1.
Learning-disabled children most
characteristically have
A. Low
IQ
B. Poor
socio-economic backgrounds
C. An
average level of intelligence
D. Minimal
brain damage
E. Maladaptive
social behaviors
Answer: C
Children at any
level of intellectual ability could be learning disabled.
2.
Hyperactive children and emotionally disturbed
children are alike in that both tend to:
A. Have
behavior problems
B. Dislike
teachers
C. Be
given drug therapy
D. Come
from broken homes
E. Fight
with other children
Answer: A
Behavior problems
are common among both hyperactive and emotionally disturbed children.
3.
Which of the following is true about education
mentally retarded children?
A. Their
IQs range between 50 and 70.
B. They
have short attention spans and experience difficulty in generalizing.
C. Their
reading, writing, and arithmetic skills cannot be improved.
D. All
of the above.
E. A
and B above.
Answer: E
The reading,
writing and arithmetic skills of EMR children can be improved slowly, according
to the ability of each child.
4.
A teacher’s uses role-plying in her civics
class. Her purpose is to:
A. Get
students in front of the class.
B. Present
difficult material in a simple way.
C. Learn
to understand individuals.
D. Speed
up the course content.
E. Help
pupils learn to interact with others in solving common problems.
Answer: E
The use of role
playing elicits class discussion after students observe various behaviors in a
“problem situation.”
5.
Whish of the following strategies would NOT be
useful a teacher managing a group lesson?
A. Giving
instruction clearly.
B. Allowing
frequent interruptions after the lesson has begun.
C. Summarizing
regularly.
D. Having
a good seating plan.
E. Encouraging
students’ questions about the subject of the lesson.
Answer: B
One of the key
elements in a teacher’s management of group lessons is the maintenance of a
good pace of instruction.
6.
Teachers who tend to focus on disruptive behavior in
the classroom should watch also for children with:
A. Aggressive
behavior
B. Withdrawn
behavior
C. High
motivation
D. Few
emotional problems
E. Restless
behavior
Answer: B
Children who are
withdraw or moody tend to have more deep-seated problems than hose readily
express their emotions.
7.
Which of the following is (are) important in
helping to motivate students?
A. Helping
them set realistic goals.
B. Providing
frequent feedback, both positive and negative.
C. Giving
construction criticism.
D. Providing
challenging situations.
E. All
of the above
Answer: E
In addition to
realistic goal-setting, the teacher’s feedback positive criticism, and
challenge help to keep students’ performance at a high level.
8.
Which of the following is characteristic of a
dyslexic child?
A. Mirror
writing
B. Listlessness
C. Below-average
intelligence
D. Hyperactivity
E. None
of the above
Answer: A
For some reason,
dyslexic children perceive letters and words in reverse – for example : reading
saw for was.
9.
Primary reading retardation is presumed to be
neurologically based, related to parietal lobe dysfunction. Which of the
following behaviors is NOT associated with this dysfunction?
A. Inability
to relate sounds to letter symbols.
B. Inadequate
auditory information processing.
C. Left-right
directional confusion.
D. Imprecise
articulation.
E. Speech
aphasia.
Answer: E
Speech aphasia is
attributed to brain lesion.
10.
Students with secondary reading problems have
normal capacity to read, but are non-readers because of:
A. Auditory
problems
B. Congenital
defects
C. Visual-acuity
impairment
D. Environmental
or emotional factors
E. Lack
of interest
Answer: D
Any number of
environment factors can in effect, block a child’s reading development and lead
him to her to associate reading with failure.
11.
If a teacher accepts Maslow’s theory on the
hierarchy of needs, he or she will probably structure objectives to:
A. Meet
both the physiological and intellectual needs of students.
B. Eliminate
testing.
C. Eliminate
extrinsic motivations.
D. Maintain
a certain anxiety level for increased competition.
E. Do
none of the above.
Answer: A
According to
Maslow, meeting students’ survival needs, as well as their intellectual needs,
is important.
12.
In the long run, effective classroom management
is best achieved through the use of:
A. A
few rules that are enforced.
B. Rules
with consequences that students accept.
C. Strategies
for eliminating distractions.
D. Pupil
input to make and consequences.
E. All
of the above.
Answer: E
Pupils-teacher
agreement and input regarding rules and their enforcement are essential fro
classroom management.
13.
The law stipulates that Janet, who has been
classified as mentally retarded, must be evaluated in a “multi-faceted” testing
program. By definition, which of the following factors must be included in
Janet’s testing?
A. Her
language and communication skills.
B. Her
school achievement, social skills, and activities.
C. Her
growth and physical health, as well as her psychological well-being.
D. All
of the above.
E. A
and B above.
Answer: D
The assessment of
mentally retarded pupils involves every factor that can affect learning.
14.
The knowledge explosion has led to crowding more
and more information into curriculum courses. A likely result is that:
A. The
textbook will no longer be the main instruction medium in many classes.
B. The
child may spend more time in school.
C. The
teacher may have to rely more on the use of multimedia materials.
D. The
teacher will no longer have time to evaluate students.
E. All
of the above except D may occur.
Answer: E
No test book can
contain all the information necessary for keeping the curriculum up- to-date.
Multimedia materials can help relive this pressure, especially if children have
to spend more tme in school. Evaluation will always be important.
15.
The teacher who encourages students to develop
their own questions, to set their own goals, to search for answer, and to use
new information in creative ways is using:
A. The
“engineering” approach to learning.
B. The
inquiry method.
C. The
classical-school approach.
D. The
field-theory method.
E. The
Herbartian method.
Answer: B
A major
characteristic of the inquiry method is the development of cognitive skills
such as these.
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