1. Which
statement on true authority is wrong?
a. It
sets an example
b.
It seeks its own
satisfaction and privilege
c. It acts in the best interest of others
d. Its
goal is to help, form, and guide others
Ans:
b
2. When
a teacher teaches the idea that it is wrong to think that Filipino lifestyle,
products and ideas are inferior to those of other nationalities, he fights
against ______.
a.
Acculturation c. Ethnocentrism
b.
Xenocentrism d. Culture shock
Ans:
b
3. Teacher
Lolita, a teacher for forty years, refuses to attend seminars. She claims that
her forty years of teaching is more than all the seminars she is asked to
attend. Is her actuation and thinking in accordance with the Code of Ethics for
Professional Teachers?
a.
No, a professional teacher,
regardless of teaching experience, ought to go through continuing professional
education
b.
No,
non-attendance to seminars means no professional growth
c.
Yes, because she has taught for forty years
and may have mastered the trade
d.
Yes,
provided she has an excellent performance rating
Ans:
a
4. A
principal asked her good teachers to write modular lessons in Science, and then
she had them published with her name printed as author. Which is unethical in this
case?
a. She
was the exclusive beneficiary of the royalty from the modules
b. She
burdened her teachers with work not related to teaching
c. She had the modular lessons published when
they were worth publishing
d.
She got the merit which was
due for her teacher-writers
Ans:
d
5. Is
it ethical on the part of the teacher to proselyte in her classroom every
Friday?
a.
Yes,
that strengthens values education
b.
Yes,
that is religious instruction which is allowed by the Constitution
c.
No, a teacher shall not engage in the
promotion of his/her religious
interest in the classroom
interest in the classroom
d.
No,
proselyting is no longer necessary in this age
Ans:
c
6.
Which
can promote national pride among pupils/students?
I.
Studying
the lives of outstanding Filipinos here and abroad
II.
Reading
the lives of saints of the Church
III. Studying Philippine history
with emphasis on the victories an greatness of the Filipino people
a.
I,
II, III c.
I & II
b.
III only d. I only
Ans:
b
7. Why
is the exodus of Filipino professionals described as “brain drain”?
I. Those
who go abroad are usually the better
II. Filipino
professionals serve other countries instead
III. They contribute to nation
building through their dollar remittances
a.
I,
II, III b. I only c. II only
d. I & II
Ans:
d
8. You
want to report on a colleague's act of immorality. You don't have the courage
to confront her. To end her illicit affair with a married man you write and
secretly distribute copies of your anonymous letter against your fellow
teacher. What should have been done instead?
a. If the charge is valid;
present such charge under oath before your school head
b. Ask
a third party to write the anonymous letter to prevent yourself from being
involved
c. Talk to the married man with whom she is
having illicit affair
d. NSecretly
give the anonymous letter only to the two people concerned
Ans:
a
9. Teachers
often complain of numerous non-teaching assignments that adversely affect their
teaching. Does this mean that teachers must be pre-occupied only with their
teaching?
a. Yes,
because teaching is enough full time job
b.
Yes, if they are given
other assignments, justice demands that they
be properly compensated
be properly compensated
c. No, because every teacher is expected to
provide leadership in
activities for the betterment of the communities where they live and
work
activities for the betterment of the communities where they live and
work
d.
No,
they are also baby sitters especially in the pre-school
Ans:
b
10. My
right ends where the rights of others begin. What does this mean?
a.
Rights are not absolute
b.
Rights
are alienable
c.
Rights
are inalienable
d.
Rights
are absolute
Ans:
a
11. History
books used in the schools are replete with events portraying defeats and
weaknesses of the Filipino people. In the spirit of nationalism, how should you
tackle them in the classroom?
a.
Present
them as they are and tell the class to accept reality
b. Present the facts and use
them as means to teach and inspire your class
c.
Present
the facts and express your feelings of regret
d.
Present
the facts including those people responsible for the failures or for those who
contributed
Ans:
b
12. Should
an association of teachers obey a Supreme Court’s decision even if it conflict
with its interest and opinions?
a.
No
b. Yes
c.
