This is the Multiple Choice Questions in Professional Education part 3 as one coverage of Licensure Examinations for Teachers (LET). The exam is divided into two classifications. First is the elementary level exam which covers topics from General Education (GenEd) 40% and Professional Education (ProfEd) 60%. Secondly is the secondary level which covers GenEd 20%, ProfEd 40% and area of specialization 40%. I assume you are looking for a reviewer that will help you achieve your goal to become a professional License teacher very soon. Yes, you are in the right place to make your dream come true. Make sure to familiarize each and every questions to increase the chance of passing the Licensure Examinations for Teachers (LET).
PROFESSIONAL EDUCATION (Elementary and Secondary) Coverage
- Teaching Profession, Social Dimensions of Education
- Principles of Teaching, Educational Technology, Curriculum Development
- Facilitating Learning, Child and Adolescent Development
- Assessment of Student Learning, Developmental Reading
- Field Study, Practice Teaching
Choose the letter of the best answer in each questions.
1. Which statement on true authority is wrong?
A. It sets an example
B. It seeks its own satisfaction and privilege
C. It acts in the best interest of others
D. Its goal is to help, form, and guide others
VIEW ANSWER
Option B
ExplanationTrue authority is not centered around seeking personal satisfaction or privilege. Instead, it revolves around serving others' best interests, guiding and helping them grow, and setting a positive example. True authority prioritizes the well-being and development of others rather than seeking personal gain or satisfaction.
2. When a teacher teaches the idea that it is wrong to think that Filipino lifestyle, products and ideas are inferior to those of other nationalities, he fights against _______.
A. Acculturation
B. Xenocentrism
C. Ethnocentrism
D. Culture shock
VIEW ANSWER
Option B
ExplanationWhen a teacher teaches against the idea that Filipino lifestyle, products, and ideas are inferior to those of other nationalities, they are fighting against B. Xenocentrism. Xenocentrism refers to the belief that foreign or imported goods, ideas, or customs are superior to one's own. In this scenario, the teacher is advocating for valuing and appreciating the local culture and products rather than considering them inferior to those from other countries.
3. Teacher Lolita, a teacher for forty years, refuses to attend seminars. She claims that her forty years of teaching is more than all the seminars she is asked to attend. Is her actuation and thinking in accordance with the Code of Ethics for Professional Teachers?
A. No, a professional teacher, regardless of teaching experience, ought to go through continuing professional education
B. No, non-attendance to seminars means no professional growth
C. Yes, because she has taught for forty years and may have mastered the trade
D. Yes, provided she has an excellent performance rating
VIEW ANSWER
Option A
ExplanationThe Code of Ethics for Professional Teachers promotes continuous professional development and growth regardless of the years of experience. Attending seminars and engaging in continuous education opportunities is essential for staying updated with new methodologies, research, and advancements in the field of education, ensuring that teachers remain effective and provide quality education to their students. Experience is valuable, but ongoing learning and professional development are also critical components of being a professional educator.
4. A principal asked her good teachers to write modular lessons in Science, and then she had them published with her name printed as author. Which is unethical in this case?
A. She was the exclusive beneficiary of the royalty from the modules
B. She burdened her teachers with work not related to teaching
C. She had the modular lessons published when they were worth publishing
D. She got the merit which was due for her teacher-writers
VIEW ANSWER
Option D
ExplanationIn this scenario, the unethical aspect lies in option D. The principal claimed credit and recognition for the work done by the teachers, denying them the rightful acknowledgment and merit they deserved as the authors of the modular lessons. It's unethical to take credit for someone else's work and claim the merit or recognition that should rightly belong to them.
