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PROFESSIONAL EDUCATION (Secondary)

MULTIPLE CHOICE

1. Which does Naom Chomsky assert aboutla!ua!e leari! "or childre#

I. $ou! childre lear ad a%%ly!rammatical rules ad&ocabulary as they are e'%osed

to them.II. (e!i "ormal teachi! o"

!rammatical rules to childre asearly as %ossible.

III. )o ot re*uire iitial "ormalla!ua!e teachi! "or childre.

+. I ad III C. I oly (. II oly ). I ad II

,. Which is-are the sources o" masitellectual dri&es/ accordi! to 0reud

+. Id C. Id e!o

(. 2u%er e!o ). E!o

3. The"t o" school e*ui%met like T4/com%uter/ etc. by teea!ers i thecommuity itsel" is becomi! a commo%heomeo. What does this icidetsi!i"y#

+. Pre&alece o" %o&erty i thecommuity.

(. Iability o" school to hire security!uards.

C. )e%ri&atio o" 0ili%io schools.). Commuitys lack o" sese o" co

o5ershi%.

6. +s a teacher/ you are recostructioist/Which amo! these 5ill be your!uidi! %rici%le#+. I must teach the child e&ery

ko5led!e/ skills ad &alue that heeeds "or a better "uture.

(. I must teach the child to de&elo%his metal %o5ers to the "ull.

C. I must teach the child so he isassured o" hea&e.

). I must teach the child that 5e cae&er ha&e real ko5led!e o" aythi!.

7. The coce%ts o" Trust &s. mistrust/autoomy &s. shame 8 sel"doubt/ adiitiati&e &s. !uilt are most closelyrelated 5ith 5orks o" 99999.

+. Erickso C. 0reud(. Pia!et ). :u!

;. 2tudet < does ot study at all but 5hethe Licesure E'amiatio "or Teachers

comes/ be"ore he takes the LET/ hes%eds oe hour or more %rayi! "or a

miracle/ i.e./ to %ass the e'amiatio.Which attitude to5ards reli!io or =od isdis%layed#

+. >eli!io as "ake C. >eli!io asauthetic

(. >eli!io as ma!ic ). >eli!io asreal

?. Teacher ( e!a!es her studets 5ith

i"ormatio "or thorou!h uderstadi!/"or meai! ad "or com%eteta%%licatio. Which %rici%le !o&ers Teacher (s %ractice#

+. Costructi&ist C. (eha&iorist(. =estalt ). Co!iti&ist

@. 2tudet ( claimsA BI caot see%er"ectio but I lo! "or it. 2o it must bereal. Buder 5hich !rou% ca he beclassied#

+. Idealist C. >ealist

(. Em%iricist ).Pra!matist

D. What does e'treme authoritariaism ithe home rei"orce i learers

+. )oi! thi!s o their o5iitiati&e

(. +bility to direct themsel&es C. )e%edece o others "or

directios.). Creati&ity i 5ork.

1. $ou arri&e at ko5led!e by rethiki! o" latet ideas. 0rom 5hom does thisthou!ht come#

+. E'%erimetalist C. Idealist (. >ealist ).E'istetialist

11. (eha&ior "ollo5ed by %leasatcose*ueces 5ill be stre!theed ad5ill be more likely to occur i the "uture.(eha&ior "ollo5ed by u%leasatcose*ueces 5ill be 5eakeed ad 5illbe more likely to be re%eated i the

"uture. Which oe is e'%laied+. 0reuds %sychoaalytic theory(. Thordikes la5 eFectC. (.0. 2kiers O%erat coditioi!

theory). ). (aduras social leari! theory

1,. Prici%al ( tells her teachers thattraii! i the humaities is mostim%ortat. To 5hich educatioal%hiloso%hy does he adhere#

+. E'istetialism C.

Pro!ressi&ism(. Pereialism ). Essetialism

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13. +ll subGect i Phili%%ie elemetary adsecodary schools are e'%ected to betau!ht usi! the ite!rated a%%roach. This came about as a result o" im%lemetatio o" 99999999999.+. Pro!ram "or )ecetralied Educatio

(. 2chool(ased Maa!emet

C. (asic Educatio Curriculum). ). 2chools 0irst Iitiati&e

16. Prici%al C shares this thou!ht 5ith theteachersA 2ubGect matter should hel%studets uderstad ad a%%reciatethemsel&es as ui*ue idi&idual 5hoacce%t com%lete res%osibility "or theirthou!hts/ "eeli!s ad actios. B 0rom5hich %hiloso%hy is this thou!ht based#

+. Pereialism C. E'istetialism(. Essetialism ). Pro!ressi&ism

17. (ased o Pia!ets theory/ 5hat should ateacher %ro&ide "or childre i thecocrete o%eratioal sta!e#

+. +cti&ities "or hy%othesis "ormulatio.(. Leari! acti&ities that i&ol&e

%roblems o" classicatio adorderi!.

C. =ames ad other %hysical acti&ities tode&elo% motor skills.

). 2timulati! e&iromet 5ith am%leobGecti&es to %lay 5ith.

1;. To come closer to the truth 5e eed toB!o back to the thi!s themsel&es. This isthe ad&ice o" the 999999.

+. (eha&ioris C. idealist(. %heomeolo!ists ). %ra!matists

1?. >esearches coducted sho5 that

teachers e'%ectatios o" studetsbecome sel""ullli! %ro%hecies. What isthis %heomeo called#

+. Halo eFect C. >i%%le eFect(. Py!malio eFect ). Ha5thore

eFect 1@. Teacher 0 is co&iced that 5hate&er a

studet %er"orms a desired beha&ior/%ro&ided rei"orcemet ad soo thestudet 5ill lear to %er"orm thebeha&ior o his o5. O 5hich %rici%leis Teacher 0s co&ictio based#

+. Co!iti&ism C. (eha&iorism(. E&irometalism ). Costructi&ism

1D. Teacher U teaches to his %u%ils that%leasure is ot the hi!hest !ood.

Teachers teachi! is a!aist 5hat%hiloso%hy#

+. >ealism C. E%icureaism

(. Hedoism ). Em%iricism

,. 2tudies i the areas o" eurosciecesdiscloses that the huma brai haslimitless ca%acity. What does this im%ly

+. 2ome %u%ils are admittedly otca%able o" leari!.

(. E&ery %u%il has his o5 ati&e abilityad his leari! is limited to this ati&e

ability.C. E&ery child is a %otetial !eius.). Pu%il ca %ossibly reach a %oit 5here

they ha&e leared e&erythi!.

,1. +&ailmet o" the Phili%%ie EducatioPlacemet Test "or adults ad outo"school youths is i su%%ort o" the!o&ermets educatioal %ro!ramto5ards 99999.

+. e*uitable access C. *uality adrele&ace

(. *uality ). rele&ace

,,. + mother !i&es his boy his "a&orite sacke&ery time the boy cleas u% his room.+"ter5ards/ the boy cleaed his roome&eryday i atici%atio o" the sack.Which theory is illustrated#

+. +ssociati&e leari!(. Classical coditioi!C. O%erat coditioi!). Pa&loia coditioi!