Yes,
provided they can make a bargain
d. No,
as a minority group they have the right to express their rejection
Ans:
b
13. A
teacher does not agree with the selective retention policy of the school and
she openly talks against it in her classes. Is her behavior ethical?
a. Yes,
provided she got the permission from her superior to talk
against the policy
against the policy
b. No, it is her duty to
faithfully carry it out even if she does not agree
c. No, in fact she is quite confused and passes
on her confusion to
others
others
d.
Yes,
she is entitled to her opinion just as everybody is
Ans: b
14. If
you have a problem with another teacher, the first step towards resolution
should be for you to:
a.
Talk directly with the
teacher involved
b.
Ask
your fellow teachers to intercede on your behalf
c.
Ask your fellow teachers for their
suggestions
d.
Discuss
it with your principal
Ans:
a
15. What
is ethical for you to do if deep within your heart you do not agree with the
school policy on student absences?
a.
Be
vocal about your feeling and opinion against the policy
b. Understand the policy and
support the school in its implementation
c. Argue with your superior to convince him to
change the policy
d. Keep
your feeling to yourself but make insinuations that you are
against it while you teach
against it while you teach
CASE #1 – Mrs. Domingo developed a lesson on the concept of fraction
this way: First, she presented one pizza, and then asked a pupil to cut it into
two. She called one part of the pizza 1/2 and the two parts
of 2/2. Then she wrote 1/2 and 2/2
on the board. She proceeded to ask another pupil to divide the half parts of
the cake into two again, and then wrote 1/2, 2/4
and 3/4. Then she used the model of fractions (wooden
circles) divided into 2, 3 and 4 show 1/2, 1/4,
1/3, 2/4. Then she went back to the
fractions she wrote on the board. She asked her pupils for the meaning of 1/2,
1/3, 1/4, 2/4.
Ans: b
16. Did
Mrs. Domingo follow Bruner's three stage development of knowledge?
a.
Yes
b.
No
c.
Only in the first stage
d.
Cannot
be determined because the lesson was not developed fully
17. In
the context of Bruner's principle of knowledge representation, which is the
enactive phase of the lesson on fractions?
a.
Presenting the pizza and
cutting it into two and four
b.
Using
the model of fractions
c.
Writing
the fractions 1/2, 1/4 and 1/3
on the board
d.
Asking
the meaning of 1/2, 1/4 and 1/3
Ans:
a
18. Would
it be easier to understand and retain the concept of fractions if Mrs. Domingo
began the lesson on fractions with the meaning of 1/2, 1/3,
1/4, etc.?
a.
Yes,
provided we proceed to the concrete
b. No, for better learning we
proceed from the concrete to the abstract
c.
It
depends on the teaching skills of the teacher
d.
Yes,
provided we include a concrete application of the abstract
Ans:
b
19. Which
part of the lesson is the symbolic stage?
a.
Using
the model of fractions
b.
Dividing
the pizza further into four
c.
Dividing
the pizza into two
d.
Writing the fractions 1/2,
1/4, 1/3, 2/4
on the board
Ans:
d
20. Does
the development of the lesson on fraction conform to the bottom-up arrangement
of the learning experiences in Edgar Dale's Cone of Experience?
a.
No
b.
Cannot
be determined
c.
Yes
d.
Up
to the second phase of the lesson only
Ans:
c
CASE #2 – In a faculty
recollection, the teachers were asked to share their thoughts of the learner,
their primary customer. What follow is the gist of what were shared:
Teacher A - “The learner is a product
of his environment. Sometimes he has no choice. He is determined by his
environment.”
Teacher B - “The learner can choose what he can become despite his
environment.”
Teacher C - “The learner is a social
being who learns well through an active interplay with other.”
Teacher D - “The learner is a
rational being. Schools should develop his rational and moral powers.”
21. Whose
philosophical concept is that of Teacher A?
a.
Rationalist c. Existentialist
b.
Behaviorist d. Progressivist
Ans:
b
22.
Teacher
B's response comes from the mouth of a/an:
a.
Behaviorist c. Essentialist
b.
Existentialist d.
Perennialist
Ans:
b
23.
If
you agree with Teacher C, you are more of a/an:
a.
Perennialist c. Essentialist
b.
