TEPC 5800: EC-12 PRACTICE TEST #2

addresses a topic that most students will probably have some ideas about while making it clear that no single correct answer is expected.

19. A middle school teacher begins a lesson on U.S. history by asking the class, "What do you think of when you hear the word conflict?" This method of opening the lesson helps promote widespread student engagement in learning primarily because it: establishes the principle that students will have opportunities to demonstrate their knowledge across a wide range of formats and forums. communicates to students that the teacher is also a learner and that everyone involved will be making new discoveries about the concept. addresses a topic that most students will probably have some ideas about while making it clear that no single correct answer is expected. alerts students to the fact that the teacher expects everyone to make a contribution and that they will be called on if they do not volunteer.

promotes the efficient and effective use of learning time.

26. During the opening weeks of school, a high school teacher places particular emphasis on ensuring that students understand and follow standard classroom routines. The major advantage of this practice is that it: reduces the amount of time the teacher must devote to planning. eliminates the uncertainty caused by daily variations in sequence and type of instructional activities. promotes the efficient and effective use of learning time. enhances the teacher's ability to monitor students' levels of interest and attention.

address previously defined learning goals and are closely aligned with what students have been taught.

45. When teachers create unit tests, it is most important to ensure that the tests: address previously defined learning goals and are closely aligned with what students have been taught. include questions that are written at various levels of difficulty and in a range of assessment formats. offer students opportunities to respond to both fact-based and opinion-based questions. are designed in ways that will yield a substantial range of variation in student scores.

do not experience feelings of social isolation from their peers.

5. A sixth-grade classroom includes students with special needs who regularly spend time in the school's resource room. In planning and organizing instruction for this class, it is most important for the teacher to take steps to ensure that the students with special needs: focus on learning experiences that emphasize collaborative rather than individual work. do not experience feelings of social isolation from their peers. spend most time engaged in self-selected activities geared toward their own strengths and preferences. have ample opportunity to interact with others who have similar needs

violating their confidentiality by discussing each one's grades in front of others.

76. During her meeting with these students, Ms. Foster acted inappropriately by: holding the students to her expectations for their performance rather than their own. suggesting that they would get poor grades for the term if their work did not improve immediately. violating their confidentiality by discussing each one's grades in front of others. placing too much emphasis on final products and not enough on the learning process.

select a variety of activities that together address the interests and strengths of both males and females.

Decision Set Begins Here Julie Robinson is a new physical education teacher. She is planning for her coed eighth-grade classes, each of which is expected to include about 40 students. 63. To promote an equitable environment in coed classes such as hers, it is most important for Ms. Robinson to: specify distinct expectations for male and female students that reflect gender-related attitudinal and behavior differences select a variety of activities that together address the interests and strengths of both males and females. develop separate criteria for evaluating the performance of male and female students for each activity. avoid selecting any activities that are likely to appeal more to students of one gender than the other.

working with appropriate school staff and Paul to identify and address his problems

Ms. Foster has discovered that in previous years Paul was a quiet, shy, student without many friends. Since the beginning of the current school year, however, Paul's behavior has changed dramatically. He has been associating with a group of students who are unmotivated academically and frequently cause discipline problems. Paul himself has begun acting out in many of his classes. When Paul and Ms. Foster meet, Paul is not very responsive. His answers to her questions are uninformative, and the meeting concludes without resolution. Ms. Foster is concerned because her observations of Paul during class and during her meetings with him convince her that Paul is unhappy and confused; she also suspects that he may be using drugs. 79. Given Ms. Foster's suspicions about Paul's emotional status and possible substance abuse, which of the following would probably be the most effective strategy for her to use first to try to help Paul? discussing with Paul her suspicions regarding his possible substance abuse and the likely consequences of such abuse reinforcing for Paul teacher expectations regarding student behavior and completion of assigned work working with appropriate school staff and Paul to identify and address his problems talking to Paul's parents or guardians about her suspicions and strategies they can use at home to modify his behavior

address the same instructional goals and objectives as those addressed in the original lessons.

Use the information below to answer the two questions that follow. A third-grade teacher finds that her class includes a number of English Language learners who have varying levels of English language proficiency. As the school year begins, the teacher is considering ways to adapt instruction and assessment to meet these student's needs. 3. The teacher plans to modify lessons and materials for the English Language Learners in ways that will address their language needs and facilitate learning. In making the modifications, it is most important for the teacher to create modified lessons and materials that: present simplified, less academically demanding versions of the content and concepts that are included in the original lessons. include only those words and language structures that are already familiar to the English Language Learners. focus mainly on the acquisition of basic knowledge through teacher presentations and guided practice. address the same instructional goals and objectives as those addressed in the original lessons.

make use of experiential and hands-on activities to complement and illustrate more abstract content.

1. The students in an eighth-grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational though. The teacher's best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to: make use of experiential and hands-on activities to complement and illustrate more abstract content. group students as much as possible according to level of cognitive development. plan to work with students one-on-one to the greatest extent possible. target instruction at the average level of cognitive development represented by the class overall.

ensure that the content and learning activities are sequenced in a logical and coherent manner.

10. The most important reason for planning an entire unit before beginning instruction in it is to: facilitate moving from one topic to another in the unit according to students' interests and needs. allow the unit's summative assessment tool to be created before developing lesson plans. ensure that the content and learning activities are sequenced in a logical and coherent manner. determine whether the topic of the unit is appropriate given the age and developmental level of the students.

Each activity should be designed to support a specific objective or set of objectives related to the unit

11. When planning and setting up activity centers in a classroom to accompany and instructional unit, it is more important for a teacher to adhere to which of the following guidelines? Each activity should be designed to support a specific objective or set of objectives related to the unit The centers should be designed to be visited in a predetermined sequence rather than randomly. Each activity should be simple enough that students can complete it in a short amount of time. The centers should be introduced only after the class is about halfway through the unit

Create a curriculum map to help identify themes and skills that overlap across content areas.

12. A seventh-grade teaching team is in the beginning stages of planning interdisciplinary units for the upcoming year. Which of the following would be the best initial step to take in this process? Brainstorm content units that are likely to have immediate appeal to students. Create a curriculum map to help identify themes and skills that overlap across content areas. Decide how many of such units there will be and space them evenly across the school year. Develop a list of topics that individual members of the team are especially interested in teaching.

plan instruction that effectively address this group of students' particular strengths and needs.

13. Before the beginning of the school year, a fourth-grade teacher obtains assessment results from the previous year for the students who will be in his class. The teacher can most appropriately use this assessment information to: determine how best to group these students for various types of learning activities. plan instruction that effectively address this group of students' particular strengths and needs. assess the need for teacher aides in the classroom. select the methods of assessment on which the students perform most successfully to use in his own class.