5. Is it ethical on the part of the teacher to proselyte in her classroom every Friday?
A. Yes, that strengthens values education
B. Yes, that is religious instruction which is allowed by the Constitution
C. No, a teacher shall not engage in the promotion of his/her religious interest in the classroom
D. No, proselyting is no longer necessary in this age
VIEW ANSWER
Option C
ExplanationTaking credit or claiming merit for work done by others, in this case, the teachers who wrote the modular lessons, is unethical. The principal published the modules with her name as the author, not giving due recognition or credit to the teachers who actually wrote the lessons. This action goes against the principles of fairness, honesty, and acknowledging the contributions of others, which are essential in ethical professional conduct.
6. Which can promote national pride among pupils/students?
I. Studying the lives of outstanding Filipinos here and abroad
II. Reading the lives of saints of the Church
III. Studying Philippine history with emphasis on the victories and greatness of the Filipino people
A. I, II, III
B. III only
C. I & II
D. I only
VIEW ANSWER
Option B
ExplanationStudying Philippine history with an emphasis on the victories and greatness of the Filipino people directly contributes to fostering national pride among students. It highlights the achievements, struggles, and triumphs of the nation, instilling a sense of pride and identity among students. While studying the lives of outstanding Filipinos (Option I) can also contribute to national pride, the emphasis on Philippine history (Option III) plays a more direct and significant role in fostering a sense of national identity and pride among students. Studying the lives of saints of the Church (Option II) might not necessarily be directly tied to promoting national pride.
7. Why is the exodus of Filipino professionals described as “brain drain”?
I. Those who go abroad are usually the better
II. Filipino professionals serve other countries instead
III. They contribute to nation building through their dollar remittances
A. I, II, III
B. I only
C. II only
D. I & II
VIEW ANSWER
Option D
Explanation"I. Those who go abroad are usually the better" implies that typically, the professionals leaving the country are among the more skilled or highly qualified individuals, contributing to the loss of expertise and talent within the nation. "II. Filipino professionals serve other countries instead" highlights that these professionals opt to work and contribute their skills to other nations, resulting in a loss for the Philippines. While "III. They contribute to nation-building through their dollar remittances" acknowledges the financial contributions through remittances, it doesn't directly relate to the description of "brain drain," which focuses on the loss of skilled human resources to other countries. Therefore, options I and II directly align with the concept of brain drain.
8. You want to report on a colleague’s act of immorality. You don’t have the courage to confront her. To end her illicit affair with a married man you write and secretly distribute copies of your anonymous letter against your fellow teacher. What should have been done instead?
A. If the charge is valid; present such charge under oath before your school head
B. Ask a third party to write the anonymous letter to prevent yourself from being involved
C. Talk to the married man with whom she is having illicit affair
D. Secretly give the anonymous letter only to the two people concerned
VIEW ANSWER
Option A
ExplanationThe most appropriate action in this situation, rather than writing and anonymously distributing a letter, would be: A. If the charge is valid; present such charge under oath before your school head Confronting immoral behavior in a professional setting requires handling the situation with integrity and following proper procedures. If there is a valid concern about immoral behavior, it's essential to address it through appropriate channels in a responsible and transparent manner. Presenting the charge under oath before the school head ensures accountability, allowing for an investigation based on evidence rather than anonymous allegations. This approach upholds fairness, ethics, and the due process of resolving such issues in an organized and professional manner.
9. Teachers often complain of numerous non-teaching assignments that adversely affect their teaching. Does this mean that teachers must be pre-occupied only with their teaching?
A. Yes, because teaching is enough full time job
B. Yes, if they are given other assignments, justice demands that they be properly compensated
C. No, because every teacher is expected to provide leadership in activities for the betterment of the communities where they live and work
D. No, they are also baby sitters especially in the pre-school
VIEW ANSWER
Option B
ExplanationWhile teachers are expected to contribute to various activities beyond teaching, it is crucial that they are compensated fairly for any additional responsibilities. Acknowledging and compensating teachers for non-teaching assignments ensures that they can dedicate time and effort to these tasks without adversely affecting their teaching duties. This approach supports the principle of justice in recognizing the value of teachers' contributions beyond the classroom.
