EPSY 315: Exam Information
Overview: The midterm will cover everything that was addressed in modules 1-6. The final will cover
everything that was addressed in the course, with emphasis on modules 7-11. Both exams will be given
online, and will consist of multiple choice, true/false and matching items.
Availability: Each exam will be available between the hours of 3:00 and 9:00 p.m. on the date listed on
the course schedule. At 9:00 p.m. each exam will close and you will no longer be able to complete it.
Since each exam counts as 10% of your grade, failure to complete one or more of the exams will prove
detrimental to your success in the course. To reduce the likelihood of missing an exam, please check the
course schedule and mark your calendar accordingly.
Success: You may use notes and other study materials to help you complete the exam. However, you
need to be familiar with all the content and concepts addressed on each exam, as you will have only 45
minutes from start to finish. To increase your chance of success on each exam, please complete all
assigned readings, pay close attention to the learning modules, and study, study, study! See below for a
list of topics addressed in each learning module.
Logistics: Once you start each exam, you will have only 45 minutes to complete it. Nonetheless, since
technology does not always function according to our wishes, please begin each exam at least 1.5 hours
prior to the deadline. Additionally, you must answer each question before going on to the next. If you
skip a question, you will not be able to go back to complete it.
Decisions: Read each question very carefully. Make sure you know what each question is asking before
you select an answer. Keep in mind that the exam questions were designed to assess your knowledge of
content and concepts from this course. Avoid the tendency to select answers based on your opinions.
***Extra time will only be granted in the case of a serious emergency (e.g. hospitalization), and with
documentation to support that emergency. Otherwise, an essay-based exam will be administered
during face to face office hours for reduced credit.
Course Topics
Modules 1-6
Understanding Misbehavior
Definition of classroom management
Definition of misbehavior (in instructional settings)
Importance of context
Thirteen types of misbehavior
Causes of misbehavior—including four categories
Addressing misbehavior—including three broad steps
Understanding Your Role
InTASC Standards—with emphasis on standard #3
Building an effective learning environment
Verbal and non-verbal communication skills
Deadly habits and connecting habits
Theorists—Glasser & Jones
Understanding Modern Discipline
Prior thinking about discipline
Pioneers in classroom discipline
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Redl & Wattenberg
Skinner
Kounin
Ginott
Dreikurs
Canter & Canter
Other theorists?
Principal teachings of each pioneer
Contributions of each pioneer
Key vocabulary (e.g. withitness, behavior modification, etc.)
Crafting a Plan
Teaching & discipline
Real Discipline—including three phases
Relationships
Motivation & rewards
Consequences
Taking Charge
Seganti’s model—including all four elements
Putting First Things First
Important Firsts
Discipline vs. Management
Teaching Procedures
Modules 7-11
Engaging Students
Conditions in less effective classrooms
Recommendations for increasing effectiveness
Key terms (e.g. interior loop, PAT, etc.)
Fostering Responsibility
Keys to effective management
Three important principles
The Raise Responsibility System
Hierarchy of social development
Discipline without Stress Model
Promoting Positive Choice
Choice theory
Five basic needs
Lead management vs. boss management
Deadly vs. connecting habits
Aligning with Students
Elements of WWD
Different types of structures
Three pillars
Interventions
Student positions
Helping Students
Characteristics of NBBs and other conditions
Ways to help students succeed