Q1. Why does Canter recommend sharing the discipline plan with parents?

• (A) So parents can punish students at home for every minor slip
• (B) So the teacher can avoid dealing with behaviour at school
• (C) So parents understand the rules and support consistent expectations
• (D) So students can negotiate different rules at home

Q2. Which teacher style is described as non-assertive?

• (A) A teacher who avoids confronting misbehaviour and hopes it will stop by itself
• (B) A teacher who states rules clearly and follows through calmly
• (C) A teacher who recognises good behaviour regularly
• (D) A teacher who involves students in agreeing classroom rules

Q3. A teacher says firmly, without anger: “Our rule is to listen while others speak. Please stop talking and listen now.” Which style is this?

• (A) Hostile, because the teacher gave a direct order
• (B) Non-assertive, because the teacher did not punish
• (C) Permissive, because no consequence was mentioned
• (D) Assertive, because the correction is clear, calm and respectful

Q4. How does positive recognition in Canter’s model differ from a bribe?

• (A) Recognition is given before behaviour to buy cooperation
• (B) A bribe is given before behaviour; recognition follows and reinforces good behaviour
• (C) Recognition is only given in private
• (D) Recognition replaces the need for any rules

Q5. Canter advises that classroom rules should be worded mainly in what way?

• (A) As long lists covering every possible situation
• (B) As threats that warn of severe punishment
• (C) As vague advice such as “be good”
• (D) As positive statements of what students should do

Q6. What does “follow-through” mean in assertive discipline?

• (A) Applying the stated consequence every time the rule is broken, without exception for favourites
• (B) Changing the consequence whenever a student complains
• (C) Waiting until the end of term to enforce rules
• (D) Letting the class vote on whether a consequence applies

Q7. In Canter’s model, which right belongs to students?

• (A) The right to ignore classroom rules
• (B) The right to decide the teacher’s lesson plan
• (C) The right to learn in a classroom free from disruption
• (D) The right to be exempt from consequences

Q8. A teacher applies consequences inconsistently and behaviour worsens. What is the most likely first remedy?

• (A) Add many more rules to the list
• (B) Review the plan, reteach the rules and apply consequences consistently
• (C) Stop recognising good behaviour
• (D) Remove all consequences from the plan

Q9. A student keeps interrupting, and the teacher calmly repeats the same clear expectation each time without entering an argument. Which assertive technique is this?

• (A) The broken-record technique: repeating the expectation calmly until it is accepted
• (B) Ignoring the student completely for the whole lesson
• (C) Raising the voice with each repetition
• (D) Changing the rule after each interruption

Q10. Why is it unwise to give the severest consequence for a first minor offence?

• (A) Because minor offences should never be addressed
• (B) Because students prefer severe consequences
• (C) Because it makes later consequences impossible to escalate
• (D) Because it feels unfair, damages trust and leaves no graduated steps

Q11. Which form of recognition is most effective in Canter’s approach?

• (A) Vague praise such as “good class” every day
• (B) Specific recognition that names the behaviour, such as praising quiet listening during instructions
• (C) Praise given only at the end of the school year
• (D) Praise that compares one student unfavourably with others

Q12. Which criticism is most often made of assertive discipline?

• (A) It gives students too much power over rules
• (B) It forbids teachers from recognising good behaviour
• (C) It can rely heavily on teacher control and external consequences rather than student self-control
• (D) It requires teachers never to state expectations

Q13. What kind of classroom climate does a well-run assertive discipline plan aim to create?

• (A) A safe, orderly climate in which teaching and learning can proceed
• (B) A silent classroom in which students never speak
• (C) A classroom run entirely by student vote
• (D) A classroom with no rules at all

Q14. Two students commit the same offence but receive very different consequences. What principle has been violated?

• (A) Positive recognition
• (B) Democratic participation
• (C) Lesson momentum
• (D) Consistency and fairness in applying the plan

Q15. Why is a written discipline plan especially useful when a substitute teacher takes the class?

