LET Reviewer (Material 50) - LET EXAM - Questions & Answers

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LET Reviewer (Material 50)


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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