1.
When dealing with a student who claims to be
having a problem with an assignment, the teacher who is well-informed about
learning processes is:
A. Likely
to include that there is no problem.
B. Likely
to recognize several causes for the student’s difficulty, rather than a signal
one.
C. More
likely to focus on the difficulty than the student’s experience of it.
D. Likely
to blame the pupils.
E. Likely
to tell the student to “just keep trying.”
Answer: B
Children seldom
have just one problem. There tend to be several factors that affect their
ability to concentrate, do information processing, or use cues effectively for problem-solving.
2.
During the learning process the teacher has most
control over:
A. The
learners
B. The
learning environment
C. The
learning process
D. The
behavior of the learners
E. Learner
motivations
Answer: B
The teacher can
quickly modify the learning environment, as well as use a variety of
orientation techniques. Modification of the habits, skills and attitudes of
individual learners takes much longer to accomplish.
3.
The teachers in a particular school regard
teaching in a “bifocal way.” This means that they view and interpret classroom
activities as:
A. Perceivers
B. Instructors
C. Learners
D. Supervisors
E. Participant
observers
Answer: E
Teachers often
tend to stand apart from the learning situation. The “bifocal” approach
requires the teacher to be a participant as well as an observer. This brings
the teacher closer to pupils and let him or her share the learners’
experiences.
4.
Precision teaching is like behavior modification
because it is a techniques for changing student behavior. Which of the
following steps is NOT part of precision teaching?
A. Tokens
and other extrinsic rein forcers are used.
B. Modifications
are made as needed in the curriculum, course content, and activities.
C. Record
keeping is extensive, and the focus is on having students do it themselves.
D. Individual
programs are developed for each student.
E. Each
pupil identifies his or her behaviors that improvement.
Answer: E
The teacher
identifies behaviors that need modification. Then programs, content,
activities, and reinforces are develop to meet each pupil’s specific needs.
Record-keeping is essential for tracking daily progress.
5.
A teacher is planning an open classroom for her
social studies program. Which of the following would be LEAST important in
preparing the new setting?
A. Placing
attractive posters around the area.
B. Preparing
a detailed record-keeping system.
C. Preparing
detailed outlines of each pupil’s assignment with the pupil.
D. Providing
a well-stocked library.
E. Providing
materials for students who finish their work early.
Answer: A
In the open
classroom, the library – with its reference books, filmstrips, films, and
posters – is most essential for pupil research and reading periods. Posters
should be available, with other visual materials, in the library. Planning with
students for goals and providing enriching activities for those who work
rapidly are essential.
6.
Which of the following conditions does NOT
contribute to a climate psychologically suited to learning?
A. The
teacher acts like a “real person”.
B. The
teacher makes all of the decisions about students’ learning activities.
C. The
teacher a accepts students s they are.
D. The
teacher shows trust in students’ decisions.
E. The
teacher expresses non-judgmental understanding of students’ personal problems.
Answer: B
An effective
learning climate is one in which pupils are encouraged to make daily decisions
and choices as they learn the skills of problem-solving. When the teacher makes
all the decisions, pupils miss opportunities to initiate learning activities
and to evaluate their personal progress.
7.
Which of the following is characteristic of
criterion-referenced teaching strategies?
A. Desired
behaviors are specified – for example, “Given 10 sentences containing errors in
noun-verb agreement, the student will be able to correct them with 100%
accuracy.”
B. Adequate
instruction is given to enable students to perform the behaviors that are
specified.
C. Using
measures such as test or specified performance, the teacher makes an analysis
of whether objects are being met.
D. All
of the above.
E. None
of the above.
Answer: D
Criterion-referenced
strategies involve the setting of specific, objective standards and the
evaluation of student success against the measure of these standards.
8.
A teacher tells the senior English class, “You
will have to write research papers when you attend college. Tomorrow we will
begin to develop techniques for writing one.” This is example of identifying
A. Psychological
needs
B. Normative
needs
C. Assimilation
needs
D. Instrumental-learning
needs
E. Needs
for accommodation
Answer: B
A normative need
is one based on the needs of a group in a certain type of situation. College
freshmen are usually required to write themes and research papers. Learning to
write a research paper anticipates a normative need for students who plan to
attend college.
9.
Rogers see teachers as facilitators of learning.
According to his findings, significant learning takes place when teacher:
A. Helps
learners clarify their goals.
B. Encourage
students to evaluate their learning progresses.
C. Helps
students modify behavior and attitudes.
D. Bring
acceptance, understanding, and trust to the class.
E. Does
all of the above.
Answer: E
Carl Rogers is one
of many humanistic educators who emphasize the importance of the learner’s
initiative, selection of study topics, and self-evaluation. Working with this
learner, the teacher is a facilitator who brings acceptance, understanding, and
“reality” in to the classroom.
10.
During class discussion, a teacher responds with
prompting remarks. Select the comment that would NOT facilities further
discussion by the pupils to whom it is addressed.
A. “Can
you give me an example?”
B. “Is
that what you mean?”
C. “Can’t
you do better than that?”
D. “Do
you have other ideas about this problem?”
E. “How
long have you felt this way?”
Answer: C
Such as statement
by the teacher could cause anxiety among student respondents. It certainly
would not encourage a pupil’s continuance in the presentation of an idea.
11.
Torrance, in his writing on developing
creativity, suggests that teachers use task to stimulate creative thinking.
Which one of the following suggestions would NOT be useful for his purpose?
A. “Learn
the names of all the trees in the school yard.”
B. “Name
all the things you can think of that are blue and red.”
C. “List
everything that would happen if the sun did not come out for two weeks.”
