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| 1 | |
Mr. Lane was a warm and caring teacher. Students gravitated towards him because he seemed so caring and understanding. His colleagues enjoyed his upbeat attitude about teaching. He and others were shocked when his principal put him on a growth plan in his second year of teaching after state test scores came back. When he approached his principal about this, he told her, "I know I am a good teacher. My kids really love me." She replied: |
| | A) | "I agree that you have a good classroom environment, but I'm required to put so many teachers on a growth plan by my district. I looked at those teachers with lower state test scores." |
| | B) | "I am very happy with your classroom environment, but the definition of an effective teacher is the ability to help children learn. We need to help you work on this aspect." |
| | C) | "The socio-economic level of our district, as you know, is very low, so we are concerned that our children will not do well. I am concerned that you are not as strict with students as you should be." |
| | D) | None of the above. |
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| 2 | |
Mrs. Albright taught in an urban high school. She worked hard to help student motivation because she knew that as much as 75% of student success is due to: |
| | A) | the outside forces of SES, family, and culture. |
| | B) | acceptance from the college of a student's choice. |
| | C) | teachers who are buoyant, cooperative, and dependent. |
| | D) | teachers who are effective and use excellent judgment. |
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| 3 | |
From the front of the room, Allen Jeffers called on Jason, who did not know the answer, so Mr. Jeffers quickly moved on to Alesha. She did not respond correctly either. "I'm really tired of you all not knowing this stuff! You guys are really hitting a new low! Let's just move on!" Mr. Jeffers could be described as: |
| | A) | a serious teacher. |
| | B) | an unenthusiastic teacher. |
| | C) | a nonbusinesslike teacher. |
| | D) | a noncredible teacher. |
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| 4 | |
William Lamden, a fourth-grade math teacher, received Calvin as a new student in November. Calvin seemed bright and interested, and Mr. Lamden thought that he fit into his average/high classroom perfectly. In fact, when grades came out for the 6 weeks, Calvin made a B, about the average of the class. Calvin's cumulative folder had been delayed but came the week after 6-weeks grades were posted. Mr. Lamden was amazed to see that Calvin had not passed math in any grade and had tested fairly low on standardized tests. This performance agrees with educational researchers who say that: |
| | A) | when children change schools, there is a "honeymoon period" in which the learner makes an extra effort. |
| | B) | different reactions and behaviors by teachers who expect children to be bright lead to a self-fulfilling prophecy |
| | C) | schools are very different, resulting in grades which teachers cannot use as an accurate measure. |
| | D) | teachers often try to be a bit more lenient on students until they have been in a classroom for a while. |
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| 5 | |
Mrs. Kwon is known as a businesslike teacher. What characteristics would she display? |
| | A) | goal-orientation, seriousness, deliberateness, and organization |
| | B) | motivating personality, orientation towards success, and professional demeanor |
| | C) | enthusiasm, warmth, and credibility |
| | D) | high expectations, encouragement, and supportiveness |
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| 6 | |
Jana Bowen, a principal, prides herself on hiring teachers who have pedagogical content knowledge. To what does this refer? |
| | A) | an awareness of misconceptions students are likely to have or develop about a subject |
| | B) | the ability to select and implement instructional alternatives that best address students' misconceptions |
| | C) | subject knowledge combined with knowledge of teaching and knowledge of students. |
| | D) | teachers who know their subject area completely |
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| 7 | |
Irena Solorio is thought of as a credible and respected middle-school teacher. Of all the elements listed in the chapter related to credibility, which is the most important? |
| | A) | credentials |
| | B) | messages that are sent to students |
| | C) | experience |
| | D) | behavior |
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| 8 | |
Falls School District provides a workshop that focuses on teachers' expectations and the part that expectations play in student achievement. Part of the requirements of this workshop include teacher-partners observing each other's class to see how many times questions are asked of various students, which students are helped by the teacher most often, what levels of questions are asked of various students by the teacher, and so forth. These behaviors are related to students for whom teachers hold low expectations. In what ways are these behaviors connected to low expectations? |
| | A) | Teachers who hold low expectations for specific students spend more time and attention with them, creating an unequal balance with others in the class. |
| | B) | Teachers who hold low expectations for specific students tend to reduce the amount of time and attention they spend with them, increasing the chances the student will be unsuccessful. |
| | C) | Teachers who hold low expectations for specific students are more businesslike with them. |
| | D) | Teachers who hold low expectations for specific students provide remediation and reteaching for those students. |
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| 9 | |
Which of the following is the best comment Mrs. Lamberta could have written on a paper turned in by one of her students? |
| | A) | "You are really making some progress in subject/noun agreement! I found only 4 mistakes (down from 8 last time)!" |
| | B) | "Great paper other than subject/noun agreement!" |
| | C) | "I am sure you realize that no one would accept these continued mistakes in a professional résumé or other professional paper. This is still unsatisfactory because of your subject/noun agreement." |
| | D) | "B" |
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| 10 | |
Mr. Chavez taught world history. The day that he began his Egyptian unit, he came wrapped in strips of cloth-as a mummy. What element of an effective teacher was he displaying? |
| | A) | humor |
| | B) | flexibility |
| | C) | goal-orientation |
| | D) | warmth |
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