1.
A teacher finds that when retarded students and
students of normal ability are matched by mental age, both groups of pupils use
the same procedures to complete a learning tsk. This finding corresponds with :
A. Herbart’s
theory of intellectual development for all children.
B. Studies
that show there is minimal or no advantage in placing retarded students in
special classes.
C. The
motivation theory for the development of normal students.
D. The
importance of tsk-structuring factors in all classrooms.
E. The
concept that learning develops by stages, and that children enter exit from
these stages at varying chronological ages.
Answer: E
All children go
through stages of behavior maturation. Retarded children operate at lower
stages than their chronological age would indicate.
2.
A teacher says that she is planning and
implementing success-building strategies in her classes because:
A. Slow
learners do not fear failure.
B. Pupils
who have repeated successes at school will maintain the motivation to learn and
to succeed.
C. Motivation
depends less on success than on failure.
D. This
is the current trend in education.
E. All
students should experience failure, since it is a part of life.
Answer: B
Research indicates
that experiences of success motivate children to stay on task, try harder, and
complete more work.
3.
A teacher wants to use a variety of techniques
to appeal to different styles of cognitive learning abilities and interest.
Which of the following would be the LEAST effective motivation?
A. Making
free reading and learning games available for students who complete their
projects early.
B. Canceling
a homework assignment.
C. Personalizing
gifted students who fail to reach their potential.
D. Showing
filmstrips.
E. Offering
pupil evaluations on a one-to-one basis.
Answer: C
Punishment is not
a good motivator because it involves
emotional aspects that may affect children’s attitudes toward the subject, the
teacher, or school in general.
4.
A teacher is having difficulty with discipline
in one of his classes and cannot determine the cause. All other things being
equal, who of the following suggestions would his supervisor probably make?
A. “Because
a participant observer.”
B. “Just
ignore the problem.”
C. “Have
a parent conference.”
D. “Bring
in the principal for a couple of hours.”
E. “Improve
your own attitude.”
Answer: A
As a participant
in class projects, a teacher gets involved with the learning process as
students see it, and may discover classroom management problem – seating
arrangements, for example-that led to discipline problems. (Presumably the
teacher is always an observer).
5.
A teacher is planning a unit in science to
increase student’s sense of competence in the laboratory. Which one of the
following strategies will NOT be included in the unit?
A. Exploring
B. Discovering
C. Manipulating
D. Memorizing
E. Communicating
Answer: D
In and of self,
rote learning does not make students feel competent. Some students have
difficulty memorizing things they do not like or that have little relevance to
their present learning needs. Exploring, discovering, manipulating, and
communicating lead to increased interest, understanding, and motivation.
6.
Co-curricular activities, such as clubs, provide
to students with opportunities to learn skills of socialization, cooperation,
and sharing these skills are related to students’ need for:
A. Reflectance
B. Adequacy
C. Achievement
D. Competition
E. Affiliation
Answer: E
The need for the
affiliation ( “belongingness” ) is high among adolescents. As sponsors of club
activities, teachers can get to know student better, seeing them in informal
situations.
7.
A teacher notices more shuffling of feet,
squiring in the seats and restless behavior during a test than any other time.
This is probably caused by:
A. Lack
of preparation
B. Anxiety
C. Rejection
D. Timing
E. Hunger
Answer: B
Anxiety can be
expressed physically through restlessness and tense movements.
8.
If a teacher to meet the self-actualization and
achievement needs of his or her pupils, which of the following factors should
be included in the lesson or unit strategies?
A. Reduction
in the difficulty of problems.
B. Reduction
in the information field.
C. Self-reinforcement
opportunities
D. Strict
codes of responsibility and punishment.
E. Teaches
maintenance of the locus of control.
Answer: C
Personal growth
and the internalization of rules are encouraged by self-reinforcement
activities. Self-actualization requires that one’s social and mental activities
be internally motivated rather than directed by the teacher or other
influences.
9.
According to Brophy, all of the following are
characteristics of effective praise, EXCEPT that effective praise:
A. Specific
what was accomplished.
B. Attributes
success to the student’s ability and effort.
C. Refers
to the student’s prior accomplishments as the context for the describing of
present success.
D. Orients
the student to thinking in terms of competition with others.
E. Focuses
the student’s attention on the behaviors that brought success.
Answer: D
Competition for
grades can be a deferent to self-actualization, especially for slow learners.
10.
During a guidance session, a school counselor attempted
to bring a student to the point where he would take responsibility for the
failure or success of his decision. When a student can do this, the locus of
control is:
A. Internal
B. External
C. Mediated
D. Neutralized
E. Phenomenal
Answer: A
When a student
begins to accept his or her responsibility for making choices, the locus of
control for that student’s conduct shifts to him of her, away external
influences.
11.