It is difficult to assess students' achievement of this goal in an objective, meaningful way.

14. A ninth-grade teacher has brainstormed a list of potential learning goals that she is considering using for an upcoming instructional unit. One of the learning goals is, "Students will appreciate the aesthetic beauty of works of art from various cultures." What is the most significant problem associated with using this learning goal? It requires a level of prior content knowledge that most ninth graders do not yet possess. It is worded so ambiguously as to make it difficult to create meaningful instructional activities. It addresses an outcome that is likely to be of little interest to most ninth graders. It is difficult to assess students' achievement of this goal in an objective, meaningful way.

children often revert to less advanced levels of play in response to situations that they find stressful.

15. Five-year-old Anita enrolls in a kindergarten class halfway through the year. Although anecdotal school records and parent conferences indicate that Anita has highly developed social skills, her new teacher observes that her play is typical of much younger children. In assessing this situation, it is most important for the teacher to recognize that: the children in the class may be more socially advanced than the children with whom Anita is used to playing a child's reversion to a less advanced stage of play should be discouraged quickly and strongly. the information about Anita's previous social history may not be accurate. children often revert to less advanced levels of play in response to situations that they find stressful.

help students conduct post project evaluations to review their group's performance and generate principles of effective collaboration.

16. Of the following, a teacher's best strategy for improving the functioning of small groups in the classroom would be to: permit students to have a voice in determining the membership of their working groups. identify students with dominant leadership skills and ensure that at least one such student is assigned to each group base student's grades for group work largely on how effectively the group collaborated help students conduct post project evaluations to review their group's performance and generate principles of effective collaboration.

Learning is reinforced when students are provided with opportunities to actively process new information.

17. A high school biology teacher has students use learning logs on a regular basis. Following are some reflection questions the teacher asked students to address in their logs during a recent unit on biology and society. What did you learn from the video we saw today? Do you think the work we just read by Rachel Carson, a biologist and environmentalist who wrote decades ago, is as relevant today as when it was written? Why or why not? How did your group's research contribute to your understanding of the ethical dimensions of biological science? These questions best reflect the teacher's use of which of the following principles related to learning? Learning in enhanced when students are challenged to formulate general rules and principles on their own based on their knowledge of specifics Learning tends to be most meaningful when students' acquisition of knowledge and skills is self-motivated. Learning occurs most effectively when students are prompted to consciously regulate the skills and procedures they use to obtain new knowledge. Learning is reinforced when students are provided with opportunities to actively process new information.

Help the student set challenging learning goals, and provide the student with the assistance necessary to achieve the goals

18. Which of the following instructional strategies would best communicate high teacher expectations to a first-grade student who has significant academic needs? Focus the student's learning in areas of academic strength, and reduce the emphasis on tasks that may be especially challenging. Provide the student with frequent opportunities to work in heterogeneous groups with both group rewards and individual accountability. Help the student set challenging learning goals, and provide the student with the assistance necessary to achieve the goals Provide the student with frequent praise and meaningful rewards, even when performance does not meet the standard of acceptability.

focus on the present and have trouble appreciating long-term consequences.

2. A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and a full-time job would enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age: focus on the present and have trouble appreciating long-term consequences. are not yet able to recognize and distinguish the diverse roles of individuals and groups in society. find it difficult to apply reasoning skills to any issues that are affecting their own lives. view the authority figures in their lives, including teachers, as being able to make the best decisions.

Do my lessons promote all students' intellectual involvement and active engagement in learning

20. Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? Does my instruction reflect a consistent and coherent educational philosophy? Do my students have opportunities to participate in varied types of learning experiences? Do my lessons promote all students' intellectual involvement and active engagement in learning? Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

process and progress are considered as well as product in determining grades.

21. A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment system in which: different standards of performance are used to determine grades for different groups of students. tests and quizzes administered to the class include questions at varying levels of difficulty. feedback given to students is based on peer assessment as well as assessment by the teacher. process and progress are considered as well as product in determining grades.

Establish regular schedule and routines for children's participation in free-choice activities, and keep frequently used materials accessible to the children.

22. A kindergarten teacher wishes to enable the children in his classroom to engage independently in purposeful, on-task behavior. The teacher can best achieve this goal by using which of the following approaches? Establish regular schedule and routines for children's participation in free-choice activities, and keep frequently used materials accessible to the children. Identify several children in the class who exhibit purposeful, on-task behavior, and encourage their peers in the classroom to use these children as role models. Invite children to participate in the development of the class's learning centers, and ensure that the centers in the classroom are changed frequently. Develop the children's awareness of their own learning strengths and needs, as well as factors that may affect their learning in various contexts.

behave in ways that will meet with their peers' approval.

23. Early in the school year, the students in a seventh-grade class have proven particularly difficult to manage, so the teacher decides to split the class into two teams. A team gets a check mark whenever a student in the group breaks a classroom rule, and the team with the fewest check marks at the end of the day receives a privilege. If both teams receive fewer than a predetermined number of check marks, both are granted the privilege. This strategy is likely to be effective primarily because it takes advantage of adolescents' inclination to: be more willing to take risks than when they were younger. assert their independence from adult authority. feel strongly empathetic for and supportive of their peers. behave in ways that will meet with their peers' approval.

Assign clear roles and responsibilities to each member of all groups and rotate the roles among all students.

24. A middle school science teacher often has students engage in group activities. There are a few students who do not participate fully in their groups. Which of the following approaches would best meet these student's needs? Place the students in a separate group, and permit them to join other groups only after they have met specified criteria for participation in group work. Provide these students with external reinforcers, such as free time, that will be withdrawn over time as the students' attitudes and performance improve. Assign clear roles and responsibilities to each member of all groups and rotate the roles among all students. Assign high-achieving student's leadership roles within all groups to serve as models for the nonparticipating students.

encourage the students to work toward a mutually agreeable settlement.

25. When using conflict resolution techniques to address a dispute between two students, a teacher's primary goal should be to: encourage the students to work toward a mutually agreeable settlement. determine which of the students instigated the dispute. provide the students with a sympathetic third party to whom they can express their concerns. make a final judgment that both students will agree is fair.

applying a weighting formula to determine students' final grades

27. The efficiency of which of the following tasks would be most improved by using an electronic spreadsheet? taking attendance at the beginning of each class period developing daily, weekly, and monthly lesson plans tracking the receipt of forms signed by students' parents/guardians applying a weighting formula to determine students' final grades

using a familiar example to illustrate the concept, such as showing that a flashlight without a battery will not work

28. A second-grade teacher plans to address the following science objective with his class. The student knows that systems are made up of parts, and that systems may not work when parts are separated from the whole. Which of the following strategies is most likely to help the teacher communicate this concept effectively to his second graders? repeating the concept a number of times, using somewhat different words to describe it each time using a familiar example to illustrate the concept, such as showing that a flashlight without a battery will not work drawing a diagram of a simple system on the board, and showing how the parts of the system connect defining key words for students (e.g., system, whole, part) before beginning an explanation of the concept

Use examples that are familiar to students from their own lives and experiences to illustrate the concept.

