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Educators ch.17

Multiple Choice
Identify the choice that best completes the statement or answers the question.
 

 1. 

All meaningful learning that lets the student feel safe requires the educator to create:
a.
risk of peer disapproval.
b.
questionable conditions.
c.
a sense of security.
d.
peer pressure.
 

 2. 

A morphine-like by-product of laughter that helps handle pain and reduce stress is:
a.
endorphins.
b.
hormones.
c.
insulin.
d.
lactose.
 

 3. 

Teachers who use humor in the classroom will have students who:
a.
are unruly, disruptive, and arrogant.
b.
feel less responsive to learning.
c.
think that learning is to be taken lightly.
d.
feel more responsive to learning.
 

 4. 

Humor is very individualized and our audience is varied; what may seem funny to you may not be funny to your students; thus:
a.
be sensitive; if in doubt toss it out!
b.
use it; someone will get your humor.
c.
don’t waste a good laugh; life’s too short.
d.
use humor however you wish to.
 

 5. 

Humor and laughter can be helpful in holding the attention of the learner and also:
a.
in the practice of the information presented.
b.
in the retention of the information presented.
c.
in the selection of the certain pieces of the information presented.
d.
in the deletion of the unnecessary information presented.
 

 6. 

The physiological study of humor and its effect on the human body is referred to as:
a.
gelotology.
b.
derksology.
c.
gerontology.
d.
humorology.
 

 7. 

The purpose of laughter may be to:
a.
seek attention with loud guffaws.
b.
strengthen human connections and relationships.
c.
get rid of sickness.
d.
make fun of someone else’s mistakes.
 

 8. 

The theory that laughter occurs as a result of an unplanned, momentary impulse is termed:
a.
incongruity theory.
b.
superiority theory.
c.
relief theory.
d.
spontaneity theory.
 

 9. 

The theory that laughter occurs when the outcome is different from what is expected is referred to as:
a.
incongruity theory.
b.
superiority theory.
c.
relief theory.
d.
spontaneity theory.
 

 10. 

The theory that laughter occurs after a long period of tension, stress, suspension, or danger is referred to as:
a.
incongruity theory.
b.
superiority theory.
c.
relief theory.
d.
spontaneity theory.
 

 11. 

The theory that inappropriate laughter occurs at the expense of someone else’s misfortune, causing us to feel above all others, is referred to as:
a.
superiority theory.
b.
relief theory.
c.
incongruity theory.
d.
spontaneity theory.
 

 12. 

The mental health benefits of laughter include:
a.
more stress.
b.
increased anger.
c.
less joy.
d.
optimistic mood.
 

 13. 

Laughter can actually provide a harmless release of sadness, fear, and anger; laughter is:
a.
cathartic.
b.
unproductive.
c.
useless.
d.
harmful.
 

 14. 

If you are negative and pessimistic in your job it will be beneficial to bring laughter and humor to the workplace so that you can approach new challenges with:
a.
greater morale, job satisfaction, and problem solving.
b.
enhanced creativity and problem solving.
c.
improved team-building skills and enhanced creativity.
d.
better conflict management and problem-solving skills.
 

 15. 

Laughter improves physical health and may lead to coughing and hiccups, which clear the respiratory tract; it also provides an excellent source of:
a.
aerobic exercise.
b.
extremity exercise.
c.
muscular exercise.
d.
cardiac exercise.
 

 16. 

The stage of humor competence in which the educator understands or knows how to interject humor into the educational process requires a great deal of effort and concentration is termed:
a.
unconscious competence.
b.
conscious competence.
c.
unconscious incompetence.
d.
conscious incompetence.
 

 17. 

When the educator uses humor in the classroom easily and it is spontaneous, warm, and appropriate, this is termed:
a.
unconscious competence.
b.
conscious competence.
c.
unconscious incompetence.
d.
conscious incompetence.
 

 18. 

As educators we should inspire learners by asking them for:
a.
the traditional single idea on an issue.
b.
multiple ideas on an issue rather than just one.
c.
an idea on an issue.
d.
a simple idea on an issue rather than a complex one.
 

 19. 

Having students do things they don’t normally do will:
a.
stimulate their imaginations.
b.
make them feel ridiculous.
c.
have them thinking of another field.
d.
stunt their creativity.
 

 20. 

When students are working on a project and run into a stumbling block they may need to:
a.
stand up, walk away, and give five minutes to daydreaming, but then get right back to work.
b.
give five minutes to daydreaming, but then get right back to work.
c.
stand up and give five minutes to daydreaming.
d.
walk away and give nine minutes to daydreaming, then get back to work.
 

 21. 

When we have a good idea we should give ourselves a:
a.
pat on the back.
b.
deadline and take action.
c.
to-do list.
d.
“thumbs up.”
 

 22. 

Humor in the workplace provides an atmosphere of:
a.
anxiety.
b.
fear.
c.
fun.
d.
joviality.
 

 23. 

Using inspirational stories can create feelings of:
a.
safety, fear, and anxiety.
b.
safety, comfort, and warmth.
c.
comfort, irritation, and indifference.
d.
safety, irritation, and warmth.
 

 24. 

Master educators keep a watchful eye for meaningful clips in movies and television that can be presented:
a.
in class on a slow day in clinic.
b.
while the mannequins are drying.
c.
at the appropriate time during a specific lesson.
d.
after school at a matinee-like setting.
 

 25. 

Incorporating elements of a game into classes:
a.
makes learning fun.
b.
serves no purpose.
c.
wastes time.
d.
gets students too excited.
 



 
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