• (A) Because the substitute can keep the same seating plan the class uses
• (B) Because the substitute can use the plan to plan the next lesson
• (C) Because the substitute can apply the same rules and consequences the class already knows
• (D) Because the plan gives the substitute a record of pupils’ marks

Q16. A teacher says, “You worked steadily through the difficult problems today.” Which Dreikurs idea does this illustrate?

• (A) Praise for being the cleverest student
• (B) Encouragement that recognises effort and persistence
• (C) A logical consequence for good work
• (D) A natural consequence of studying

Q17. A teacher feels hurt after a student’s deliberately unkind remark. According to Dreikurs, which mistaken goal does this feeling point to?

• (A) Attention-seeking
• (B) Power-seeking
• (C) Assumed inadequacy
• (D) Revenge

Q18. A student leaves paint and paper scattered after art work. Which logical consequence fits best?

• (A) The student tidies the materials before joining the next activity
• (B) The student is banned from all future art lessons
• (C) The student copies a long passage from a textbook
• (D) The whole class stays behind after school

Q19. How does democratic discipline differ from an autocratic classroom?

• (A) Students make every decision and the teacher has no authority
• (B) The teacher imposes rules without explanation
• (C) Students share in decisions and take responsibility, while the teacher still guides the class
• (D) No rules exist and students do as they please

Q20. What should a class meeting agenda mainly contain?

• (A) A list of punishments for the week
• (B) Issues and problems students themselves raise, with time to suggest solutions
• (C) Examination results ranked from highest to lowest
• (D) Instructions that students must not question

Q21. What is the difference between a natural consequence and a logical consequence?

• (A) A natural consequence follows without teacher intervention; a logical consequence is arranged by the teacher and related to the behaviour
• (B) A natural consequence is always severe; a logical consequence is always mild
• (C) A natural consequence is decided by parents; a logical consequence by the head teacher
• (D) There is no difference between them

Q22. A student makes silly noises to get classmates laughing. Which Dreikurs-based response is most suitable for minor attention-seeking?

• (A) Laugh along so the student feels accepted
• (B) Punish the student harshly at once
• (C) Remove the student from school
• (D) Give little attention to the noise, but give attention when the student contributes positively

Q23. A student refuses an instruction and the teacher feels challenged. What should the teacher avoid?

• (A) Staying calm and restating the expectation
• (B) Offering a choice within the rule
• (C) Entering a public power struggle to prove who is in charge
• (D) Discussing the matter privately later

Q24. A discouraged student believes every task is beyond them. What response best fits Dreikurs’ approach?

• (A) Break the work into small steps where success is possible, and encourage each step
• (B) Remove all work so the student never faces difficulty
• (C) Tell the student they will fail without trying
• (D) Compare the student with the highest achiever

Q25. A student who feels hurt by a teacher’s remark starts teasing a younger pupil. Which goal is suggested, and what breaks the cycle?

• (A) Attention; giving the student the lead role at once
• (B) Power; arguing the student into submission
• (C) Inadequacy; lowering all work to an easy level
• (D) Revenge; a calm response that shows care instead of retaliation

Q26. In Dreikurs’ psychology, what does “social interest” mean?

• (A) Interest in social media and entertainment
• (B) A sense of belonging and willingness to contribute to the group
• (C) Popularity among classmates
• (D) Obedience to every adult instruction

Q27. Why can encouragement be given even when a student’s work is not yet correct?

• (A) Because students who are encouraged ask for less help
• (B) Because encouragement makes the student enjoy the subject more
• (C) Because encouragement values effort and progress, which keep the student trying
• (D) Because encouraged students complete homework more quickly

Q28. A good logical consequence must meet which three tests?

• (A) It must be related to the behaviour, respectful and reasonable in severity
• (B) It must be severe, surprising and public
• (C) It must be unrelated, so the student remembers it
• (D) It must be decided by the whole class as a vote

Q29. In a democratic classroom, what replaces punishment as the main response to misbehaviour?