29. A middle school science teacher is planning a lesson to introduce a class to the concept of equilibrium in various types of systems. Which of the following teacher strategies is most likely to help promote students' understanding of a concept of this type? Begin the lesson by having students write down what they believe the word equilibrium might mean based on their prior knowledge of related words (e.g. equal, equivalent). Use examples that are familiar to students from their own lives and experiences to illustrate the concept. Give students a list of the lesson's key terms and their definitions, and have students refer back to the list as each term is used in the lesson. Incorporate into the lesson ample time for teacher repetition of main ideas and for student questions.

"As you work in your groups, keep in mind that there's no one correct answer on this complex problem, and in fact there may be many good answers."

30. Which of the following statements made by a teacher at the beginning of a group problem-solving activity would probably be most effective in encouraging student risk taking creativity? "This class did a great job the last time we worked on a problem-solving activity similar to the one we're doing today. I know you'll do just as well this time!" "Your performance on this activity will be graded, and I want each group to evaluate its own work based on criteria that each group will develop." "As you work in your groups, keep in mind that there's no one correct answer on this complex problem, and in fact there may be many good answers." "One you start working, you'll be on your own. You'll have 15 minutes to figure out how to get the job done right."

Students often did not listen to what their classmates were saying.

31. A teacher is evaluating the effectiveness of a class discussion that occurred in one of her classes. Which of the following features of the discussion should concern the teacher most? Students often did not listen to what their classmates were saying. Students frequently directed comments to one another rather than to the teacher. Students sometimes failed to wait to be called on before speaking. Students spent more time disagreeing about key points than agreeing

Low teacher expectations will reinforce the sense among lower-achieving students that they are unable to achieve.

32. A new teacher has been observed by a mentor during a couple of class periods. Following the observations, the mentor makes the following comments to the teacher. "You may not be aware of this, but you tend to direct most questioning at your higher-achieving students, and then you give them a lot of cues to help them get the right answer and promote strong performance. With lower-achieving students, however, you ask fewer and easier questions, and you give them less time to respond. You're less likely to prompt them when they're stuck and also seem to be more accepting of their incorrect answers." Which of the following best indicates how the practices described by the mentor are mentor are most likely to affect the teacher's classroom? The teacher's use of easy questions with lower-achieving students and the lack of insistence on correct answers will give the lower achievers a strong sense of achievement and academic success Excessive teacher pressure on higher-achieving studetns will increase resentment toward their lower-achieving peers. The teacher's provision of a large number of cues to higher-achieving students will diminish the level of effort the higher achievers are willing to expend and reduce their motivation to learn. Low teacher expectations will reinforce the sense among lower-achieving students that they are unable to achieve.

helps students see how content covered over time ties together and makes a coherent whole

33. A science teacher concludes a lecture as follows. "As you recall, we started out last week learning about different types of ecological communities, and now we've examined the food chains that exist in ecological communities. Next time, we'll begin exploring ways in which the actions of humans can affect those food chains. Some of the ways were suggested in today's lesson when we discussed the strong interdependence among the species in food chains and communities." The primary benefit of this type of conclusion is that it: prompts students to assess their own learning and identify potential areas of misunderstanding. helps students see how content covered over time ties together and makes a coherent whole promotes students' recognition of the importance and relevance of the content being taught. summarizes for students the key concepts they should have learned about a topic.

gives students with varied learning preferences multiple chances to process and reinforce unit content.

34. A third-grade teacher plans a social studies unit that will include teacher presentations, whole-class and small-group discussions, a presentation by a guest speaker, a video, a small group activity, and a field trip. Of the following, the most important advantage of the teacher's instructional plan is that it: facilitates the flexible pacing of lessons by the teacher in response to diverse student learning needs. enables the teacher to cover a greater amount of instructional contenet in less class time. gives students with varied learning preferences multiple chances to process and reinforce unit content. facilitates teacher efforts to organize and sequence instruction in a logical, coherent way.

encourage the student to apply higher-order thinking skills to the task

35. A third-grade teacher meets with a student who is having trouble understanding a chapter of a story the student is reading. The teacher begins by asking the student to describe what she has read so far. Of the following, the primary benefit of this approach is that it will: help the teacher provide instruction that is responsive to the student's specific needs. prompt the student's development of a sense of ownership of her own learning. encourage the student to apply higher-order thinking skills to the task promote the student's awareness of her own learning strengths and needs.

motivates students to make continual efforts to improve their own performance.

36. A middle school teacher makes a point of marking and returning daily homework assignments by the next day, or within two days at most. Of the following, the greatest benefit of this practice is that it: enables students to keep ongoing track of what their final grade in a given subject is likely to be. facilitates the teacher's assembling of up-to-date portfolios for each student in various content areas. motivates students to make continual efforts to improve their own performance. facilitates the teacher's monitoring of completion of assignments.

Devote this class period, and additional periods as appropriate, to addressing principles and issues related to the current public debate.

37. A number of students arrive in Mr. Fitch's government class one morning debating the results of a federal election that are being contested nationwide. The class is due to study election-related content later in the semester as part of a carefully planned instructional sequence. Which of the following would be Mr. Fitch's best response to this situation? Begin the class by praising students for their interest in the election and urging them to continue pursuing that interest; then have them turn their attention to the planned lesson. Devote this class period, and additional periods as appropriate, to addressing principles and issues related to the current public debate. Assure students that the class will address the election in depth after they have progressed through a series of prerequisite lessons. Encourage interested students to begin collecting election-related information in preparation for writing their final term paper.

having students gather evidence that will help them evaluate the situation objectively.

38. During a lesson on environmental health, students in a health class begin discussing a local dispute. A refinery may be built in the community, and while some citizens believe this would be a good thing, others disagree. Students have strong opinions on the topic, and during the discussion there are several exchanges like the one below. Student A: The smoke from that refinery would make people sick. Little kids would get asthma, and older people could even die. Student B: No they wouldn't. I heard on the news that it wouldn't pollute the air at all. Based on these comments, the teacher could best promote student's lifelong learning skills by: encouraging students to express their opinions in writing to local officials dividing the class into two teams and having them spend the rest of the period debating the issue. asking students to determine the actual level of support for each position among their classmates. having students gather evidence that will help them evaluate the situation objectively.