10. My right ends where the rights of others begin. What does this mean?
A. Rights are not absolute
B. Rights are alienable
C. Rights are inalienable
D. Rights are absolute
VIEW ANSWER
Option A
Explanation"A. Rights are not absolute" is the correct interpretation of the statement "My right ends where the rights of others begin." It signifies that while individuals have rights, these rights have limits, especially when they encroach upon the rights of others. It underscores the idea that exercising one's rights should not infringe upon or impede the rights of others. This principle is crucial for maintaining a harmonious and fair society.
11. History books used in the schools are replete with events portraying defeats and weaknesses of the Filipino people. In the spirit of nationalism, how should you tackle them in the classroom?
A. Present them as they are and tell the class to accept reality
B. Present the facts and use them as means to teach and inspire your class
C. Present the facts and express your feelings of regret
D. Present the facts including those people responsible for the failures or for those who contributed
VIEW ANSWER
Option B
ExplanationBy presenting historical events truthfully and using them as learning opportunities to inspire and educate, teachers can instill a sense of resilience, critical thinking, and a drive for improvement among students. Rather than just accepting defeat or weaknesses, these events can be utilized as lessons, highlighting the importance of learning from past mistakes and striving for progress. It's a way to empower students to draw lessons from history and foster a positive and forward-looking
12. Should an association of teachers obey a Supreme Court’s decision even if it conflict with its interest and opinions?
A. No
B. Yes
C. Yes, provided they can make a bargain
D. No, as a minority group they have the right to express their rejection
VIEW ANSWER
Option B
ExplanationIt's important for any association or organization to respect and comply with the decisions made by the highest legal authority of the land, in this case, the Supreme Court. Upholding the decisions of the judiciary, even if they conflict with personal opinions or interests, is a fundamental aspect of respecting the rule of law and maintaining the integrity of the legal system.
13. A teacher does not agree with the selective retention policy of the school and she openly talks against it in her classes. Is her behavior ethical?
A. Yes, provided she got the permission from her superior to talk against the policy
B. No, it is her duty to faithfully carry it out even if she does not agree
C. No, in fact she is quite confused and passes on her confusion to others
D. Yes, she is entitled to her opinion just as everybody is
VIEW ANSWER
Option B
ExplanationOption B aligns more closely with ethical standards in this context. While individuals are entitled to their opinions, as a professional, a teacher is expected to adhere to the policies and guidelines set forth by their institution or school administration. Openly speaking against school policies, especially in a manner that may disrupt the educational environment or create confusion among students, may not align with professional conduct. It's essential to address concerns through appropriate channels, such as discussing them with superiors or following the proper protocols for proposing changes to policies.
14. If you have a problem with another teacher, the first step towards resolution should be for you to:
A. Talk directly with the teacher involved
B. Ask your fellow teachers to intercede on your behalf
C. Ask your fellow teachers for their suggestions
D. Discuss it with your principal
VIEW ANSWER
Option A
ExplanationThe best step towards resolving a problem with another teacher would indeed be Option A: talking directly with the teacher involved. Open communication often helps in understanding each other's perspectives and finding common ground to resolve conflicts amicably.
15. What is ethical for you to do if deep within your heart you do not agree with the school policy on student absences?
A. Be vocal about your feeling and opinion against the policy
B. Understand the policy and support the school in its implementation
C. Argue with your superior to convince him to change the policy
D. Keep your feeling to yourself but make insinuations that you are against it while you teach
VIEW ANSWER
Option B
ExplanationOption B, understanding the policy and supporting the school in its implementation, is typically the most ethical course of action if you don't agree with a school policy on student absences. While you may not personally agree, maintaining professionalism and supporting the institution's policies unless they're unethical or harmful is generally expected in a professional setting. You can seek to understand the rationale behind the policy and work within its framework while advocating for change through appropriate channels if you believe it's necessary.