A teacher’s use of rewards and punishment is not
working the same way for all pupils. The reason is probably that:
A. The
teacher favors some students over others.
B. Teacher
and pupils have different views of what is rewarding.
C. Some
pupils don’t really care what happens.
D. Some
pupils become too anxious.
E. Some
pupils mistrust the reward system.
Answer: B
Children from
different life-styles tend to look at rewards and punishments in different
ways. For some children punishment is rewarding because it shows that the
parent or teacher cares enough to relate to them, even in an angry manner!
12.
According to Rosenthal and Jacobson, who
researched the “Pygmalion effect,” when teachers’ expectations of children are
raised, these children
A. Become
more restive
B. Receive
higher test score
C. Resent
the extra work
D. Become
anxious
E. Become
compulsive
Answer: B
Teacher
expectations have a very marked effect on children, who tend to internalize the
high ( or low) hopes held out for them and perform accordingly.
13.
From their research, Brophy Good report that
during classroom discussions teachers are:
A. More
attention toward children they consider to be of law ability.
B. More
attentive toward children they consider to be of high ability.
C. Less
attentive toward children who seldom say anything.
D. Equally
attention toward children of all ability levels.
E. Over-attention
toward children who are shy or apathetic.
Answer: B
Teacher
expectations have a very marked effect on children who will know the answer.
Thus children who have difficulty mastering communication skills are denied the
attention they need.
14.
Those whose philosophy of education is based on stimulus-response
learning are:
A. Behaviorists
B. Essentialists
C. Reconstructionist
D. Rationalists
E. Classicists
Answer: A
Research on
stimulus-response learning indicates that a bonding, or connection, is made for
the learner, through repeated experience, reinforcement, and practices.
Learning can be extinguished by non-use. For example, languages learned in high
school fade from memory over time unless they are practiced.
15.
The scope and content of Dewey’s curriculum:
A. Emphasize
the quantity of experiences, rather than their meaning.
B. Involve
interacting, especially with one’s peers.
C. Are
consistent with the aims of self-realization in a democratic society.
D. Are
based on social utility and personal sacrifice.
E. Emphasize
the reconstruction of the family, government, and industry.
Answer: C
Dewey’s emphasis
was to prepare learners for living in a democratic environment. Learning by
doing things for themselves was Dewey’s goal for students.
16.
A teacher is affirm, autocratic type. The
;earning climate in his classroom probably would be described by his supervisor
as:
A. Competitive
B. Laissez-faire
C. Democratic
D. Purposeful
E. Self-directed
Answer: D
Such a teacher
would have “purpose” as his goal for all pupils no tome-wasting, no running
around in aimless activity. Staying on task is a primary feature of an
autocratic atmosphere.
17.
A curriculum based on the principles elaborated
in Emile would emphasize:
A. Quality
rather than quality of learning
B. Freedom
of the child, with little discipline.
C. Moral
license, then intellectual freedom.
D. Intellectual
liberty before adolescence.
E. Punishment
as a necessity.
Answer: B
Freedom to learn
and to experience in nature’s environment was a key premise of Rousseau’s Emile. The author believed that children
can be hurt by contact with adult who do not have high standards, values, or
morals.
18.
The establishment and enforcement of rules, when
done appropriately, can contribute to a child’s developing self-discipline.
Good school rules have all of the following characteristics EXCEPT that:
A. They
are viewed as expression of “the way people act here.”
B. They
are used in a way that teachers behaviors.
C. Specified
punishments are doled out to everyone in the same way, regardless of
circumstances.
D. They
are regularly evaluated and revised.
E. Student
sensibilities are considered are considered when rules are enforced.
Answer: C
According to
Wayson and Pinnell, circumstances can
influence the way punishment is administered, without loss of consistency.
19.
Two classes used the same textbooks, had the
same assignments, and showed equal intellectual ability and scores on the
science pretest, why did one class score much higher on the final achievement
test?
A. The
successful group had class-supervised study periods.
B. The
successful group had more students who liked the subject.
C. The
teacher of the successful group explained the materials in more detail.
D. Environmental
factors in the classroom of the successful group were more conductive to
learning.
E. The
parents of the successful group exerted severed pressure on these students.
Answer: D
A warm,
reinforcing environment can motivate students to do just a bit more and stay on
learning tasks longer.
20.
The teacher who shows interests in the way a
pupil solves a difficult arithmetic problem is giving attention to the:
A. Affective
objectives of education.
B. Pupil’s
effective work habits.
C. Pupil’s
maturity.
D. Basis
for the student’s grade, or score.
E. Mediating
process of learning.
Answer: B
Learning is more
than just following directions. Some pupils have wasteful and ineffective work
habits that can be disco-ranging to them. A teacher who helps the child learn
how to learn does much to advance his or her overall achievement.
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