It facilitates students' development of conceptual framework to guide their work.

39. Before students in a chemistry class begin and experiment, their teacher routinely asks them to write a few sentences explaining the objective of the experiment and how the procedures will help achieve the objective. Which of the following is the greatest benefit of this teaching strategy? It increases the likelihood that most or all of the experiments will yield the desired results. It promotes students' ability to work quickly and efficiently. It facilitates students' development of conceptual framework to guide their work. It helps ensure that all students start the activity with an equal chance of success.

using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned.

4. When assessing the English Language Learners in his classes, the teacher can best ensure accurate assessment of the students' learning by: using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned. permitting the students to determine on their own when they are ready to be assessed in particular areas of instructional content. assessing the students frequently (e.g., on a weekly basis) so that intervals between tests are short and the amount of material assessed at any one time is minimized. placing equal emphasis on the teacher's assessment of students learning and student learning and students' assessment of their own learning.

Computer skills should be taught primarily in the context of what students are learning in their regular classroom.

40. A first-grade teacher accompanies his class to the school's computer lab three times a week for computer instruction. Which of the following is the most important educational principle that should be followed with regard to this program? Computer classes should consist of skills lessons that are presented in a predetermined sequence at a standardized pace. Computer instruction should focus primarily on the skills and software of greatest interest to the majority of students in the class. Computer skills should be taught primarily in the context of what students are learning in their regular classroom. Computer skills should be presented primarily in a drill-and-practice format to allow the most efficient use of time and resources.

It will promote the student's understanding of the importance of citing sources for her work.

41. Students in a third-grade class have been writing stories about animals for their library of student-made books. One student wants to download photos from a Web site on the Internet to illustrate her story. The teacher agrees and requests that the student identify the Web site beneath the pictures in her story. Which of the following is the most important reason for asking the student to do this? It will enable other students who read her story to find that Web site readily It will promote the student's understanding of the importance of citing sources for her work. It will facilitate the teacher's development of a catalog of useful and interesting Web sites. It will permit the teacher to verify the student's mastery of a specific learning objective in technology.

working with students to develop a rubric that defines the relative importance of content and design features.

42. Teachers on a middle school teaching team are planning to have their students prepare multimedia presentations as part of a multidisciplinary unit. The teachers want to ensure that the presentations are substantive and that students do not focus on the design of their presentations at the expense of content. The teachers could address this issue most effectively by taking which of the following steps before students begin work on their presentation? prompting students to work simultaneously on both the content and the design of their presentation requiring students to submit a rough outline of the design and content of their proposed presentation working with students to develop a rubric that defines the relative importance of content and design features. creating a list of unit-related topics from which students must select the subject of their presentation

Observe students as they work in the new center and use the materials that are available there.

43. A first-grade teacher recently created a new science learning center and wishes to evaluate its effectiveness. The teacher can best do this by using which of the following strategies? Observe students as they work in the new center and use the materials that are available there. Compare students' overall interest in science before and after the new center was created Try using the new center as students are expected to use it to determine whether it functions as intended Create a system for monitoring how many students use the new center each day and the number of times individual students return to the center.

It will probably be effective in promoting learning because it recognizes good work while informing the student about a specific type of error that is causing problems in the student's work.

44. A middle school mathematics teacher writes the following note to a student on a homework assignment: "Good job! I see you know how to solve these problems—you've used the right formula throughout. However, some of your computations are wrong. You need to remember that when you multiply two fractions, your answer may be smaller than either original fraction ½ X ½ = ¼ . Please review the problems I've indicated and correct your work." According to research on instructional feedback, which of the following is the most accurate evaluation of the teacher's response? It will probably be ineffective in promoting learning because it tells the student exactly what he or she did wrong rather than prompting the student to identify and correct his or her own errors. It will probably be effective in promoting learning because it places more emphasis on identifying what the student did right in completing the assignment that on identifying the student's mistakes. It will probably be ineffective in promoting learning because it sends the student a mixed message regarding whether the teacher considers the assignment to be of acceptable quality. It will probably be effective in promoting learning because it recognizes good work while informing the student about a specific type of error that is causing problems in the student's work.

the teacher's goals for all students, and the expected roles of teacher, students, and families in attaining the goals

46. A kindergarten teacher is planning an open house for parents/guardians at the beginning of the school year. The teacher would like to use the open house to begin developing effective partnerships with children's families. The teacher is most likely to achieve this goal by emphasizing which of the following topics in communicating with families during the open house? the teachers background, credentials, and reasons for teaching at the kindergarten level developmental issues and needs that typically characterize children at the kindergarten level ways to create a positive home environment for students, and ways in which the home environment affects student's success in school the teacher's goals for all students, and the expected roles of teacher, students, and families in attaining the goals

explaining the student's strengths and needs as indicated by the assessment results and answering parent questions

47. A second-grade teacher is preparing to meet with a parent to discuss a student's performance on recently administered formal and informal assessments. Which of the following should be a primary emphasis of the teacher during the meeting? sharing the assessment instruments with the parent and eliciting the parent's views about the assessments, the results, and the student's instructional program helping the parent gain a basic understanding of key principles of student assessment and how those principles apply to the assessments that were used with the student explaining the student's strengths and needs as indicated by the assessment results and answering parent questions providing the parent with a clear analysis of the student's performance on the assessments relative to that of grade-level peers

Explain how class activities promote learning and prepare children for more formal instruction, and invite the parent to observe the class and discuss the activities that she sees occurring there.

48. A kindergarten teacher meets with the mother of a five-year-old boy who expresses disappointment with the teacher's classroom. The parent believes that the teacher has children spend too much time engaging in play activities and not enough time doing "real" work at their desks. The parent is concerned that the teacher's methods are failing to prepare her child for the demands that will be placed on him in the future. The teacher can best respond to this parent's concerns by using which of the following approaches? Explain the teacher's philosophy of instruction, and offer to provide the parent with a variety of materials that explore young children's development and support the teacher's methods. Ask the parent to describe the instructional methods she would like to see used with her child and assure her that every effort will be made to incorporate such methods into her child's instruction. Explain how class activities promote learning and prepare children for more formal instruction, and invite the parent to observe the class and discuss the activities that she sees occurring there. Offer to provide the parent with ideas for more formal learning activities that would complement activities occurring in the classroom and that can be implemented with her son at home.

Help Kara identify a quiet place to study, and work with her to implement a daily study schedule that the parents can monitor on an ongoing basis.