,3. Which !rou% o" %hiloso%hers maitai theBtruth e'ists i a obGecti&e order that iside%edet o" the ko5er#

+. Idealists C. E'istetialists(. Pra!matists ). >ealists

,6. Uder 5hich %ro!ram 5ere studets 5ho5ere ot accommodated i %ublicelemetary ad secodary schoolsbecause o" lack o" classroom/ teachers/ad istructioal materials/ 5ere erolledi %ri&ate schools i their res%ecti&ecommuities at the !o&ermetse'%ese#

+. =o&ermet +ssistace Pro!ram(. 2tudy No5Pay laterC. Educatioal 2er&ice Cotract

2ystem). Natioal 2cholarshi% Pro!ram

,7. Which o" the "ollo5i! %re%ositios isattributed to Plato#

+. Truth is relati&e to a %articular timead %lace.

(. Huma bei!s create their o5 truths.C. Leari! is the disco&ery o" truth as

latet ideas are brou!ht to

cosciousess

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). 2ese %erce%tio is the most accurate!uide to ko5led!e.

,;. I a treatmet "or alcoholism/ >amil 5asmade to drik a alcoholic be&era!e adthe made to i!est a dru! that %roducesausea. E&etually/ h auseated at hesi!ht ad smell o" alcohol ad sto%%eddriki! alcohol. Which theory e'%lais

this#+. O%erat coditioi! C. +ssociati&e

leari!(. 2ocial leari! theory ).

+ttributio theory

,?. I a social studies class/ Teacher I %reseta morally ambi!uous situatio ad askshis studets 5hat they 5ould do. O5hose theory is Teacher Is techi*uebased+. Johlber! C. Pia!et(. (adura ). (ruer

,@. Kui to "ormati&e test 5hile %eriodic is to 999999999.+. criteriore"erece test C. orm

re"erece test(. summati&e test ).

dia!ostic test

,D. $our teacher is o" the o%iio that the5orld ad e&erythi! i it are e&ercha!i! ad so you the skill to co%e5ith cha!e. What is his !o&eri!%hiloso%hy#+. Idealism C.

E'%erimetalism(. E'istetialism ).

>ealism

3. The search "or related literature byaccessi! se&eral data bases by the useo" a tele%hoe lie to coect a com%uterthat ha&e database is termed 999999.

+. com%act disc search C. oliesearch

(. maual search ). com%uter

search31. I 5hich com%etecy do my studets dthe !reater diculty# I item 5ith adiculty ide' o"

+. . 1 C. .7(. . D ). 1.

3,. We ecouter %eo%le 5hose %rayer !oeslike thisA O =od/ i" there is a =od sa&emy soul i" I ha&e a soul/ "rom 5hom isthis %rayer#

+. 2toic C. +!ostic(. Em%iricist ). 2ke%tic

33. I" teacher 5ats to test studets abilityto or!aie ideas/ 5hich ty%e o" testshould she "ormulate#+. 2hort as5er C. Essay

(. Techical %roblem ty%e ). Multi%lechoice ty%e

36. Who amo! the "ollo5i! eeds less&erbal couseli! but eeds more

cocrete o%eratioal "orms o" assistace# The child 5ho 99999999.+. has metal retardatio(. has attetiodecit disorderC. has leari! disability). has coduct disorder

37. Which a%%lies 5he ske5ess is ero#+. Mea is !reater tha media.(. Media is !reater tha the mea.

C. 2cores ha&e three modes.). 2cores are ormally distributed

3;. Which does NOT belo! to the !rou% o"

alterati&e leari! systems+. Multi!rade !rou%i! C. =raded

educatio(. Multia!e !rou%i! ). No!raded

!rou%i!

3?. The rst thi! to do i costructi! a%eriodic test is "or a teacher to 999999.

+. decide o the umber o" items "or thetest

(. !o back to her istructioal obGecti&esC. study the cotet). decide o the ty%e o" test to costruct

3@. Which oe ca ehace the com%arabilityo" !rades#

+. Usi! commo co&ersatio table "ortraslati! test scores i to rati!s.

(. 0ormulati! tests that &ary "rom oeteacher to aother.

C. +llo5i! idi&idual teachers todetermie "actors "or rati!

). Idi&idual teachers !i&i! 5ei!hts to

"actors cosidered "or rati!.

3D. The culti&atio o" reecti&e admeditati&e skills i teachi! is a iuece o" 99999.

+. 2hitoism C. Co"uciaism

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C. 2he com%ares e&ery idi&idualstudets scores 5ith others scores.

). 2he describes 5hat should be their%er"ormace.

61. The best 5ay "or a !uidace couselor tobe!i to de&elo% study skills ad habits iuderachie&i! studet 5ould be to 999999.

+. ha&e these uderachie&i! studetsobser&e the study habits o" e'celli!studets.

(. ecoura!e studets to talk studyhabits "rom their o5 e'%erieces

C. ha&e them &ie5 lmstri%s about&arious study a%%roaches

). !i&e out list o" eFecti&e studya%%roaches

6,. Teacher 0 5ated to teach the %u%ils theskills to do cross stitchi!. He check u%*ui 5as a 5ritte test o the ste%s o"

cross stitchi!. What characteristic o" a!ood test does it lack#

+. 2corability C. ObGecti&ity(. >eliability ). 4alidity

63. 0or 5hich may you use the directistructio method#

+. (ecome a5are o" the %ollutatsaroud us.

(. +%%reciate Miltos Paradise Lost.C. Use a microsco%e %ro%erly.). )isti!uish 5ar "rom a!!ressio.

66. I the cote't o the theory o multi%leitelli!eces/ 5hat is oe 5eakess o" the%a%er%ecil test#

+. It is ot easy to admiister.(. It %uts the oli!uistically

itelli!et at a disad&ata!eC. It utilies so much time.). It lacks reliability.

67. N2+T ad NE+T results are iter%reteda!aist set mastery le&el. This measthat N2+T ad NE+T "all uder 999999999.

+. itelli!ece test C. criteriore"ereced test(. a%titude test ). ormre"ereced test

6;. Teacher ( uses the direct istructiostrate!y. Which se*uece o" ste%s 5illshe "ollo5#

I. Ide%edet %racticeII. 0eedback ad correcti&eessIII. =uided studet %racticeI4. Preseti! ad structuri!4. >e&ie5i! the %re&ious days

5ork

+. 4I4IIIIII C. 4III4IIII

(. IIIIII4I4 ). I4IIIIII4

6?. Which !uidelie must be obser&ed i theuse o" %rom%ti! to sha%e the correct%er"ormace o" your studets#

+. Use the list itrusi&e %rom%t rst.(. Use all %rom%ts a&ailable.C. Use the most itrusi&e %rom%t rst.). >e"rai "orm usi! %rom%ts.

6@. What measure-s o" cetral tedecydo-es the umber 1; re%reset i the"ollo5i! dataA16/17/1?/1;/1D/,/1;/16/1;#+. Mode C. Media(. Mode ad media ). Mea

6D. Which holds true to stadardied tests#+. They are used "or com%arati&e

%ur%oses.(. They are admiistered diFeretly.C. They are scored accordi! to diFeret

stadards.). They are used "or assi!ed !rades.

7. 2tudy this !rou% o" tests 5hich 5asadmiistered 5ith the "ollo5i! results/the as5er the *uestio.

2ubGect Mea 2) >oelsscroreMath 7; 1 63Physics 61 D 31E!lish @ 1;

1D

I 5hich subGects 5ere the scoresmost homo!eous#

+. Math C. Physics(. E!lish ). Physics

ad Math71. I the %arlace o" test costructio 5hat

does TO2 mea#+. Table o" 2%ecics C. Table o" 2%ecic

Test Items(. Term o" 2%ecicatios ). Table o" 2%ecicatios

7,. Which is a maGor ad&ata!e o" acurriculumbased assessmet#+. It is i"ormal ature.(. It coects testi! 5ith teachi!.C. It teds to "ocus o aecdotal

i"ormatio o studet %ro!ress.). It is based o a ormre"ereced

measuremet model.