CASE #1 – Mrs. Domingo developed a lesson on the concept of fraction this way: First, she presented one pizza, and then asked a pupil to cut it into two. She called one part of the pizza 1/2 and the two parts of 2/2. Then she wrote 1/2 and 2/2 on the board. She proceeded to ask another pupil to divide the half parts of the cake into two again, and then wrote 1/2, 2/4 and 3/4. Then she used the model of fractions (wooden circles) divided into 2, 3 and 4 show 1/2, 1/4, 1/3, 2/4. Then she went back to the fractions she wrote on the board. She asked her pupils for the meaning of 1/2, 1/3, 1/4, 2/4.
16. Did Mrs. Domingo follow Bruner’s three stage development of knowledge?
A. Yes
B. No
C. Only in the first stage
D. Cannot be determined because the lesson was not developed fully
VIEW ANSWER
Option A
ExplanationMrs. Domingo seems to have followed aspects of Jerome Bruner's three stages of cognitive development in her lesson on fractions. She initiated the lesson with a concrete representation (using the pizza) to introduce the concept (the first stage - enactive). Then, she moved to the second stage (iconic) by using visual representations (wooden circles) to demonstrate various fractions. Finally, she returned to the written fractions on the board, engaging the students in discussion (symbolic stage).
17. In the context of Bruner’s principle of knowledge representation, which is the enactive phase of the lesson on fractions?
A. Presenting the pizza and cutting it into two and four
B. Using the model of fractions
C. Writing the fractions 1/2, 1/4 and 1/3 on the board
D. Asking the meaning of 1/2, 1/4 and 1/3
VIEW ANSWER
Option A
ExplanationThe enactive phase in Bruner's principle of knowledge representation involves concrete actions or experiences. In the lesson on fractions, the enactive phase would indeed be A: Presenting the pizza and physically cutting it into two and four parts, providing a tangible, hands-on experience for the students to grasp the concept of fractions.
18. Would it be easier to understand and retain the concept of fractions if Mrs. Domingo began the lesson on fractions with the meaning of 1/2, 1/3, 1/4, etc.?
A. Yes, provided we proceed to the concrete
B. No, for better learning we proceed from the concrete to the abstract
C. It depends on the teaching skills of the teacher
D. Yes, provided we include a concrete application of the abstract
VIEW ANSWER
Option B
ExplanationOption B is more aligned with established educational theories, like Jerome Bruner's concept of scaffolding learning. Starting with concrete, tangible examples (like the pizza) before moving to abstract representations tends to facilitate better understanding and retention of concepts. Beginning with the abstract might make it harder for students to grasp the concept without a solid foundation built on concrete experiences.
19. Which part of the lesson is the symbolic stage?
A. Using the model of fractions
B. Dividing the pizza further into four
C. Dividing the pizza into two
D. Writing the fractions 1/2, 1/4, 1/3, 2/4 on the board
VIEW ANSWER
Option D
ExplanationThe symbolic stage, according to Bruner's theory, involves the use of symbols or abstract representations to convey concepts. In the context of the lesson on fractions, writing the fractions 1/2, 1/4, 1/3, 2/4 on the board represents the symbolic stage, as it involves the abstract representation of fractions using numerical symbols.
20. Does the development of the lesson on fraction conform to the bottom-up arrangement of the learning experiences in Edgar Dale’s Cone of Experience?
A. No
B. Cannot be determined
C. Yes
D. Up to the second phase of the lesson only
VIEW ANSWER
Option C
ExplanationIn Edgar Dale's Cone of Experience, the bottom-up arrangement implies starting with concrete experiences and progressing towards more abstract or symbolic representations. In the lesson on fractions, Mrs. Domingo initiated the lesson with a concrete representation (the pizza) and gradually moved to more abstract representations (using models and written fractions). Therefore, the development of the lesson on fractions aligns with the bottom-up arrangement of learning experiences described in Dale's Cone of Experience.
CASE #2 – In a faculty recollection, the teachers were asked to share their thoughts of the learner, their primary customer. What follow is the gist of what were shared:
Teacher A – “The learner is a product of his environment. Sometimes he has no choice. He is determined by his environment.”