49. A middle school teacher arranges a meeting with parents of Kara, a student who consistently fails to complete homework assignments. The teacher discusses the problem with the parents and then describes steps he plans to take to encourage Kara's completion of assigned work. The parents respond by offering to do whatever they can to help resolve their child's problem. In this situation, it would be most appropriate for the teacher to ask the parents to take which of the following actions? Allocate time each evening to sit with Kara as she does her homework, answering questions and providing assistance with challenging assignments, as needed. Use Kara's performance on homework assignments, as reported to the parents by the teacher on a weekly basis, to determine rewards and limits for Kara in the home. Help Kara identify a quiet place to study, and work with her to implement a daily study schedule that the parents can monitor on an ongoing basis. Provide the teacher with a brief written summary once every week or two to keep the teacher informed about any changes occurring in Kara's study habits and attitudes.

provide instruction that reflects an understanding of families' concerns and goals for their children

50. Use the survey below to answer the question that follows. To Our Families: As a new school year begins, the staff at Greenwood Middle School would like you to take a few moments to tell us more about your child and what you hope he or she will accomplish this year. In which three classes would you like to see your child make significant progress? What academic or interpersonal skills would you like to see your child strengthen? Are there any situations or issues that we should know about because they might affect your child's schooling? The teachers at Greenwood Middle School mail this survey home to all students' families during the first week of school. Such a survey would be especially useful for providing information that will enable teachers to: change the instructional objectives and curriculum in response to families' priorities for their children anticipate any potential disciplinary or academic problems and plan accordingly adapt instruction based on families' knowledge of their children's learning preferences provide instruction that reflects an understanding of families' concerns and goals for their children

the teacher's expectations and requirements for student's academic performance

51. An eighth-grade mathematics teacher would like to encourage students' parents/guardians to become partners with the teacher in their children's education. The teacher can best facilitate the development of such partnerships by providing families with specific information about which of the following at the beginning of the school year? the textbooks and other instructional resources the teacher plans to use throughout the year the teacher's expectations and requirements for student's academic performance the developmental characteristics and needs that are typical of eighth-grade students the formats used in classroom tests and methods the teacher uses to determine student test scores

listening to the parent's concerns and explaining reasons for assigning the work.

52. A parent calls Ms. Henry, a ninth-grade teacher, to complain about the amount of work Ms. Henry requires of the students in her class, which the parent describes as "excessive and unrealistic." Ms. Henry suggests that the parent meet with her to discuss the issue, and the parent agrees. Ms. Henry can best ensure a productive meeting with the parent by: clarifying what changes the parent would like to see occur in the class. examining why this parent's child is complaining about work in the class while other students are not. listening to the parent's concerns and explaining reasons for assigning the work. comparing the amount of work Ms. Henry requires with the amount of work required by other teachers.

remain aware of current research and trends relating to elementary education.

53. A new elementary school teacher decides that she will begin reading professional journals in her field on a regular basis. The primary benefit of this practice is that it will enable the teacher to: identify effective strategies for working with students in her classroom who have specific needs remain aware of current research and trends relating to elementary education. fill any gaps that may exist in her own content-area knowledge and skills. identify and take advantage of the various support systems that are available to her.

How can I reteach this unit's content in a way that increases students' understanding?

54. Midway through a unit, a teacher gives her student multiple-choice and short-answer questions. After grading the students' quizzes, the teacher is concerned about the students' poor performance. The teacher reviews the quiz and is satisfied that the questions are clear and address the content that has been taught. In reflecting on this situation, the teacher will probably benefit most by focusing on with of the following questions? Would a less formal assessment give me a more accurate indication of what my students have learned in this unit? How can I reteach this unit's content in a way that increases students' understanding? How can I distinguish highly challenging content in this unit from content that is less challenging? What steps can I take to communicate more effectively to my students the significance of the unit's content?

provide the teacher with help setting up the experiment so that the student can participate as fully as possible

55. A fifth-grade teacher is making plans for students to conduct a physical science experiment. A student with a visual impairment is mainstreamed in the class, and the teacher arranges a meeting with the student's special education teacher to discuss the student's participation. It would be most appropriate for the fifth-grade teacher to ask the special education teacher to: arrange to come to the class on the day of the experiment to work one-on-one with the student. provide appropriate reading materials for the student so that he or she can read along as the other students perform the experiment. arrange for the student to come to the resource room to work on something productive during the experiment provide the teacher with help setting up the experiment so that the student can participate as fully as possible

the nature and goals of the research project that will be assigned to the class.

56. A new teacher plans to have a class of high school students engage in group projects involving the use of various technological tools to conduct research and to prepare and present results. The teacher is not sure what technological resources are available or how existing resources might best be used for the upcoming project. The teacher asks to meet with technology coordinator to obtain further information. To work effectively with the technology coordinator, it is most important for the teacher to be prepared to share information about: the nature and goals of the research project that will be assigned to the class. the teacher's own background in regard to various types of technology. the composition of the student groups that will work together on the project. the types of non-technological resources students are likely to use for the project

uses the equipment for authorized school business only.

58. During the discussion, one of the participants raises the topic of teachers' use of school property at home. Several teachers state their opinion that it is ethically permissible to borrow school equipment (e.g., computers, videotape, recorders) for home use. The teachers' opinion is correct only if it is understood that the borrower: intends to return the equipment eventually. believes the equipment is not currently needed at school. uses the equipment for authorized school business only. repairs any damage he or she may do to equipment.

Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines.

6. A high school teacher's classes include students from different cultural backgrounds. The teacher notes that relations among diverse student groups are sometimes tense and include occasional verbal conflict. The teacher can best respond to the observed tensions by using which of the following approaches? Reinforce student recognition of the benefits of cooperation by setting up a system in which some members of the class receive meaningful rewards for exhibiting positive behavior during specified periods of time. Use a seating arrangement that separates students from different groups, and organize group work to accommodate student's preferences regarding peers with whom they would like to work. Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines. Implement a grading system in which student attitudes toward peers are as important as performance on classroom projects and assessments in determining students' course grades.

have specific tasks to accomplish that contribute in clear ways to a classroom's functioning.

60. During a meeting to discuss parent/guardian recruitment efforts, one teacher notes that in the past, some parent/guardian volunteers stopped volunteering because they felt that the time they spent in the school was neither productive nor personally rewarding. Faculty can probably best avoid this problem by taking steps to ensure that parent/guardian volunteers: are assigned to their children's classrooms doing work that enables them to interact directly with their own children. are encouraged to decide on their own what they wish to do during their time in a classroom. have opportunities to work with different members of the school faculty in a variety of classroom settings. have specific tasks to accomplish that contribute in clear ways to a classroom's functioning.

