequence is imposed in anger, it becomes

• (A) A logical consequence
• (B) An encouragement
• (C) A democratic decision
• (D) Punishment, whatever it is called

Q42. The teacher’s first task with misbehaviour, for Dreikurs, is to

• (A) Punish the behaviour at once
• (B) Identify the purpose behind the behaviour
• (C) Ignore the behaviour entirely
• (D) Blame the learner’s home

Q43. Dreikurs’ approach expects learners to

• (A) Take part in setting rules and accepting consequences of choices
• (B) Obey without question
• (C) Avoid all responsibility
• (D) Decide everything alone

Q44. A Dreikurs consequence for a learner who misuses class materials is to

• (A) Lose all school privileges for a term
• (B) Receive extra homework in another subject
• (C) Lose the use of those materials until ready to use them properly
• (D) Be publicly criticised

Q45. Dreikurs’ discipline is democratic rather than autocratic because it rests on

• (A) Fear and imposed penalties
• (B) Teacher dictation alone
• (C) Mutual respect, shared decisions and natural or logical outcomes
• (D) Learner dictation alone

Q46. Dreikurs identified four mistaken goals of misbehaviour. The first, attention, is shown when a learner

• (A) Seeks notice through minor disruption, such as calling out
• (B) Refuses all help to prove independence
• (C) Seeks revenge for a real hurt
• (D) Withdraws from all tasks

Q47. The teacher’s feeling that often signals attention-seeking behaviour is

• (A) Threat
• (B) Annoyance
• (C) Deep hurt
• (D) Helplessness

Q48. The best Dreikurs response to attention-seeking is to

• (A) Give constant attention to every disruption
• (B) Punish every attempt for attention
• (C) Ignore the learner completely at all times
• (D) Give attention for positive behaviour and minimise attention for disruption

Q49. The mistaken goal of power is shown when a learner

• (A) Quietly seeks the teacher’s notice
• (B) Refuses to comply and challenges the teacher’s authority
• (C) Hurts others to get even
• (D) Gives up before trying

Q50. The teacher’s feeling that often signals a power struggle is

• (A) Feeling annoyed
• (B) Feeling deeply hurt
• (C) Feeling helpless
• (D) Feeling threatened or challenged

Q51. Dreikurs advised teachers in a power struggle to

• (A) Withdraw from the struggle and offer choices within limits
• (B) Win the argument at any cost
• (C) Increase threats until the learner obeys
• (D) Give in completely to the learner

Q52. The mistaken goal of revenge is shown when a learner

• (A) Seeks attention by clowning
• (B) Refuses to obey an instruction
• (C) Hurts others or damages property to get even for a hurt
• (D) Avoids a task from fear of failure

Q53. The teacher’s feeling that often signals revenge-seeking behaviour is

• (A) Being merely annoyed
• (B) Being threatened
• (C) Being hurt by the learner’s actions
• (D) Being helpless

Q54. Dreikurs advised teachers facing revenge-seeking to

• (A) Avoid retaliation and work to rebuild the relationship
• (B) Retaliate with a harsher penalty
• (C) Publicly shame the learner
• (D) Exclude the learner permanently

Q55. The mistaken goal of display of inadequacy, or avoidance of failure, is shown when a learner

• (A) Fights the teacher openly
• (B) Seeks applause constantly
• (C) Hurts classmates deliberately
• (D) Withdraws, gives up and avoids tasks to hide expected failure

Q56. The teacher’s feeling that often signals avoidance of failure is

• (A) Annoyance
• (B) Helplessness and pity for the learner
• (C) Threat
• (D) Hurt

Q57. Dreikurs advised teachers to respond to avoidance of failure by

• (A) Removing all tasks from the learner
• (B) Shaming the learner for giving up
• (C) Giving the learner the answers
• (D) Encouraging small successes and breaking tasks into manageable steps

Q58. A learner who constantly disrupts to be noticed, then argues when corrected, may be moving from

• (A) Revenge to attention
• (B) Attention-seeking to a power goal
• (C) Avoidance to revenge
• (D) Power to attention

Q59. Dreikurs’ mistaken goals are called mistaken because the learner

• (A) Intends to be evil
• (B) Has no purpose at all
• (C) Seeks belonging through behaviour that actually pushes others away
• (D) Cannot learn at all

Q60. The practical value of Dreikurs’ four goals for a teacher is that knowing the goal

• (A) Points to the response most likely to help, instead of a one-size-fits-all punishment
• (B) Labels learners permanently
• (C) Removes the need for rules
• (D) Proves the learner’s character