Teacher B – “The learner can choose what he can become despite his environment.”
Teacher C – “The learner is a social being who learns well through an active interplay with other.”
Teacher D – “The learner is a rational being. Schools should develop his rational and moral powers.”
21. Whose philosophical concept is that of Teacher A?
A. Rationalist
B. Behaviorist
C. Existentialist
D. Progressivist
VIEW ANSWER
Option B
ExplanationTeacher A's concept aligns more closely with behaviorism, which emphasizes the influence of the environment on shaping an individual's behavior and development. This idea of the learner being a product of their environment and having limited choice reflects the behaviorist perspective rather than other philosophical concepts like rationalism, existentialism, or progressivism.
22. Teacher B’s response comes from the mouth of a/an:
A. Behaviorist
B. Existentialist
C. Essentialist
D. Perennialist
VIEW ANSWER
Option B
ExplanationTeacher B's response aligns more with the perspective of an existentialist. The idea that the learner can choose their path despite the influence of their environment reflects existentialist beliefs, emphasizing individual choice, freedom, and responsibility in shaping one's own destiny.
23. If you agree with Teacher C, you are more of a/an:
A. Perennialist
B. Rationalist
C. Essentialist
D. Progressivist
VIEW ANSWER
Option D
ExplanationProgressivism emphasizes active learning, problem-solving, and collaborative experiences as essential components of education, which resonates with the belief in the social nature of learning put forth by Teacher C.
24. If you identify yourself with Teacher D, you adhere to what philosophy?
A. Progressivist
B. Behaviorist
C. Existentialist
D. Perennialist
VIEW ANSWER
Option D
ExplanationPerennialism focuses on developing rational and moral powers within the learner, often emphasizing the importance of timeless knowledge and enduring truths. This aligns with Teacher D's belief in the learner as a rational being and the role of schools in fostering rational and moral development.
25. Whose response denies man’s free will?
A. Teacher A
B. Teacher C
C. Teacher D
D. Teacher B
VIEW ANSWER
Option A
ExplanationTeacher A's response, stating that the learner is determined by their environment and sometimes has no choice, denies or limits the concept of free will for the learner. Therefore, Teacher A's viewpoint negates or restricts the idea of free will more explicitly compared to the other teachers' perspectives.
CASE #3 – School Head Amilia wants her teachers to be constructivist in their teaching orientation.
26. Which material will her teachers most likely use?
A. Facts
B. Hypotheses
C. Time-tested principles
D. Laws
VIEW ANSWER
Option B
27. Which material will her teachers most likely avoid?
A. Unquestionable laws
B. Open-ended topics
C. Problems or cases
D. Controversial issues
VIEW ANSWER
Option A
28. On which assumption/s is/are the principal’s action anchored?
I. Students learn by personally constructing meaning of what is taught
II. Students construct and reconstruct meanings based on experiences
III. Students derive meaning from the meaning that teacher gives
A. I only
B. I and III
C. I and II
D. II only
VIEW ANSWER
Option C
29. Which does School Head Amilia want her teachers to do?
A. Require their students to come up with a construct of the lesson
B. Make their students derive meaning from what is presented
C. Let their students construct meaningful sentences based on the lesson
D. Give the meaning of what they present in class
VIEW ANSWER
Option C
30. Which one should her teachers then avoid? Students’:
A. Reflection
B. Self-directed learning
C. Memorization of facts for testing
D. Inquiry
VIEW ANSWER
Option C
CASE #4 – On the first day of school, Teacher Yveta oriented her class on procedures to be observed in passing papers, getting textbooks from and returning the same on the bookshelf, leaving the room for necessity, and conducting group work. She arranged the chairs in such a way that students can interact and can move around without unnecessarily distracting those seated. She involved the class in the formulation of rules to ensure punctuality, order and cleanliness in the classroom.