Bend or kneel to bring herself down to the children's level.

61. Ms. Jordan, a preschool teacher, approaches Mariana and Carlos, two four-year old who are crying over a disputed object. In this situation, Ms. Jordan can best facilitate communication with Mariana and Carlos by using which of the following nonverbal techniques? Maintain continuous eye contact with the child the teacher perceives as being most at fault Bend or kneel to bring herself down to the children's level. Smile frequently at each child to soften any negative messages that may need to be communicated. Pause regularly to enable the children to absorb her message.

The student's parent/guardians must provide written permission for an evaluation

62. A teacher wishes to refer a student in his class for an evaluation to determine whether the student requires special education services. Which of the following steps is legally required before this type of evaluation can occur? The teacher must conduct an informal assessment to confirm the need for a referral The teacher must submit a request to the school principal and the district's special education coordinator. The student's parent/guardians must provide written permission for an evaluation A member of the special education staff must conduct a preliminary informal assessment to confirm the need for a referral.

maintain their interest in class activities and their motivation to participate

65. The most likely effect of goals 1, 2, and 4 on students will be to encourage them to: apply higher-order thinking in a variety of classroom contexts. evaluate their own performance and determine strategies for improvement. set their own goals and identify methods for achieving them. maintain their interest in class activities and their motivation to participate

modeling for student appropriate ways of communicating evaluative feedback

66. When students are practicing new skills, Ms. Robinson plans to have them spend time working in pairs or small groups to assess and suggest ways to improve one another's performance. Which of the following approaches is most likely to lead to positive and constructive interactions among her eighth graders during these peer assessment activities? pairing or grouping students who have widely differing strengths and skill levels modeling for student appropriate ways of communicating evaluative feedback encouraging student pairs or groups to identify a set of common performance criteria before beginning work allowing students to select the student or students they wish to work with during class

facilitate students' use of higher-order thinking in a real-world context.

68. The primary role that Mr. Rivera has taken in the instructional process so far has been to: encourage students to generate questions about issues that are meaningful to them. prompt students to assess their own understanding of instructional content facilitate students' use of higher-order thinking in a real-world context. providing students with information that can serve as a basis for future learning

Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed.

7. An English teacher plans to assign a major research project to students in a mixed-ability class. The teacher wishes to implement the project in a way that will build confidence and positive expectations among the class's lower-achieving students. Which of the following approaches is most likely to help the teacher achieve this goal? Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed. Allow students substantial choice in determining the research topics they wish to pursue and the timelines and procedures they wish to use to complete their projects. Give students a checklist emphasizing process skills and have them complete the checklist as the project progresses. Pair lower-achieving students with higher-achieving peers, and encourage the student pairs to use flexibility in carrying out their respective project roles.

develop a sense of involvement and responsibility in relation to the larger school community.

70. Mr. Rivera asks the class to consider the possible effects their study could have on the functioning of the cafeteria. Having students think about this issue is most likely to help them: develop a sense of involvement and responsibility in relation to the larger school community. recognize the challenges involved in ensuring the accuracy of any research activity. gain an appreciation of their own ability to make decisions effectively. recognize the value of establishing and maintaining standards of behavior within the school environment

motivating students to engage in similar activities in the future by showing activities in the future by showing them that their ideas with regard to the school's menus were heard and taken seriously

72. Mr. Rivera could best use Mr. Chase's letter in his classroom to achieve which of the following purposes? encouraging students to value careful research by pointing out how research on the school's purchasing system might have led them to produce a better proposal motivating students to engage in similar activities in the future by showing activities in the future by showing them that their ideas with regard to the school's menus were heard and taken seriously helping students learn to appreciate diverse perspectives by discussing with them the costs and benefits of their plan as viewed by the administrator fostering students' understanding of democratic processes by pointing out the probable short- and long-term results of speaking publicly about one's ideas

revealing possible discrepancies between his and the students' perceptions of their contributions.

73. After students complete their team projects, Mr. Rivera has them write individual self-assessments regarding the quality of their work as a team member. When making his own assessments of students' work, these self-assessments will be most helpful to Mr. Rivera in: revealing possible discrepancies between his and the students' perceptions of their contributions. evaluating students' mastery of the intended health objectives for the project. comparing the performance and achievement of the members of each team. identifying those students who worked responsibly and tended to exhibit leadership within their teams.

asking whether Ms. Jordan and Mary could meet with her to discuss possible options for balancing Mary's school and job responsibilities.

78. Following her talk with Mary, Ms. Foster receives a phone call from Ms. Jordan, Mary's mother. Ms. Jordan reveals that she is concerned about the effects her problems are having on Mary and admits she does not know what to do next. It would be most appropriate for Ms. Foster to respond to Ms. Jordan by: asking whether Ms. Jordan and Mary could meet with her to discuss possible options for balancing Mary's school and job responsibilities. arranging appointments for Ms. Jordan with agencies in the community that can provide family counseling and other family support services. assuring Ms. Jordan that she and other school staff will take steps to modify Mary's instruction and assignments to accommodate Mary's current situation. making an appointment with Ms. Jordan to discuss her and Mary's situation and to offer advice about ways to improve their lives.

Have students implement the activity in small, heterogeneous groups structured to give all students access to equipment and opportunities that allow them to play a role in all activity components.

8. A high school teacher is planning a research activity that will require students to collect various types of information on the Internet, organize and analyze the information they collect, and create multimedia presentations to share what they have learned with their classmates. The teacher is aware that some students in the class have had limited opportunities to learn to use technological tools. The teacher can best respond to the needs of these students by using which of the following strategies. Incorporate flexibility into the schedule for completing each phase of the research so that all students may have extra time for particular tasks. Offer students options for conducting their research with mainly paper-based texts and for developing presentations that do not require computer technology Provide students with a carefully organized, comprehensive set of written instructions that they may refer to as they work on the various phases of their projects Have students implement the activity in small, heterogeneous groups structured to give all students access to equipment and opportunities that allow them to play a role in all activity components.

helping him learn how to monitor his own progress and performance more effectively.

81. Leon and Ms. Foster further conclude that Leon needs to improve his organizational skills. After they devise a method for keeping track of homework assignments, Ms. Foster suggests that they meet weekly for a few weeks. These steps are likely to benefit Leon most directly by: prompting him to develop a more positive attitude toward school and toward learning in general. helping him learn how to monitor his own progress and performance more effectively. promoting his ability to modify activities to suit his individual strengths and needs. encouraging him to use metacognitive techniques in his approach to learning.