• (A) Ignoring all misbehaviour
• (B) Logical consequences, discussion and joint problem-solving
• (C) Stricter rules imposed without discussion
• (D) Removing students from school at the first offence

Q30. Why do class meetings often use rotating roles such as chairperson and note-taker?

• (A) To give the teacher a rest from teaching
• (B) To punish students who misbehave
• (C) To fill time at the end of the week
• (D) To share responsibility and teach democratic participation

Q31. Which classroom condition most directly supports Glasser’s basic need for survival?

• (A) A safe classroom where students feel physically secure and free from bullying
• (B) A classroom with the most expensive equipment
• (C) A classroom where only top students are praised
• (D) A classroom with no rules at all

Q32. How does a student’s quality world change over time?

• (A) It is fixed in early childhood and never changes
• (B) It is decided by the teacher each term
• (C) It changes as experiences, relationships and values change what the student wants
• (D) It changes only after examination results arrive

Q33. Glasser compares total behaviour to a car. Which parts are the front wheels that steer it?

• (A) Feeling and physiology
• (B) Acting and thinking
• (C) Rewards and punishments
• (D) Rules and routines

Q34. In reality therapy, which questions guide a conversation with a misbehaving student?

• (A) Who is to blame, and how should they be punished?
• (B) What happened in the student’s childhood?
• (C) What grade does the student expect?
• (D) What are you doing, is it working, and what plan will you follow?

Q35. In the WDEP system, what does the “W” ask the student to identify?

• (A) What the student wants from school, the lesson or the relationship
• (B) What punishment the student deserves
• (C) What the teacher wants the student to fear
• (D) What grade the student will accept without effort

Q36. How does Glasser’s “lead management” differ from “boss management”?

• (A) Lead managers use threats; boss managers listen
• (B) Lead managers punish more severely
• (C) Lead managers listen, involve students and focus on quality work; boss managers coerce
• (D) Lead managers remove all expectations

Q37. How can a teacher meet students’ need for fun without losing learning time?

• (A) By cancelling lessons for games every day
• (B) By allowing students to do whatever they like
• (C) By removing all challenging work
• (D) By designing learning activities that are varied, active and enjoyable

Q38. Glasser lists seven “deadly habits” of external control. Which pair belongs to that list?

• (A) Listening and supporting
• (B) Criticising and blaming
• (C) Encouraging and trusting
• (D) Negotiating and respecting

Q39. Which pair represents Glasser’s “connecting habits” that build relationships?

• (A) Threatening and punishing
• (B) Complaining and nagging
• (C) Listening and supporting
• (D) Bribing and withdrawing

Q40. What makes a student’s plan in reality therapy more likely to succeed?

• (A) The plan is simple, specific and within the student’s control
• (B) The plan is vague and depends on other people
• (C) The plan promises perfection at once
• (D) The plan is written by the teacher alone

Q41. After a student commits to a plan, what does reality therapy expect from the teacher?

• (A) To praise the student once and then move on
• (B) To follow up, check progress and hold the student to the commitment without accepting excuses
• (C) To check progress only at the end of term
• (D) To ask classmates to report on the student’s progress

Q42. How does choice theory view school grades?

• (A) As weapons to force obedience
• (B) As labels that fix a student’s worth
• (C) As the only reason to learn
• (D) As information about the quality of work, not as tools of coercion

Q43. How can a teacher meet the need for freedom within a structured classroom?

• (A) By offering genuine choices, such as which task order to follow or which topic to present
• (B) By removing all rules and deadlines
• (C) By letting one student decide for the whole class
• (D) By never giving homework

Q44. Which classroom practice best meets students’ need for love and belonging?

• (A) Ranking students publicly each week
• (B) Keeping students silent and isolated
• (C) Building warm teacher-student relationships and cooperative group work
• (D) Rewarding only individual competition

Q45. A student feels anxious before presenting in class. According to total behaviour, what is the most useful first change?