73. Teacher H !a&e rst!rade class a %a!e5ith a story i 5hich %icture take the %laceo" some 5ords. Which method did sheuse#

+. The 5hole la!ua!e a%%roach

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(. The 2%auldi! methodC. The rebus method). The la!ua!e e'%eriece a%%roach

76. Out o" 3 distracters i a multi%le choicetest items/ amely (/ C/ ad )/ o %u%ilchoice ) as as5er. This im%lies that ) is 99999999.+. a ieFecti&e distracter

(. a &a!ue distracterC. a eFecti&e distracter). a %lausible distracter

77. The burout malady !ets 5orse i" a

teacher doest iter&ee to cha!e5hate&er areas he or she i cotrol. Whichoe ca ree5 a teachers ethusiasm#+. 2tick to Gob C. :ud!e someoe else

as 5ro!(. Iitiate cha!es i Gobs ). E!a!e

i sel"%ity

7;. I" teacher has to ask more hi!herorder*uestios/ he has to ask more 9999 *uestios.

+. closed C. coce%t(. 0act ). co&er!et

7?. What ca be said o" Peter 5ho obtaied ascore o" P?7 i a =rammar obGecti&e test#

+. His rati! is ?7 items i the testcorrectly.

(. He as5ered ?7 Q o" the test itemscorrectly.

C. He as5ered ?7.). He %er"ormed better that 7Q o" his

classmate.

7@. I dre5 learers ito se&eral cotet areasad ecoura!ed them to sol&e a com%le'*uestio "or iterdisci%liary teachi!.Which strate!y did I use#+. Problemcetered leari!(. Uit methodC. >eadi!5riti! acti&ity). ). Thematic istructio

7D. Which !uidace i test costructio isNOT obser&ed i this test item B :ose >ial5rote 9999.+. The cetral %roblem should be %acked

i the stem.(. There must be oly oe correct as5er.C. +lterati&es must !rammatical

%arallelism.). The alterati&e must be %lausible.

;. To elicit more studets res%ose/ Teacher=. made use o" co&ert res%oses. Whichoe did she NOT do#

+. 2he had the studets 5rite theirres%ose %ri&ately.

(. 2he sho5ed the correct as5ers o theo&erhead a"ter the studets ha&e5ritte their res%oses.

C. 2he had the studets 5rite theirres%oses %ri&ately the called each o" them.

). 2he re"raied "rom Gud!i! o thestudets res%oses.

;1. )irect istructio id a "acts/ rules/ adactios as idirect istructio is "or 99999 /9999/ 99999.

+. hy%otheses/ &eried data adcoclusios

(. coce%ts/ %atters ad abstractiosC. coce%ts/ %rocesses ad

!eeraliatios). !uesses/ data ad coclusios

;,. Which test has broad sam%li! o" to%icsas stre!th#

+. ObGecti&e test C. Essay test

(. 2hort as5er test ).Problem test

.;3. Teacher T tau!ht a lesso deoti!

o5ershi% by meas o" %ossessi&es. Herst itroduced the rule/ the !a&ee'am%les/ "ollo5ed by class e'ercises/the back to the rule be"ore he mo&edito secod rule. Which %reseti!techi*ue did he use

+. Combiatorial C. Part5hole(. Com%arati&e ). 2e*uetial

;6. I his secod item aalysis/ Teacher H"oud out that more "rom the lo5er !rou%!ot the test item R ; correctly. Thismeas that the test item 99999.+. has a e!ati&e discrimiati! %o5er.(. has a lo5er &alidity.C. has a %ositi&e discrimiati! %o5er.). has a hi!h reability.

;7. Teacher E discussed ho5 electricity o5sthrou!h 5ires ad 5hat !eerates theelectric char!e. The she !a&e the

studets 5ires/ bulbs/ s5itches/ ad drycells ad told the class to create a circuitthat 5ill icrease the bri!htess o" eachbulb. Which oe best describes thea%%roach used#+. It used a ta'oomy o" basic thiki!

skills.(. It 5as costructi&ist.C. It hel%ed studets uderstad

scietic methodolo!y.). Noe o" the abo&e

;;. Teacher W 5ats to re&ie5 ad check o

the lesso o" the %re&ious day. Which oe5ill be most reliable#

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+. Ha&i! studets ideti"y diculthome5ork %roblems.

(. Ha&i! studets correct each others5ork.

C. 2am%li! the uderstadi! o" a "e5studets.

). E'%licitly re&ie5i! the taskrele&ati"ormatio ecessary "or the dayslesso.

;?. 2ho5 a %icture o" childre i s5eaters

iside the classrooms/ the studets 5ereasked this *uestioA I 5hat kid o" climate do these childre li&e# This is athou!ht *uestios o 999999.

+. i"erri! C. a%%lyi! (. creati! ). %redicti!

;@. 2tudy this !rou% o" tests 5hich 5asadmiistered 5ith the "ollo5i! results/the as5er the *uestio.

2ubGect Mea 2) >oels

scroreMath 7; 1 63Physics 61 D 31E!lish @ 1;

1D

I 5hich subGects did >oel %er"ormbest i relatio to the !rou%s%er"ormace#

+. Physics ad Math C. Physics(. E!lish ).

Math

;D. Which criterio should !uide a teacher ithe choice o" istructioal de&ices#

+. +ttracti&eess C. No&elty(. Cost ).

+%%ro%riateess?. 2tudy this !rou% o" tests 5hich 5as

admiistered 5ith the "ollo5i! results/the as5er the *uestio.

2ubGect Mea 2) >oels scroreMath 7; 1 63Physics 61 D 31

E!lish @ 1;1D

I 5hich subGects did >oel %er"orm%oorly i relatio to the !rou%s%er"ormace#

+. E!lish C. Math(. E!lish ad Math ). Physics

?1. BWhat is most likely to ha%%e to ourecoomy 5he e'%ort cotiuouslysur%asses im%ort is a thou!ht *uestioo 999999.

+. creati! C. relati! causeadeFect

(. sythesii! ). %redicti!

?,. Which method has bee %ro&e to beeFecti&e i courses that stress ac*uisitioo" ko5led!e#

+. 2ocratic method C. Idirectistructio (. Coo%erati&e leari! ). Masteryleari!

?3. Which is the rst ste% i %lai! aachie&emet test#

+. )ee the istructioal obGecti&e.(. )ecide o the le!th o" the test.C. 2elect the ty%e o" test items to use.). (uild a table o" s%ecicatio.

?6. Which acti&ity should a teacher ha&e more"or his studets i" he 5ats to de&elo%lo!icalmathematical thiki!#

+. )rama C. Problem sol&i!(. Choral readi! ). 2torytelli!

?7. Why should a teacher NOT use directistructio all the time

+. It re*uires much time.(. It re*uires use o" may su%%lemetal

materials.C. It is !eerally eFecti&e oly i the

teachi! o" coce%ts ad abstractios.). It reduces studets e!a!emet i

leari!.