Clarify and demonstrate the procedure for composing search strings.

84. One of the students is using an Internet browser to conduct a search for information about a particular topic when she receives the message that there are over 6,800 entries for that topic. Which of the following teacher approaches would be most likely to help the student use this resource more effectively? Suggest that the student select a different research topic that will generate fewer entries. Clarify and demonstrate the procedure for composing search strings. Enter the proper search information for the student and allow her to continue browsing. Show the student how to select only the first 10 or 20 entries to review for her research.

are engaging and of interest to the students.

9. A first-grade teacher plans to spend time each day reading aloud to her class. The primary goal of this activity is to promote student's appreciation and enjoyment of reading. In selecting books for this purpose, it is most important for the teacher to ensure that the books she chooses: reflect situations likely to be equally familiar to all students have clear connections to the content that students will be learning. feature controlled vocabulary with which all first graders should be familiar are engaging and of interest to the students.

generalize their negative experience in social studies to other content areas

As a result of her examination of Mary's school records and conversations with some of Mary's other teachers, Ms. Foster concludes that Mary's school performance was indeed much stronger in previous years. She also discovers that Paul and Leon, two other students in the class, seem to be achieving less during this school year than in the past. Ms. Foster asks Mary, Paul, and Leon to stay after class one day. Following is an excerpt of their discussion. Ms. Foster: I wanted to talk to you because I've noticed that none of you seem to be doing as well in social studies as I would have expected, given you past performance in school. (The students look down at their desks and say nothing) You all got A's and B's in social studies last year, but so far, Leon, you're barely passing my class. Mary, with a low C average, you're not doing much better; and Paul, you're doing even worse. I would probably have to give you an F if the grading period were over right now. (The students shift in their seats but do not say anything.) Ms. Foster: You all need to start taking steps to improve your performance right away. If you don't, you can't hope to get anything above a C for the term. None of you is turning in homework regularly. Can you tell me why? Leon: I just don't seem to have enough time to get all of my homework done. Ms. Foster: What is that? Leon: (mumble) I don't know. (He seems reluctant to say more.) Ms. Foster: What about you, Mary or Paul? (Both students shrug noncommittally.) All right you can go now, but I want you to give some thought to what I've said and what you're going to do about it. 75. Ms. Foster's handling of this situation is most likely to cause the students to: modify their behavior, but only because of fear of the possible consequences. generalize their negative experience in social studies to other content areas begin to accept some responsibility for solving problems on their own feel resentment and mistrust toward the teacher

It provides students with an opportunity to structure their own learning.

As they continue talking about the issue of cafeteria waste, the students decide to try to quantify the amount of food and other waste coming from the school cafeteria over a period of time in order to determine the validity of Kahlil's hypothesis regarding the relationship between student food preferences and cafeteria waste. Mr. Rivera asks the class, "How could we organize this research project?" the class responds enthusiastically, suggesting a variety of possible ways to implement such a project. Finally, the students decide to split into teams, each of which will take on specific responsibilities during each phase of the project. The data collection phase of the project will mainly focus on quantifying the amount of cafeteria food thrown away each day and interviewing students in other classes to determine whether they liked the meal served that day. 69. What is the most important advantage of having students play a key role in the planning process for this project? It facilitates the development of a project plan best suited to address the academic needs of individual students. It provides students with an opportunity to structure their own learning. It offers the teacher an opportunity to explore student preconceptions regarding the research topic. It enhances students' recognition of their own strengths and areas for improvement.

fostering a sense of social responsibility and initiative.

By the end of the class's two-week data collection period, the students have gathered a great deal of information about both quantities of food in the cafeteria's trash each day and the food preferences of students. Mr. Rivera has the students compile their data and discuss the trends they see. Following analysis of their data, the students write a letter to school administrators describing their research results and making recommendations for student menu plans that could minimize waste. The class receives the following response to their letter. To the Students in Mr. Rivera's Fourth-Grade Class: I was very impressed with the proposal that you sent me concerning cafeteria waste. It is evident that you have put a great deal of thought and effort into identifying the problem and seeking a solution. You should be very proud of your work. Although our district has already signed an agreement for all our food purchases for this school year, and we are not able to ask for any changes in the agreement, your proposal has given us something to think about when we plan next year's menus. We have talked about investigating the situation in some other district schools to see if they have the same problems. I would like very much to visit your class to get more details about how you conducted your study and to ask some questions about your proposal. I will contact Mr. Rivera to set up a time. I want to thank you for your interest and concern about the cafeteria menus. I hope to see you soon to talk more about this topic. Please feel free to send along any other ideas you may have about the school's waste problems. These are very important issues that affect all of us. Sincerely, Raymond Chase Director of Purchasing 71. Writing a letter to school administrators most likely served to promote the development of Mr. Rivera's fourth graders by: encouraging reflection and self-monitoring in the learning process. teaching them to recognize and appreciate opposing viewpoints on controversial issue. enhancing their ability to apply newly acquired information in familiar contexts. fostering a sense of social responsibility and initiative.

Student's grades in a subject area should be expected to vary widely over time due to differences in course content from year to year.

Decision Set Begins Here Teresa Foster is a first-year high school social studies teacher. A few weeks into the school year, another social studies teacher, conversing casually with Ms. Foster, remarks, "I hear you have Mary Jordan this year. You must love having her in your class. She was in my class last year, and it was a real pleasure. She's so smart and motivated!" This remark surprises Ms. Foster because Mary has been one of about a half-dozen students in this particular eleventh-grade class who have seemed especially unmotivated. She has regularly failed to turn in completed homework assignments, has rarely participated in class discussions, and has not done well on quizzes. Ms. Foster had assumed that Mary and the other students had always lacked motivation and had been low achievers. The information from the other teacher prompts Ms. Foster to look into the past academic performance of Mary and the five other students. Her first step is to review their school academic records. 74. While examining Mary's school files, Ms. Foster observes that Mary's grades have been generally good, with some variation. Mary's social studies grades have been more variable than graded in other subjects. As she interprets these grades, which of the following points Ms. Foster keep in mind? Some variation in course grades is normal because different teachers may apply different standards in assigning grades to students. Minor fluctuations in a student's course grades over time often indicate the presence of stress related to factors outside of school. Course grades in a given content area tend to be stable because they are based on student work completed over an extended period of time. Student's grades in a subject area should be expected to vary widely over time due to differences in course content from year to year.