D. “If
your cat climbed a tree and wouldn’t come down, and you had no ladder, what
would you do?”
E. “If
clouds were balloons with water, what difference would it make?
Answer: A
Rote learning, or
memorization, usually does not involve divergent thinking or creative
manipulation of familiar ideas to create new ones.
12.
In emphasizing “mastery learning,” Bloom
indicates that, if teachers gave pupils all the time they need.
A. Only
one-third would fail in a typical unit of work.
B. One-third
would learn something useful.
C. About
one-half would turn out to be good teachers.
D. About
two-thirds would pass criterion-referenced test.
E. Only
about-5-10 percent would get grades below A and B.
Answer: E
Parents expect
their children to be good students, but teachers’ expectations often are too
low. Bloom claims that time is a factor in mastery learning and that only 5-10
percent of students would get grades below B if all had the time they needed
for a particular learning assignment.
13.
Research shows that students who follow the
cognitive learning approach manifests all of the following characteristics
EXCEPT:
A. A
global orientation toward the discovery of new questions and solutions.
B. An
analytic mind-set toward new problems.
C. An
impulsive habit in drawing conclusions.
D. A
reflective manner when examining data.
E. B
and D above.
Answer: C
Impulsive students
tend to jump to conclusions without examining all the evidence. They tend to
make more errors than students who reflect on the meaning of data and continue
to took for a new solutions.
14.
When engaging in new tasks, students do better
if the teacher adjusts the learning environment to meet their needs. Which of
the following sets of conditions would NOT be appropriate for the type of
student indicated?
A. The
adventurer needs latitude, affiliation, and recognition.
B. The
panderer needs both structure and latitudes, affiliation, and recognition.
C. The
drifter needs latitude, affiliation, and recognition.
D. Neither
A nor B above.
E. Neither
A nor C above.
Answer: C
The students
characterized as a drifter cannot cope with a lack of guidelines, although he
or she does need affiliation, as well as rejection for effort.
15.
Feedback should aid students to stay on task,
complete their work, and improve their [performance. Which of the following
response sets would NOT be appropriate feedback for a teacher to use?
A. Shaking
one’s heads, snapping fingers, saying “NO” or “stop that”.
B. Frowning
saying, saying “Do it over” or “I can’t accept that paper.”
C. Pointing
out correct answer, showing how errors should be corrected.
D. A,
B and C above.
E. A
and B above.
Answer: E
Positive
reinforcement is helpful to the student for keeping on task. The order response
sets are usually perceived by students as rejections of their efforts.
16.
William Glasser advocates the frequent use of
classroom meetings, with teacher and students sitting in a small circle. Which
one of these following types of
discussion would NOT be appropriate in such a setting?
A. An
educational-diagnostic conference on the learning weaknesses of individual
students.
B. An
open-ended meeting for the purpose of exploring and discussing students’ ideas
about the curriculum.
C. A
social-problem-solving meeting to resolve teacher or student problems relating
to the school, the class, or many individual members.
D. A
sensitivity-training meeting for the purpose of helping students faces their
school-related problems and learns their actions can affect others.
E. A
and C above.
Answer: A
The
educational-diagnostic meeting is for the purpose of helping the teacher and
the student or the parent understands the learning difficulties of the
individual child. The nature of such a discussion requires that it be private
and confidential.
17.
Which of the following does NOT represent a
teacher’s contribution to the emotional environment of the classroom?
A. A
strident, compelling voice.
B. A
sustained sense of expectation where student achievement is concerned.
C. A
well-written lesson plan.
D. A
sense of humor in a tense situation.
E. An
instructional tempo that matches the students’ pace of learning.
Answer: C
The emotional
environment of the classroom can be profoundly affected by a teacher’s voice,
sense of humor, pacing of information, and the sense of confidence he or she
exhibits toward each student.
18.
According to Thomas Harris, full communication
is most likely to occur when people maintain certain interaction postures.
Which of the following attitudes would be most helpful for teachers to exhibit
when communicating with pupils?
A. “I’m
not OK, you’re OK.”
B. “I’m
not OK, you’re OK.”
C. “I’m
OK, you’re not OK.”
D. “I’m
OK, you’re OK.”
E. “I’m
the parent-figure, you’re the child.”
Answer: D
“I’m OK, you’re OK” shows positive
teacher reaction and offers a reinforcement of the child’s attempts to relate
or communicate with others. Such a posture of acceptance encourages the child
to continue the teacher’s ongoing approval.
19.
Blood contents that at least 90% of students
could reach “mastery level” if appropriate teaching techniques were used. Which
of the following would NOT be appropriate advice for a teacher who wants to
help underachievers to succeed?
A. Provide
more time for slower students to complete a task.
B. Break
the curriculum into small steps, teaching incrementally.
C. Determine
grades through comparative performance.
D. Pursue
a comprehensive list of performance objectives.
E. Use
tutorial help, including cross-age tutoring?
Answer: C
Competitive
examinations have little place in a mastery program, in which students work at
their own pace.
20.
Experience-referenced strategies provide quality
learning opportunities for pupils. Which of the following would NOT be
characterized as an experience-referenced strategy?
A. A
student takes a course in baby-sitting.
B. A
student develops a project on the 1920s by taping oral histories at a senior
citizen home.
C. The
editor of the school paper works as an intern in the local newspaper.
D. A
student considering a career in design talks to artists whenever she has the
opportunity.
E. A
student feeds and cares for a guinea pig.
Answer: D
The notion of a
“strategy” implies the existence of specific goals and of the means for
evaluating and assessing the pupil’s progress. Informal experiences such as
occasional interviews could be helpful, but are difficult to evaluate and to
incorporate into the overall school program.
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