?;. Which are direct measures o" com%etece#

+. Persoality tests C. Pa%erad%ecil test

(. (. Per"ormace tests). 2tadardiedtests

??. Which is oe role %lay i the %reschoolad early childhood years#

+. )e&elo%s com%etiti&e s%irit.(. 2e%arates reality "rom "atasy.C. Icrease ima!iatio due to e'%adi!

ko5led!e ad emotioal ra!e.). )e&elo%s the u%%er ad lo5er limbs.

?@. Teacher + disco&ered that his %u%ils are&ery !ood i dramatii!. Which tool mustha&e hel%ed him disco&er his %u%ilsstre!th#

+. Port"olio assessmet C. :oural etry(. Per"ormace test ). Pa%er

ad%ecil test ?D. Teacher Ms %u%ils are *uite 5eakacademically ad his lesso is already "arbehid time table. Ho5 should Teacher M%roceed 5ith his lesso#

+. E'%erietially C. Lo!ically(. (. Iducti&ely ). )educti&ely

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@1. I 5at to teach coce%ts/ %atters adabstractios. Which method is mosta%%ro%riate#+. Idirect istructio C. )irect

istructio(. )isco&ery ). Problem

sol&i!

@,. I" your Licesure E'amiatio "or TeacherLET items sam%le ade*uately thecom%etecies listed i the syllabi/ it cabe said that LET %ossesses 999999 &alidity.+. cocurret C. cotet(. costruct ). %redicti&e

@3. >ead the "ollo5i! the as5er the*uestiosA

TE+CHE>A IN WH+T W+$2 OTHE> TH+N THE PE>IO)IC T+(LE MI=HTWE P>E)ICT THE

UN)I2CO4E>E) ELEMENT2#(O(($A WE COUL) =O TO THE

MOON +N) 2EE I0 THE>E+>E 2OME ELEMENT2 THE>E WE )ONT H+4E.

(ETT$A WE COUL) )I= )OWN TO THE CENTE> O0 THE E+>TH+N) 2EE I0 WE 0IN) +N$ O0 THE MI22IN= ELEMENT2.

>ICJ$A WE COUL) 2TU)$ )E(>I20>OM THE METEO>ITE2I0WE C+N 0IN) +N$.

TE+CHE>A THO2E +>E +LL =OO)+N2WE>2. (UT WH+T I0 THO2E ESCU>2ION2 TO THEMOON/ TO THE CENTE> O0 THE E+>TH O> TO 0IN)METEO>ITE2 WE>E TOOCO2TL$ +N) TIMECON2UMIN=# HOW MI=HTWE U2E THE ELEMENT2 WE+L>E+)$ H+4E HE>E ONE+>TH TO 0IN) 2OME NEWONE2#

KuestioA The Teacher *uestios i theabo&e e'cha!e are e'am%les o" 9999 *uestios.

+. 0act C. )irect(. Coce%t ). Closed

@6. I Jrath5ohs ta'oomy o" obGecti&es ithe aFecti&e/ 5hich is most authetic#

+. Characteriatio C. >es%odi!(. 4alui! ). Or!aiatio

@7. BI the li!ht o" the "acts %reseted/ 5hat ismost likely to ha%%e 5he# is a

sim%le thou!ht *uestio o 99999.+. i"erri! C. sythesii!

(. !eeralii! ). Gusti"yi!

@;. The teachers rst task i the selectio o" media i teachi! is to determie the

+. choice o" the studets(. a&ailability o" the mediaC. obGecti&es o" the lesso). techi*ue to be used

@?. I sel"directed leari!/ to 5hat e'tetshould a teachers BscaFoldi! be#

+. To a de!ree the studet eeds it.(. Noe/ to "orce the studet to lear by

himsel"C. To the ma'imum/ i order to e'ted to

the studet all the hel% he eeds.). To the miimum/ to s%ed u%

de&elo%met o" studets sese o" ide%edece.

@@. Which is a "orm o" direct istructio#

+. )isco&ery %rocess C. Pro!rammedistructio

(. (. Problem sol&i! ). Iducti&ereasoi!

@D. With sythesii! skills i mid/ 5hich hasthe hi!hest dia!ostic &alue#

+. Essay test C. Com%letio tes(. Per"ormace test ). Multi%le

choice testD. Ho5 ca you e'hibit le!itimate %o5er othe rst day o" school#

+. (y maki! your studets "eel they areacce%ted "or 5ho they are.

(. (y i"ormi! them you are allo5ed toact i loco %arets.

C. (y maki! them realie the im%ortaceo" !ood !rades.

). (y maki! them "eel you ha&e masteryo" subGect matter.

D1. (ased o Ed!ar )ales Coe o" E'%eriece/ 5hich acti&ity is "arthest "romthe real thi!#

+. 4ie5 ima!es C. Watch a

demo (. +tted e'hibit ). Hear

D,. Which ca eFecti&ely measure studetsa5areess o" &alues#

+. ProGecti&e techi*uesC. Likert scales(. Moral dilemma ).

+ecdotal record

D3. I combied se&eral subGect areas i orderto "ocus o a si!le coce%t "oriterdisci%liary teachi!. Whichstrate!y-method did I use#

+. Problemetered leari!(. Thematic istructio

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C. >eadi!5riti! acti&ity). Uit method

D6. The test item =rou% the "ollo5i! itemsaccordi! to sha%e is a thou!ht test itemo 9999999.+. creati! C. classi"yi!(. !eerati! ). com%ari!

D7. 0or ma'imum iteractio/ a teacherou!ht to a&oid 99999 *uestios.

+. i"ormatioal C. leadi!(. rhetorical ). di&er!et

D;. (y 5hat ame is 2ocratic method alsoko5 #

+. Mastery leari! C.Morriso method

(. Idirect istructio ). Kuestioi!Method

D?. Which is a a%%ro%riate 5ay to make

maa!e oFtask beha&ior#+. Make eye cotact.(. 2to% your class acti&ity to correct a

child 5ho is o lo!er o task.C. Mo&e closer to the child.). >edirect a childs attetio to task ad

check his %ro!ress to make sure he iscotiui! to 5ork

D@. Which oe ca best e&aluate studetsattitudial de&elo%met#

+. Essay test C. Obser&atio

(. Port"olio ). 2hort as5ertest

DD.What should a teacher do "or studets ihis class 5ho are o !rade le&el+. =i&e them materials o their le&el ad

let them 5ork at a %ace that isreasoable "or them/ tryi! to bri!them u% to a !rade le&el.

(. =i&e them the same 5ork as the otherstudets/ because they 5ill absorb asmuch as they are ca%able o".

C. =i&e them the same 5ork as the otherstudets/ ot much/ so that they 5ot"eel embarrassed.

). =i&e them 5ork o the le&el o" theother studets ad 5ork a little abo&ethe classmates le&el to challe!ethem.

1. Withitess/ accordi! to Jouri/ is oeo" the characteristics o" a eFecti&eclassroom maa!er. Which %hrase !oes5ith it#

+. Ha&e hads that 5rite "ast.

(. Ha&e eyes o the back o" your hads.C. Ha&e a mouth ready to s%eak.). Ha&e mids %acked 5ith ko5led!e.

11. O 5hose %hiloso%hy 5as +.2.Neil

2ummerhill/ oe o" the moste'%erimetal schools based#

+. +. >ousseau C. Motessori(. (. Pestaloi ). :oh Locke

1,. Which 0ili%io trait 5orks a!aist theshi"t i teachers role "rom teacher as a

"outai o" i"ormatio to teacher as"acilitator#

+. +uthoritati&eess C. Hiya(. +uthoritariaism ).