providing a framework for subsequent student discussion

Decision Set Begins Here Andrew Rivera's fourth-grade class has started a health unit that emphasizes the obligations of individuals and societies to protect the environment. In this unit, the class has been discussing their town's landfill crisis. One day the students return from lunch commenting on the amount of waste they saw in the cafeteria that day and noting that all garbage generated by the school is contributing to the landfill problem. One student, Kahlil, remarks, "If they'd feed us stuff we like better, maybe there'd be less to throw out." Other students join in, talking about how wasteful it is to serve food that nobody likes and wondering what might be done about the waste. Once the class settle down, the teacher remarks that students have made some very interesting observations and poses the following questions to the class: Is the amount of food you saw wasted today typical? Kahlil has suggested that if the school served lunches that students like, there would be less waste. Do you agree or disagree with Kahlil's suggestion, and why? What kinds of information could you collect to support your opinions? 67. Mr. Rivera's rephrasing of Kahlil's hypothesis is likely to be most useful for: providing a framework for subsequent student discussion encouraging student recall of related information checking students' understanding of Kahlil's original statement. providing students with clues about the answer to the preceding question.

accommodating student's individual learning preferences

Decision Set Begins Here Students in an eighth-grade class are going to be working on individual research projects. The teacher, Mr. Hernandez, takes the class to the school library/media center so that the students can learn about various resources that are available. Among the resources are several technology-based resources and multiple computer stations. 82. As part of a general introduction to the library/media center, Mr. Hernandez describes and demonstrates how to use the various types of resources available, including books, magazines, educational journals, videotapes, music CDs, and interactive CD-ROMSs. Which of the following is the most important benefit of making these various media available to the students? accommodating student's individual learning preferences conveying high teacher expectations for all students' learning enabling students to work quickly and efficiently promoting a sense of class collaboration and cohesiveness

It models an effective problem-solving strategy that Leon can use in a variety of contexts.

During Ms. Foster's meeting with Leon, he says he does not know why he cannot complete his assignments or keep up with his classes this year. 80. Together, Ms. Foster and Leon conclude that one reason for his problems I that he has undertaken too many responsibilities this year (e.g. taking an extra class, working on the school yearbook, beginning a part-time job). Ms. Foster asks Leon to: - think about his key goals for the year - list the various options available to him for dealing with his problem, and - identify the benefits and costs associated with each option. Which of the following is a benefit of having Leon carry out this step-by-step process? It models an effective problem-solving strategy that Leon can use in a variety of contexts. It shows Leon how a single problem-solving method can lead to divergent solutions. It encourages Leon to take risks when solving problems on his own. It provides a way for Leon to apply what he has leaned in class to solve real-world problems.

Include students in the process of developing guidelines.

In discussing the coming school year with her mentor, a physical education teacher with many years of experience, Ms. Robinson decides to develop a set of goals for herself with regard to teaching her classes. After giving the matter some careful thought, she develops the following list. 1. Be enthusiastic and positive 2. Communicate goals of activities to students. 3. Give clear, concise directions. 4. Keep to a minimum the time spent explaining activities to the entire class. 5. Learn all students' names as soon as possible and address them by name. 6. Establish clear behavior guidelines. 64 . Ms. Robinson's adherence to which of the following principles will best ensure the effectiveness of the student behavior guidelines noted in goal 6? Create guidelines that focus on prohibited student behaviors. Offer students training in monitoring and reporting on peers' behavior. Show flexibility in enforcing the guidelines. Include students in the process of developing guidelines.

Teachers should be aware of factors in the home and community that may adversely affect students' learning.

Since Ms. Foster did not obtain any useful information during the group meeting, she decides to meet with each student individually. When Ms. Foster meets with Mary Jordan, Mary says that she does not have time to do all of her homework because she is working nearly 40 hours a week at two part-time jobs. When Ms. Foster suggests that Mary consider cutting back on the number of hours she devotes to her jobs, Mary becomes agitated. She tells Ms. Foster that her family needs her to work because her mother recently lost her full-time job when the company she worked for went out of business. Ms. Foster next suggests that Mary use her study periods to do her homework, but Mary says she is taking a full class load and has little time to study. Ms. Foster can see that Mary wants to do well in school and is under a great deal of stress. 77. This situation best illustrates which of the following principles? Teachers should be aware that for some students school may serve as a temporary haven from community and family problems When school and community share information and collaborate to solve problems, the needs of both can be served. Teachers should be aware of factors in the home and community that may adversely affect students' learning. Students' motivation to achieve in school may be greatly affected by teachers' expectations for their performance.

showing students how to create their own personal Bookmarks/Favorites file to save useful URL addresses.

The computer stations in the school's library/media center have access to the Internet. Mr. Hernandez would like to use the research project assignment as an opportunity to develop students' proficiency at using the Internet. 83. The students will be conducting online research over the course of several days. Mr. Hernandez can best facilitate their work by: printing out all pages containing relevant information that students encounter in the course of their search. advising students to take careful notes of all relevant information during their online sessions. allocating specific computer stations to individual students for the duration of the project. showing students how to create their own personal Bookmarks/Favorites file to save useful URL addresses.

promoting an increased sense of community and supportive interaction geared toward achieving important student goals.

Use the information below to answer the two questions that follow. As a new school year begins, the faculty at Franklin Middle School discuss schoolwide goals for the coming year. One of the goals identified by faculty members is to expand recruitment of parents/guardians to serve as classroom volunteers. 59. Expanding the presence of parent/guardian volunteers at Franklin Middle School is most likely to benefit the school's classrooms by: increasing opportunities for students to engage in group work and other types of nontraditional learning experiences. facilitating teacher's development of routines and procedures that maximize class time available for student learning. promoting an increased sense of community and supportive interaction geared toward achieving important student goals. enhancing students' willingness to monitor their own behavior and reducing teachers' needs.

answering specific student questions about how to answer TAKS questions during the actual administration of the test

Use the information below to answer the two questions that follow. A group of Texas teachers is attending a district seminar on the Educator's Code of Ethics. The purpose of the seminar is to help teachers better understand how the Code of Ethics applies to the practice of teaching in Texas schools and to provide an opportunity for teachers to share and discuss their concerns about how to code applies to their everyday activities in the schools. After reviewing the basic ethical principles stated in the Educator's Code of Ethics, seminar participants discuss situations that are relevant to the Code of Ethics. 57. At one point during the seminar, the discussion turns to the subject of how teachers should proceed before and during the administration of the Texas Assessment of Knowledge and Skills (TAKS). Which of the following teacher practices would be considered unethical? administering a teacher-made practice test several days prior to the actual administration of the TAKS to one's class answering specific student questions about how to answer TAKS questions during the actual administration of the test reviewing with one's class the directions for the different sections of the TAKS to prepare them for the actual administration preparing students for the TAKS in advance by presenting lessons that focus on specific objectives measured by the test