Rationalist d.
Progressivist
Ans:
d
24. If
you identify yourself with Teacher D, you adhere to what philosophy?
a. Progressivist c.
Existentialist
b.
Behaviorist d.
Perennialist
Ans:
d
25. Whose
response denies man's free will?
a.
Teacher A c. Teacher D
b.
Teacher
C d. Teacher B
Ans:
a
CASE #3 – School Head Amilia wants
her teachers to be constructivist in their teaching orientation.
26. Which
material will her teachers most likely use?
a.
Facts c. Time-tested principles
b.
Hypotheses d. Laws
Ans:
b
27. Which
material will her teachers most likely avoid?
a.
Unquestionable laws
b.
Open-ended
topics
c.
Problems or cases
d.
Controversial
issues
Ans:
a
28. On
which assumption/s is/are the principal's action anchored?
I. Students
learn by personally constructing meaning of what is taught
II. Students
construct and reconstruct meanings based on experiences
III. Students derive meaning
from the meaning that teacher gives
a.
I
only c. I and II
b.
I
and III d.
II only
Ans:
c
29. Which
does School Head Amilia want her teachers to do?
a.
Require
their students to come up with a construct of the lesson
b.
Make
their students derive meaning from what is presented
c. Let their students construct meaningful
sentences based on the
lesson
lesson
d.
Give
the meaning of what they present in class
Ans:
c
30.
Which
one should her teachers then avoid? Students':
a.
Reflection
b.
Self-directed
learning
c. Memorization of facts for testing
d.
Inquiry
Ans:
c
CASE #4 – On the first day of
school, Teacher Yveta oriented her class on procedures to be observed in
passing papers, getting textbooks from and returning the same on the bookshelf,
leaving the room for necessity, and conducting group work. She arranged the
chairs in such a way that students can interact and can move around without
unnecessarily distracting those seated. She involved the class in the
formulation of rules to ensure punctuality, order and cleanliness in the
classroom.
31. On
what belief is Teacher Yveta's management practice anchored?
a. Classroom
rules need to be imposed for order's sake
b. The classroom environment
affects learning
c. A teacher must lord her power over her
students to be an effective classroom manager
d. A
reactive classroom management style is effective
Ans:
b
32. Teacher
Yveta involved her students in the formulation of class rules. Which describes
her classroom management style?
a.
Benevolent c.
Democratic
b.
Authoritarian d.
Laissez-faire
Ans:
c
33. Which
adjective appropriately describes Teacher Yveta as a classroom manager?
a.
Proactive c. Reactive
b.
Modern d. Traditional
Ans:
a
34. Was
it sound classroom management practice for Teacher Yveta to have involved the
students in the formulation of class rules?
a.
No,
it weakens the teacher's authority over her students
b. Yes, it makes students feel
a sense of ownership of the rules
c.
Yes,
it lessens a teacher's work
d.
No,
it is a students' act of usurpation of teacher’s power
Ans:
b
35. Which
assumption underlies Teacher Yveta's classroom management practice?
a.
Classroom
routines are boring and will work when imposed
b.
Classroom routines leave
more time for class instruction
c.
Students
need to be treated like adults to learn responsibility
d.
Teacher's
personality is a critical factor in classroom discipline
Ans: b
CASE #5 – Mr. Santo's lesson was
on water conservation. He presented a graph that compared water consumption of
small and big families. Before he asked any of the questions, he asked someone
to stand up to give an answer. He called only on those who raised their hands.
The questions he asked were:
1.
What
do you see in the graph?
2.
How
do you compare the water consumption of small and big families?
3. Why
do most of the big families consume more water than the smaller
families?
families?
4. Do
all the small families consume less water than the big families?
Explain your answer.
Explain your answer.
5. In
your opinion, why does one small family consume more water than
one big family?
one big family?
6.
In
what ways is water wasted?
7.
What
are ways of conserving water?
8.
Are
the families presented well at water conservation? Why or why not?
9. What
generalization can you draw about water consumption and size of
families?
families?
36. Is
there any convergent question from #1 to #8?
a. Yes,
question #4
b.
Yes, question #7
c.
Yes, question #8
d.