31. On what belief is Teacher Yveta’s management practice anchored?
A. Classroom rules need to be imposed for order’s sake
B. The classroom environment affects learning
C. A teacher must lord her power over her students to be an effective classroom manager
D. A reactive classroom management style is effective
VIEW ANSWER
Option B
ExplanationTeacher Yveta's management practice appears to be anchored in the belief that the classroom environment significantly affects learning (Option B). By arranging the classroom for interaction, movement, and involving students in rule formulation for punctuality, order, and cleanliness, she acknowledges the impact of the environment on students' behavior and learning outcomes. This approach suggests that a conducive environment contributes to effective learning.
32. Teacher Yveta involved her students in the formulation of class rules. Which describes her classroom management style?
A. Benevolent
B. Authoritarian
C. Democratic
D. Laissez-faire
VIEW ANSWER
Option C
ExplanationTeacher Yveta's involvement of her students in formulating class rules reflects a democratic classroom management style (Option C). This approach allows students to have a say in establishing guidelines, fostering a sense of ownership and responsibility within the classroom community.
33. Which adjective appropriately describes Teacher Yveta as a classroom manager?
A. Proactive
B. Modern
C. Reactive
D. Traditional
VIEW ANSWER
Option A
Explanation"Proactive" best describes Teacher Yveta as a classroom manager (Option A). Her approach involves setting up the classroom environment, involving students in rule formulation, and organizing procedures from the start, anticipating and preventing issues before they arise. This proactive approach aims to create a conducive and structured learning environment.
34. Was it sound classroom management practice for Teacher Yveta to have involved the students in the formulation of class rules?
A. No, it weakens the teacher’s authority over her students
B. Yes, it makes students feel a sense of ownership of the rules
C. Yes, it lessens a teacher’s work
D. No, it is a students’ act of usurpation of teacher’s power
VIEW ANSWER
Option B
ExplanationInvolving students in the formulation of class rules is considered sound classroom management practice because it fosters a sense of ownership and responsibility among students (Option B). It helps them understand the reasons behind rules, encourages adherence, and creates a more collaborative and respectful classroom environment, rather than weakening the teacher's authority.
35. Which assumption underlies Teacher Yveta’s classroom management practice?
A. Classroom routines are boring and will work when imposed
B. Classroom routines leave more time for class instruction
C. Students need to be treated like adults to learn responsibility
D. Teacher’s personality is a critical factor in classroom discipline
VIEW ANSWER
Option B
ExplanationTeacher Yveta's classroom management practice seems to be underpinned by the assumption that establishing clear classroom routines and procedures (like passing papers, group work guidelines, etc.) allows for more efficient use of class time for instruction (Option B). This approach prioritizes structured routines to optimize learning opportunities during instructional time.
CASE #5 – Mr. Santo’s lesson was on water conservation. He presented a graph that compared water consumption of small and big families. Before he asked any of the questions, he asked someone to stand up to give an answer. He called only on those who raised their hands. The questions he asked were:
1. What do you see in the graph?
2. How do you compare the water consumption of small and big families?
3. Why do most of the big families consume more water than the smaller families?
4. Do all the small families consume less water than the big families? Explain your answer.
5. In your opinion, why does one small family consume more water than one big family?
6. In what ways is water wasted?
7. What are ways of conserving water?
8. Are the families presented well at water conservation? Why or why not?
9. What generalization can you draw about water consumption and size of families?
36. Is there any convergent question from #1 to #8?
A. Yes, question #4
B. Yes, question #7
C. Yes, question #8
D. None
VIEW ANSWER
Option B
ExplanationQuestion #7, "What are ways of conserving water?" stands out as a convergent question among the listed questions. It aims to gather specific information or strategies related to water conservation, unlike the other questions that focus on comparing, analyzing, or interpreting data from the graph.