• (A) Waiting until the feeling disappears on its own
• (B) Changing acting and thinking, for example by rehearsing and reframing the task as practice
• (C) Avoiding every presentation in future
• (D) Demanding that classmates stop watching

Q46. When a teacher stops one student’s misbehaviour, nearby students also settle down. What does Kounin call this?

• (A) Momentum
• (B) Smoothness
• (C) Satiation
• (D) The ripple effect

Q47. Which teacher action best signals withitness to the class?

• (A) Naming the correct student and the exact behaviour, and intervening early before it spreads
• (B) Punishing the whole class for one student’s act
• (C) Waiting until the end of the lesson to mention misbehaviour
• (D) Ignoring all off-task behaviour

Q48. A teacher marks written work while still scanning the room and noticing raised hands. Which concept is shown?

• (A) Accountability
• (B) Satiation
• (C) Overlapping
• (D) Group alerting

Q49. A teacher dwells for fifteen minutes on a single minor point while the class grows restless. Which Kounin problem is this?

• (A) Smoothness
• (B) Overdwelling, which breaks lesson momentum
• (C) Group alerting
• (D) Accountability

Q50. A teacher begins a group activity, then abandons it halfway to start a different task. Which smoothness fault is this?

• (A) Flip-flop
• (B) Fragmentation
• (C) Overdwelling
• (D) A dangle: starting an activity and leaving it unfinished

Q51. A teacher keeps the whole group focused by asking questions to different students and checking understanding as the lesson proceeds. Which concept is this?

• (A) Satiation
• (B) Overlapping
• (C) Group focus: maintaining the attention of the whole class, not just one student
• (D) The ripple effect

Q52. Which teaching choice best prevents satiation?

• (A) Repeating the same drill for the whole period
• (B) Varying activities, pacing and materials so interest stays fresh
• (C) Removing all breaks between activities
• (D) Giving the same worksheet every day

Q53. A well-paced, engaging lesson has very few behaviour problems. Which point does this support?

• (A) Punishment is the only effective management tool
• (B) Prevention through good lesson management reduces the need for correction
• (C) Students behave only when threatened
• (D) Lesson planning has no effect on behaviour

Q54. For a desist to work well, what must it make clear?

• (A) The teacher’s anger at the class
• (B) A threat about future punishment
• (C) The student’s past mistakes
• (D) Which student should stop, and which behaviour should stop

Q55. Which is the least intrusive response to a student tapping a pen during a lesson?

• (A) A brief nonverbal signal, such as eye contact or a hand gesture
• (B) Asking the student to put the pen away for the rest of the lesson
• (C) Moving the student to a different seat
• (D) Stopping the lesson to discuss tapping with the class

Q56. A teacher notices a disagreement heating up between two students. What response best prevents escalation?

• (A) Shouting at both students to stop
• (B) Joining the argument to decide a winner
• (C) Separating the students calmly and talking with each privately
• (D) Ignoring the disagreement until it becomes a fight

Q57. Why is an early desist usually more effective than a late one?

• (A) Because late desists are always kinder
• (B) Because early action stops behaviour before it spreads and before the teacher becomes frustrated
• (C) Because students prefer to be corrected late
• (D) Because early desists require no follow-up

Q58. In lesson planning, which pair correctly contrasts preventive and corrective discipline?

• (A) Preventive: detention lists; corrective: lesson objectives
• (B) Preventive: punishments; corrective: rewards
• (C) Preventive: ignoring problems; corrective: planning lessons
• (D) Preventive: seating plans and routines; corrective: desists and consequences after misbehaviour

Q59. A whole class grows restless during a long lecture. What is the teacher’s best first response?

• (A) Change pace or activity, for example by adding a short discussion or task
• (B) Punish the whole class with detention
• (C) Lecture even longer to regain control
• (D) Send several students out of the room

Q60. What was Kounin’s main finding about effective classroom managers?

• (A) They punish misbehaviour more harshly than other teachers
• (B) They spend most lessons reacting to disruption
• (C) They prevent misbehaviour through lesson flow, awareness and group management rather than relying on handling incidents
• (D) They ignore misbehaviour until it stops