None
Ans:
b
37. Which
question technique/s of Mr. Santo do(es) not enhance interaction?
I. Asking high-level questions
II. Calling
only on those who raised their hands
III. Calling on someone before
asking the question
a.
II and III c. III only
b.
I
and II d. I and III
Ans:
a
38. Which
statement on “wait time” is correct?
a. The
higher the level of the question, the longer the wait time
b.
Wait time turns off slow
thinking students
c. For quality response, “what” and “why”
questions require equal wait
time
time
d.
Wait
time discourages the brighter group of students
Ans:
b
39. To
connect the lesson on water conservation to the life of the students, which
question is most appropriate?
a.
How
can you help conserve water?
b. Based
on you observations, in what ways for people contribute to
water wastage?
water wastage?
c.
What maybe the reason why
even if Family B is not as big as Family
C, it consumes much more water than Family C?
C, it consumes much more water than Family C?
d.
Among
the families, who contributes most to water conservation?
Ans:
c
40.
Were
all the questions of Mr. Santo divergent?
a.
Yes c. No
b.
No,
except #4 d. Yes, except #1
Ans:
c
CASE #6 – With a topic on the
human circulatory system, Teacher Jan formulated the following lesson
objectives:
1. Given
a model of the human circulatory system, the student must be able to understand
the route of blood circulation
2. After
discussing the process of blood circulation, the teacher must be able to lead
the pupils in enumerating circulatory system-related diseases and in citing the
causes and prevention of such diseases.
41. Is
objective #1 in accordance with the principles of lesson objective formulation?
a.
No, the word “understand”
is not a behavioral term
b.
No,
it is not attainable
c.
Yes, “understand” is an action word
d.
Yes,
it is very specific
Ans:
a
42. How
can you improve objective #2?
a. Remove
the phrase “After discussing the process of blood circulation.”
b. Formulate it from the
learner's point of view
c. Cut it short; the statement is quite long
d. No
need to improve on it
Ans:
b
43. Do
both objectives include a criterion of success, an element of a lesson
objective cited by Robert Mager?
a.
Only
objective #1 has
b.
Only
objective #2 has
c.
No, they don't
d.
Yes,
they do
Ans:
c
44.
Is
objective #2 in accordance with the principles of lesson objective formulation?
a.
No, it does not describe
pupils' learning behavior
b.
Yes,
it is formulated from the point of view of the teacher
c.
No,
it is very broad
d.
Yes,
it describes teacher's teaching activity
Ans:
a
45. Which
one is the measurable learning behavior in objective #1?
a.
Able
to understand
b.
Route
of blood circulation
c.
To
understand
d.
None
Ans:
d
CASE #7 – Teacher Fantina has a
hard time getting the attention of her class. When she checks for understanding
of the lesson after a usual forty-five minute lecture, she finds out that only
one or two can answer her questions. This has become a pattern so one time,
when the class could not answer, she gave a test.
46. What
does the inattentiveness of most of Teacher Fantina's students confirm?
a.
The “ripple effect” of
behavior
b.
The
lack of academic preparation of some teachers
c.
The strange behaviors of today's students
d.
The
stubbornness of student groups
Ans:
a
47.
Which
method in dealing with classroom management problem is better than that of
Teacher Fantina?
a.
Low
level force and private communication
b.
Low
level force and public communication
c. High level force and private communication
d. High level force and public
communication
Ans:
d
48.
Can
the inattentiveness of Teacher Fantina's class be attributed to her use of the
lecture method?
a.
Yes, if the lecture was not
interactive
b.
Yes,
if Teacher Fantina is an experienced teacher
c.
No,
if the students are intelligent
d.
Cannot
be determined
Ans:
a
49.
With
the principles of learning in mind, which one can help Teacher Fantina solve
her student disciplinary problem?
a.
Call
on their first names
b. Do interactive teaching
c.
Change
seat plan of the class
d.
Assign
monitors in class
Ans:
b
50. Which
act of Teacher Fantina is contrary to the principles of teaching?
a. Asking
questions to check for understanding
b. Giving
a lecture
c. Checking
for understanding of the lesson in the process of teaching
d.
Giving
a test to discipline the class
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