Pakikisama

13. Teacher + is a teacher o" E!lish as2ecod La!ua!eA she uses &ocabularycards/ llithe blak seteces/dictatio ad 5riti! e'ercises i teachi!a lesso about !rocery sho%%i!. (asedo this i"ormatio/ 5hich o" the "ollo5i!is a &alid coclusio#

+. The teacher is a%%lyi! (loomshierarchy o" co!iti&e leari!.

(. The teacher is teachi! &ariety o" 5ays because ot all studets lear ithe same maer.

C. The teacher 5ats to make herteachi! easier by ha&i! less talk.

). The teacher is em%hasii! readi!ad 5riti! skills.

16. With s%ecic details i mid/ 5hich oehas ha&e a stro!er dia!ostic &alue#

+. Multi%le choice test(. Norestricted essay testC. >estricted essay test). >estricted ad orestricted essay

tests

17. Teacher ( is a teacher o" E!lish as2ecod La!ua!eA she uses &ocabularycards/ llithe blak seteces/dictatio ad 5riti! e'ercises i teachi!a lesso about !rocery sho%%i!. (asedo this i"ormatio/ 5hich o" the "ollo5i!is a &alid coclusio#

+. The teacher is rei"orci! leari! by!i&i! the same i"ormatio i a&ariety o" methods.

(. The teacher a%%lyi! (loomshierarchy o" co!iti&e leari!.

C. The teacher is 5ats to do less talk.). The teacher is em%hasii! listei!

ad s%eaki! skills.

1;. I a criteriore"ereced testi!/ 5hatmust you do to esure that your test is"air

+. Make all o" the *uestios true or "alse.

(. +sk each studet to cotribute oe*uestio.

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C. Make t5ety *uestios but ask thestudets to as5er oly te o" theirchoice.

). Use obGecti&es "or the uit as !uide iyour test costructio.

1?. >ead this *uestioA BHo5 5ill you %resetthe layers o" the earth to your class# This is a *uestio that 999999999.

+. directs(. leads the studets to e&aluateC. assesses co!itio). %robes creati&e thiki!

1@. I Jrath5ohs aFecti&e domai o" obGecti&es/ 5hich o" the "ollo5i! is thelo5est le&el o" eFecti&e beha&ior#

+. 4alui! C.>es%odi!

(. Characteriatio ).Or!aiatio

1D. Which is NOT a soud %ur%ose "or aski!*uestios#+. To %robe dee%er a"ter a as5er is

!i&e(. To disci%lie a bully i classC. To remid studets o" a %rocedure). To ecoura!e sel"reectio

11. It is ot 5ise to lau!h at a t5oyear oldchild 5he he utters bad 5ord because ihis sta!e he is leari! to 9999999999.+. cosidered others &ie5s(. disti!uish ri!ht "rom 5ro!C. socialie). disti!uish se' diFereces

111. >esearch tells that teachers ask mostlycotet *uestios. Which o" the"ollo5i! terms does NOT re"er to cotet*uestios#+. Closed C. Coce%t(. )irect ). Co&er!et

11,. I mastery leari!/ the deitio o" a acce%table stadard o" %er"ormace

is called a+. beha&ior C. 2M+>T(. coditio ). criterio measure

113. (ased o Ed!ar )ales Coe o" E'%eriece/ 5hich acti&ity is "arthest "romthe real thi!#

+. >ead C. 4ie5 ima!es(. Hear ). +tted e'hibit

116. +"ter !i&i! a i%ut o a !ood%ara!ra%h/ Teacher W asks her studetsto rate a !i&e %ara!ra%h alo! the

elemets o" a !ood %ara!ra%h. Thestudets task is i le&el o" 999999999.

+. a%%licatio C. e&aluatio(. aalysis ). sythesis

117. Which is oe characteristic o" aeFecti&e classroom maa!emet#

+. It *uickly ad uobtrusi&ely redirectsmisbeha&ior oce it occurs.

(. It teaches de%edece o other "orsel"cotrol.

C. It res%ects cultural orms o" a limited!rou% studets.

). 2trate!ies are sim%le eou!h to beused cosistetly

11;. >ead the "ollo5i! the as5er the*uestiosA

TE+CHE>A IN WH+T W+$2 OTHE> TH+N THE PE>IO)IC T+(LE MI=HT WEP>E)ICT THE UN)I2CO4E>E)ELEMENT2#

(O(($A WE COUL) =O TO THE MOON+N) 2EE I0 THE>E +>E 2OME

ELEMENT2 THE>E WE )ONTH+4E.

(ETT$A WE COUL) )I= )OWN TO THECENTE> O0 THE E+>TH +N)2EE I0 WE 0IN) +N$ O0 THEMI22IN= ELEMENT2.

>ICJ$A WE COUL) 2TU)$ )E(>I20>OM THE METEO>ITE2 I0 WEC+N 0IN) +N$.

TE+CHE>A THO2E +>E +LL =OO)+N2WE>2 (UT WH+T I0 THO2EESCU>2ION2 TO THE MOON/ TO THE CENTE> O0 THE E+>TH O> TO 0IN) METEO>ITE2 WE>E TOO CO2TL$ +N) TIMECON2UMIN=# HOW MI=HT WEU2E THE ELEMENT2 WE+L>E+)$ H+4E HE>E ON E+>TH TO 0IN) 2OME NEW ONE2#

KuestioA 5hich *uestioi! strate!y-iesdoes-do the e'cha!e o" thou!hts abo&e illustrate#

+. 0ueli!(. 2o5i! ad rea%i!

C. Nosedi&e). E'tedi! ad li"ti!

11?. Ho5 ca you e'hibit re"eret %o5er othe rst day o" school#

+. (y maki! them "eel you ko5 5hatyou are talki! about.

(. (y telli! them the im%ortace o" !ood!rades.

C. (y remidi! your studets yourauthority o&er them a!ai ad a!ai.

). (y !i&i! your studets a sese o"

belo!i! ad acce%tace.

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11@. + si'th !rade t5el&eyear old boy comes"rom a dys"uctioal "amily ad has beeabused ad e!lected. He has bee tot5o or%haa!es ad three diFeretelemetary schools. The studet cadecode o the secod !rade le&el/ but heca com%rehed orally material at the"ourth or "th !rade le&el. The most%robable cause-s o" this studets readi!

%roblem is-are 999999.+. emotioal "actors

(. %oor teachi!C. eurolo!ical "actors). immaturity

11D. Which *uestioi! %ractice %romotesmore class iteractio#

+. +ski! the *uestio be"ore calli! astudet

(. 0ocusi! o di&er!et *uestios.C. 0ocusi! o co&er!et *uestios.

). +ski! rhetorical *uestios

1,. The "ollo5i! are soud s%ecic %ur%oseo" *uestios ESCEPT2

+. To call the attetio o" a iatteti&estudet

(. To teach &ia studet as5ersC. To stimulate learers to ask *uestios). To arouse iterest ad curiosity

1,1. Which techi*ue should a teacher use toecoura!e res%ose i" his studets do otres%od to his *uestio#

+. +sk a s%ecic studet to res%od/ statethe *uestio/ ad 5ait a res%ose.

(. Tell the class that it 5ill ha&e detetiouless as5ers are "orthcomi!.

C. +sk aother *uestio/ a easier oe.). Wait "or a res%ose.

1,,. Which ty%es o" %lay is mostcharacteristic o" a "our to si'year old child#

+. 2olidarity %lays ad olookers %lays(. +ssociati&e ad coo%erati&e %laysC. +ssociati&e ad olookers %lays

). Coo%erati&e ad solidarity %lays

1,3. The %rici%le o" the idi&idual diFerecere*uires teachers to 99999999999.