37. Which question technique/s of Mr. Santo do(es) not enhance interaction?
I. Asking high-level questions
II. Calling only on those who raised their hands
III. Calling on someone before asking the question
A. II and III
B. I and II
C. III only
D. I and III
VIEW ANSWER
Option A
38. Which statement on “wait time” is correct?
A. The higher the level of the question, the longer the wait time
B. Wait time turns off slow thinking students
C. For quality response, “what” and “why” questions require equal wait time
D. Wait time discourages the brighter group of students
VIEW ANSWER
Option B
39. To connect the lesson on water conservation to the life of the students, which question is most appropriate?
A. How can you help conserve water?
B. Based on you observations, in what ways for people contribute to water wastage?
C. What maybe the reason why even if Family B is not as big as Family C, it consumes much more water than Family C?
D. Among the families, who contributes most to water conservation?
VIEW ANSWER
Option C
40. Were all the questions of Mr. Santo divergent?
A. Yes
B. No, except #4
C. No
D. Yes, except #1
VIEW ANSWER
Option C
CASE #6 – With a topic on the human circulatory system, Teacher Jan formulated the following lesson objectives:
1. Given a model of the human circulatory system, the student must be able to understand the route of blood circulation
2. After discussing the process of blood circulation, the teacher must be able to lead the pupils in enumerating circulatory system-related diseases and in citing the causes and prevention of such diseases.
41. Is objective #1 in accordance with the principles of lesson objective formulation?
A. No, the word “understand” is not a behavioral term
B. No, it is not attainable
C. Yes, “understand” is an action word
D. Yes, it is very specific
VIEW ANSWER
Option A
42. How can you improve objective #2?
A. Remove the phrase “After discussing the process of blood circulation.”
B. Formulate it from the learner’s point of view
C. Cut it short; the statement is quite long
D. No need to improve on it
VIEW ANSWER
Option B
43. Do both objectives include a criterion of success, an element of a lesson objective cited by Robert Mager?
A. Only objective #1 has
B. Only objective #2 has
C. No, they don’t
D. Yes, they do
VIEW ANSWER
Option C
44. Is objective #2 in accordance with the principles of lesson objective formulation?
A. No, it does not describe pupils’ learning behavior
B. Yes, it is formulated from the point of view of the teacher
C. No, it is very broad
D. Yes, it describes teacher’s teaching activity
VIEW ANSWER
Option A
45. Which one is the measurable learning behavior in objective #1?
A. Able to understand
B. Route of blood circulation
C. To understand
D. None
VIEW ANSWER
Option D
CASE #7 – Teacher Fantina has a hard time getting the attention of her class. When she checks for understanding of the lesson after a usual forty-five minute lecture, she finds out that only one or two can answer her questions. This has become a pattern so one time, when the class could not answer, she gave a test.
46. What does the inattentiveness of most of Teacher Fantina’s students confirm?
A. The “ripple effect” of behavior
B. The lack of academic preparation of some teachers
C. The strange behaviors of today’s students
D. The stubbornness of student groups
VIEW ANSWER
Option A
47. Which method in dealing with classroom management problem is better than that of Teacher Fantina?
A. Low level force and private communication
B. Low level force and public communication
C. High level force and private communication
D. High level force and public communication
VIEW ANSWER
Option D
48. Can the inattentiveness of Teacher Fantina’s class be attributed to her use of the lecture method?
A. Yes, if the lecture was not interactive
B. Yes, if Teacher Fantina is an experienced teacher
C. No, if the students are intelligent
D. Cannot be determined
VIEW ANSWER
Option A
49. With the principles of learning in mind, which one can help Teacher Fantina solve her student disciplinary problem?
A. Call on their first names
B. Do interactive teaching
C. Change seat plan of the class
D. Assign monitors in class
VIEW ANSWER
Option B
50. Which act of Teacher Fantina is contrary to the principles of teaching?
A. Asking questions to check for understanding
B. Giving a lecture
C. Checking for understanding of the lesson in the process of teaching
D. Giving a test to discipline the class
VIEW ANSWER
Option D
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