+. !i&e !reater attetio to !i"tedlearers

(. %ro&ide "or a &ariety o" leari!acti&ities

C. treat all learers alike 5hile i theclassroom

). %re%are modules "or slo5 learers iclass

1,6. >e"erri! to Teacher 2/ Nicolle describes

her teacher as B"air/ cari! ad someoe you

ca talk to. Which %o5er or leadershi% does Teacher 2 ha&e# +. >e"eret %o5er C. >e5ard%o5er (. Le!itimate %o5er ). E'%ert%o5er

1,7. )uri! the 2%aish %eriod/ 5hat5as-5ere the medium-media o" istructio i

schools#+. The 4eracular C. 2%aish

(. E!lish ). 2%aish adthe 4eracular

1,;. >odel is &ery aloo" ad cold i hisrelatioshi% 5ith classmates. Whichbasic !oals must ha&e ot bee attaiedby >odel duri! his de&elo%metalyears/ accordi! to Ericksos theory o" %sycholo!ical de&elo%met#

+. +utoomy C. Iitiati&e

(. Trust ). =eerati&ity

1,?. Ho5 ca you e'hibit e'%ert %o5er o therst day o" school#

+. (y maki! them "eel you ko5 5hatyou are talki! about.

(. (y telli! them the im%ortace o" !ood!rades.

C. (y remidi! the your studets yourauthority o&er them a!ai ad a!ai.

). (y !i&i! your studets a sese o" belo!i! ad acce%tace.

1,@. Teacher P 5ats to de&elo% the skill o" sythesii! i her %u%il. Which oe 5illshe do#

+. +sk her studets to "ormulate a!eeraliatio "rom the data sho5 i!ra%hs.

(. +sk her studets to as5er *uestiosbe!ii! 5ith BWhat i"

C. Tell her %u%ils to state data %resetedi !ra%hs.

). )irects her studets to ask *uestioso the %arts o" the lesso ot

uderstood.

1,D. :oh Watso said BMe are built ot bor. What does this statemet %oit to#

+. The ieFecti&eess o" traii! o a%ersos de&elo%met.

(. The eFect o" e&irometal stimulatioo a %ersos de&elo%met.

C. The absece o" !eetic iuece o a%ersos de&elo%met.

). The eFect o" heredity.

13. Teacher H stri&es to dra5 %artici%atio o"

e&ery studet ito classroom discussio.Which studets eed is she tryi! toaddress# The eed

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+. to sho5 their oral abilities to the rest o" the class

(. to be creati&eC. to "eel si!icat ad be %art o" a

!rou%). to !et e&erythi! out i the o%e

131. Teacher =s lessos obGecti&e hassomethi! to do 5ith the skill o"

sythesii!# Which beha&ioral term ismost a%%ro%riate#

+. Test C. +%%raisal(. +ssess ). Theorie

13,. Which is a soud classroom maa!emet%ractice#

+. +&oid establishi! routies routiesmake your studet robots.

(. Establish routies "or all daily eedsad tasks.

C. +%%ly rules ad %olicies o a case tocase basis.

). +%%ly reacti&e a%%roach to disci%lie.

133. + child 5ho !ets %uished "or steali!cady may ot steal a!ai immediately. (utthis does ot mea that the child may otsteal a!ai. (ased o Thordikes theory o%uishmet ad leari!/ this sho5s that 99999999999999.

+. %uishmet stre!the e a res%ose(. %uishmet remo&e a res%oseC. %uishmet does ot remo&e a

res%ose). %uishmet 5eakes a res%ose

136. Which assum%tio uderlies theteachers use o" %er"ormace obGecti&es#

+. Not e&ery "orm o" leari! idobser&able.

(. Per"ormace obGecti&es assure thelearer o" leari!.

C. Leari! is deed as a cha!e i thelearers obser&able %er"ormace.

). The success o" the learer is based oteachers %er"ormace.

137. +s a teacher/ 5hat do you do 5he youe!a!e yoursel" i maGor task aalysis#

+. Test i" leari! reached hi!her le&elthiki! skills

(. (reakdo5 a com%le' task ito subskills

C. )etermie the le&el o" thiki!i&ol&ed

). >e&ise lesso obGecti&es

13;. The "ollo5i! are used i 5riti!%er"ormace obGecti&es ESCEPT

+. delieate C. ite!rate(. dia!ram ). com%rehed

13?. Teacher ( clears his throat tocommuicate disa%%ro&al o" a studetsbeha&ior. Which s%ecic iuecetechi*ue is this#+. 2i!al iter"erece C. Iterest

boosti!(. )irect a%%eal ). Pro'imity

cotrol

13@. + eFecti&e classroom maa!er useslo5%role classroom cotrol. What is alo5%role classroom techi*ue#

+. Note to %arets(. +"terschool detetioC. Withdra5al o" %ri&ile!es

). >aisi! the %itch o" the &oice

13D. The %rimary obGecti&e o" my lesso isABTo add similar "ractios correctly.(e"ore I ca do this I must rst aim at

this s%ecic obGecti&eA Bto disti!uish aumerator "rom a omiator. BWhatkid o" obGecti&e is the latter#

+. MaGor C. Eabli!(. Termial ). Primary

16. With 5hich !oals o" educatioalistitutios as %ro&ided "or by theCostitutio is the de&elo%met o" 5orkskills ali!ed#

+. To de&elo% moral character(. To teach the duties o" citieshi%C. To iculcate lo&e o" coutry). To de&elo% &ocatioal eciecy

161. I istructioal %lai! it is ecessarythat %arts o" the %la "rom the rst tothe last ha&e 99999999999.

+. clarity C. coherece(. symmetry ). cociseess

16,. +ll o" the "ollo5i! describe thede&elo%met o" childre a!ed ele&e tothirtee ESCEPT

+. they shi"t "rom im%ulsi&ity to ada%ti&e

ability(. se' diFereces i IK becomes moree&idet

C. they e'hibit icreased obGecti&ity ithiki!

). they sho5 abstract thiki! ad Gud!emet

163. I" a teacher %las a costructi&ist lesso/5hat 5ill he most likely do# Pla ho5 heca 9999999.

+. do e&aluate his studets 5ork(. do reci%rocal teachi!

C. do lecture to his studets). e!a!e his studets i co&er!et

thiki!

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166. I mastery leari!/ the deitio o" aacce%table stadard o" %er"ormace is calleda

+. 2M+>T C. beha&ior(. criterio measure ). coditio

167. B+ stitch o time sa&es ie/ so !oes theada!e. +%%lied to classroom

maa!emet/ this meas that 5e 9999999.+. may ot occu%y oursel&es 5ith

disru%tios 5hich are 5orth i!ori!because they are mior

(. must be reacti&e i our a%%roach todisci%lie

C. ha&e to resol&e mior disru%tiosbe"ore they are out o" cotrol

). may a%%ly D rules out o" 1cosistetly

16;. >ube is &ery attached to his motherad >uth to her "ather. I 5hat

de&elo%metal sta!e are they accordi! to0reudia %sycholo!ical theory#

+. Oedi%al sta!e C. +al 2ta!e(. Latet sta!e ). Pre

!eital sta!e

16?. What 5as the %romiet educatioalissues o" the mid 1D@s#

+. (ili!ual Educatio C. +ccoutability(. 4alue Educatio ).

Maistreami!16@. Which beha&ior is e'hibited by a

studet 5ho is stro! i iter%ersoalitelli!ece#

+. Works o his-her o5.(. Jee%s iterest to himsel"-hersel" C. 2eeks out a classmate "or hel% 5he

%roblem occurs.). 2%eds time meditati!.

16D. Which is beha&ioral term describes alesso outcome i the hi!hest le&el o" (looms co!iti&e domai#+. Create C.

C. +alye(. E&aluate ). )esi!

17. The mai %ur%ose o" com%ulsory studyo" the Costitutio is to 999.

+. de&elo% studets ito res%osible/thiki! cities

(. ac*uait studet 5ith the historicalde&elo%met o" the Phil Costitutio

C. make costitutioal e'%erts o" thestudets

). %re%are studets "or la5maki!

171. + !oalorieted istructio culmiates i 9999999.

+. %lai! acti&ities(. e&aluatioC. ideticatio o" to%ics). "ormulatio o" obGecti&es

17,. (ased o 0reuds %sychoaalytic theory5hich com%oet s o" %ersoality isare cocered 5ith a sese o" ri!ht ad5ro!#

+. 2u%er e!o C. Id(. 2u%ere!o ad E!o ). E!o

173. Who amo! the "ollo5i! %uts moreem%hasis o core re*uiremets/ lo!erschool day/ lo!er academic year admore challe!i! te'tbooks#

+. Pereialist C. Pro!ressi&ist(. Essetialist ). E'istetialist

176. + studet %asses a research re%ort%oorly 5ritte but orately %reseted i a

"older to make u% "or the %oor *uality o" the book re%ort cotet. Which 0ili%iotrait does this %ractice %ro&e#+. art o" academics(. substace o&er B%ormaC. art o&er sciece). B%orma o&er substace

177. Which oe may su%%ort e*uitable accessbut may sacrice *uality#

+. O%e admissio C. )ere!ulatedtuitio "ee hike

(. 2chool accreditatio ). 2electi&eretetio

17;. (ased o Pia!ets theory/ 5hat should ateacher %ro&ide "or childre i thesesimotor sta!e#+. =ames ad other %hysical acti&ities to

de&elo% motor skill.(. Leari! acti&ities that i&ol&e

%roblems o" classicatio ad orderi!.C. +cti&ities "or hy%othesis "ormulatio.). 2timulati! e&iromet 5ith am%le

obGects to %lay 5ith.

17?. + teachers summary o" a lesso ser&esthe "ollo5i! "uctios/ ESCEPT

+. it liks the %arts o" the lesso.(. it bri!s to!ether the i"ormatio that

has bee discussed.C. it makes %ro&isios "or "ull %artici%atio

o" studets.). it cliches the basic ideas or coce%ts

o" the lesso.

17@. +s a teacher/ you are ratioalist/ Whichamo! these 5ill be your !uidi! %rici%le#

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+. I must teach the child that 5e cae&er ha&e real ko5led!e o" aythi!.

(. I must teach the child to de&elo% hismetal %o5ers to the "ull.

C. I must teach the child so he is assuredo" hea&e

). I must teach the child e&eryko5led!e/ skills ad &alue that he

eeds "or a better "uture.

17D. (ruers theory o itellectualde&elo%met mo&es "rom eacti&e toicoic ad symbolic sta!es. I 5hichsta!es are dia!rams hel%"ul toaccom%ay &erbal i"ormatio#+. Eacti&e ad icoic C. 2ymbolic

ad eacti&e(. 2ymbolic ). Icoic

1;. 2tudets scores o a test 5ereA?,/?,/?3/?6/?;/?@/@1/@3/@7.

The score ?; is the 999.+. mode C. a&era!e(. mea ). media

1;1. 2tadard de&iatio is to &ariability asmode to 99999.

+. le&el o" diculty C.correctio

(. discrimiatio ). cetraltedecy

1;,. + teacher 5ho e*uates authority 5ith%o5er does NOT usually 9999999999.

+. 2hame C. de&elo% sel"res%ect ie&ery %u%il

(. retaliate ). itimidate

1;3. Which is a true "oudatio o" the socialorder#

+. Obediet citiery(. The reci%rocatio o" ri!hts ad duties

C. 2tro! %olitical leadershi%). E*uitable distributio o" 5ealth

1;6. 2tadard de&iatio is to &ariability as

mea is to 9999999.+. coeciet o" correlatio C.discrimiatio ide'

(. cetral tedecy ). le&el o" diculty

1;7. Teacher K does ot 5at Teacher ( to be%romoted ad so 5rites a aoymousletter a!aist Teacher ( accusi! her o" "abricated lies. Teacher K mails thisaoymous letter to 2chool )i&isio2u%eritedet. What should Teacher K doi" she has to act %ro"essioally#

+. 2ubmit a si!ed Gustiable criticisma!aist Teacher (/ i" there is ay.

(. =o strai!ht to the 2chool )i&isio2u%eritedet ad !i&es criticism&erbally.

C. Hire a !rou% to distribute %oiso lettersa!aist Teacher ( "or the i"ormatiodissemiatio.

). Isti!ate studet acti&ists to read%oiso letter o&er the micro%hoe.

1;;. Each teacher is said to be a trustee o" the cultural ad educatioal herita!e o" the atio ad is uder obli!atio totrasmit to learers such herita!e.Which %ractice makes him "ulll suchobli!atio#

+. Use the latest istructio techolo!y(. Obser&i! cotiui! %ro"essioal

educatio.C. Use iteracti&e teachi! strate!ies). 2tudy the li"e o" 0ili%io heroes

1;?. Which ty%e o" re%orts to Bothe s%ot

descri%tio o" some icidet/ e%isode oroccurrece that is bei! obser&ed adrecorded as bei! o" %ossiblesi!icace#

+. +utobio!ra%hical re%ort(. 4alue ad iterest re%ortC. (io!ra%hical re%ort). +ecdotal re%ort

1;@. Teacher + is directed to %ass audeser&i! studet 5ith a death threat.Which ad&ice 5ill a hedoist !i&e#

+. Pass the studet. Why suFer thethreat#

(. )ot %ass him. $ou surely 5ill ot likesomeoe to !i&e you a death threat iorder to %ass.

C. Pass the studet. That 5ill be use tothe studet/ his %arets ad you.

). ). )ot %ass him. Li&e by %rici%le o" Gustice. $ou 5ill !et re5ard/ i" ot ithis li"e/ i the e't.

1;D. I" you a!ree 5ith >ial o ho5 you cacotribute to our atios redem%tio/

5hich should you 5ork "or#+. O%ei! our doors to "orei! iuece(. U%!radi! the *uality o" the 0ili%io

throu!h educatioC. 2tabilii! the %olitical situatio). =aii! ecoomic reco&ery

1?. B+ll me are %retty much alike. It is olyby custom that they are set a%art/ B saidoe Orietal %hiloso%her. Where ca thisthou!ht be most is%iri!#

+. I a multicultural !rou% o" learers.

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(. I multicultural ad hetero!eeous!rou%s o" learers ad idi!eous%eo%les !rou%.

C. I a class com%osed o" idi!eous%eo%le.

). I hetero!eeous class o" learers.

1?1. I 5hat 5ay ca teachers u%hold thehi!hest %ossible stadard o" *uality

educatio#+. (y cotiually im%ro&i! themsel&es

%ersoally ad %ro"essioally(. (y 5eari! e'%esi&e clothes to

cha!e %eo%les %oor %erce%tio o" teachers

C. (y 5orki! out udeser&ed%romotios

). (y %utti! do5 other %ro"essios toli"t the status o" teachi!

1?,. Ho5 5ould you select the most t i!o&ermet %ositio# +%%lyi!

Co"ucius teachi!/ 5hich 5ould be theas5er#

+. (y course accreditatio o" aaccrediti! body

(. (y merit system ad courseaccreditatio

C. (y merit system). (y !o&ermet e'amiatios

1?3. The attetio to the de&elo%met o" adee% res%ect ad aFectio "or our richcultural %ast is a iuece o" 999999 +. Co"ucius C. Teilhard deChardi(. He*el ). )e5ey

1?6. + teacher - studet is held res%osible"or his actios because s-he 9999999.

+. has isticts C. has mature(. has a choice ). is reaso

1?7. The ty%ical autocratic teachercosistetly does the "ollo5i! ESCEPT

+. itimidati! studets C. shami!studets

(. ridiculi! studets ).ecoura!i! studets 1?;. Teacher H ad teacher I are ri&als "or

%romotio. To a!ai the "a&or o" the%romotio staF/ teacher I oFers her beachresort "or "ree "or members o" he%romotioal staF be"ore raki!. +s oeo" the coteders "or %romotios/ is thisbecomi! o" her to do+. $es. This 5ill be %ro"essioal !ro5th "or

the %romotioal staF.(. No. This may e'ert udue iuece o

the members o" the %romotioal staF

ad so may "ail to %romote o thebasis o" merit.

C. $es. The rare i&itatio 5ill certaily be5elcomed by a o&er5orked%romotioal staF.

). $es. Theres othi! 5ro! 5ithshari! oes blessi!s.

1??. >i!hts ad duties are correlati&e. This

meas that.+. ri!hts ad duties re!ulate the

relatioshi% o" me i society.(. ri!hts ad duties arise "rom atural

la5.C. each ri!ht carries 5ith it oe or se&eral

corres%odi! duties.). ri!hts ad duties ultimately come "rom

=od.

1?@. I the Preamble o" Code o" Ethics o"Pro"essioal Teachers/ 5hich is NOT saido" teachers#

+. LET %asser(. )uly licesed %ro"essioalsC. Possess di!ity ad re%utatio). With hi!h moral &alues as 5ell as

techical ad %ro"essioal com%etece

1?D. What should you do i" a %aret 5ho iscocered about a !rade his childrecei&ed com%ared to aother studets!rade/ demads to see both studets!rades#

+. >e"use to sho5 either record.(. 2ho5 oly his childs record.C. >e"use to sho5 ay record 5ithout

e'%ressi! %ermissio "rom %rici%al.). 2ho5 both records to him.

1@. Teacher o"te com%lai o" umerous oteachi! assi!mets that ad&erselyaFect their teachi!. )oes this meathat teachers must be %reoccu%ied oly5ith teachi!#

+. $es/ i" they are !i&e otherassi!mets/ Gustice demads that

they be %ro%erly com%esated.(. $es/ because other commuityleaders/ ot leaders/ ot teachers/ areasked to lead i commuity acti&ities.

C. $es/ because e&ery teacher ise'%ected to %ro&ide leadershi% adiitiati&e i acti&ities "or bettermet o" commuities.

). No/ because teachi! is eou!h "ulltime Gob.

1@1. Which illustrates a de&elo%meta%%roach i !uidace ad couseli!#

+. 2%otti! o studets i eed o" !uidace

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(. Teachi! studets ho5 to iteract i a%ositi&e maer

C. +cti! as a metor). Maki! the decisio "or the co"used

studet

1@,. Whose iuece is the educatio%ro!ram that %uts em%hasis o sel"de&elo%met throu!h the classics/

music/ ad ritual#+. (uddha C. Co"ucius(. Mohammed ). Lao tsu

1@3. Hel%i! i the de&elo%met o" !raduates5ho are Bmaka)iyos is a iuece o" 999.

+. aturalistic morality(. classical Christia moralityC. situatioal morality). dialectical morality

1@6. What is the mea o" this score

distributio 6/7/;/?/@/D/1#+. ? C. @.7(. (. ; ). ?.7

1@7. +re %ercetile raks the same as%erceta!e correct#

+. It caot be determied uless scoresare !i&e.

(. It caot be determied uless theumber o" e'amiees is !i&e

C. No). $es

1@;. Teacher 0 is a e5ly co&erted to areli!io. )ee%ly co&iced o" his e5"oud reli!io/ he starts Moday classesby attacki! oe reli!io ad co&iceshis %u%il to atted their reli!io ser&iceso 2udays. Is this i accordace 5iththe Code o" Ethics o" Pro"essioal Teachers#+. $es. What he does stre!thes &alue

educatio.(. No. + teacher should ot use his

%ositio to %roselyte others.

C. $es. I the ame o" academic "reedom/a teacher ca decide 5hat to teach.

). $es. What he does is a &alue educatio.

1@?. I a study coducted/ the %u%ils 5ereasked 5hich atioality they %re"erred. I" !i&e a choice. MaGority o" the %u%ils5ated to +mericas. I this case/ i5hich obli!atio/ relati&e to the state/ doschools seem to be "aili!# I theirobli!atio to

+. res%ect "or all duly costituted

authorities(. %romote atioal %ride

C. %romote obediece to the la5s o" thestate

). istall alle!iace to the Costitutio

1@@. + !uest i oe !raduatio rites told hisaudieceA B>emider/ you are 5hat youchoose to be. The !uest s%eaker ismore o" a-a 99999.

+. realistic C.

%ra!matist(. Idealistic ).

e'istetialist

1@D. 0rom 5hom do 5e o5e the theory o" deducti&e iter"erece as illustrated isyllo!ism#

+. Plato C. 2ocrates(. +ristotle ).

Pytha!oras

1D. I 5hat 5ay ca teachers u%hold thehi!hest %ossible stadard o" *uality

educatio#+. (y cotiually im%ro&i! themsel&es

%ersoally ad %ro"essioally(. (y %utti! do5 other %ro"essios to

li"t the status o" teachi!C. (y 5eari! e'%esi&e clothes to

cha!e %eo%les %oor %erce%tio o" teachers

). (y 5orki! out udeser&ed%romotios

1D1. T5o studets are !i&e the WI2C III. Oehas a "ull scale IK o" D1/ 5hile the otherhas a IK o" 1D. Which coclusio cabe dra5#

+. (oth studets are "uctioi! i thea&era!e ra!e o" itellectual ability

(. +other IK test should be !i&e to trulyassess their itellectual %otetial.

C. The rst studet is %robably belo5a&era!e/ 5hile the secod has abo&ea&era!e %otetial.

). The secod studet has si!icatlyhi!her itellectual ability.

1D,. Which describes ormre"ereced!radi!#+. What costitutes a %er"ect score

(. The studets %ast %er"ormaceC. + absolute stadard). The %er"ormace o" the !rou%

1D3. Teacher + ko5s o" the ille!al acti&itieso" a ei!hbor but kee%s *uiet i orderot to be i&ol&ed i ay i&esti!atio.Which "oudatioal %rici%le o" moralitydoes Teacher + "ail to a%%ly#

+. +l5ays do 5hat is ri!ht(. The %rici%le o" double eFect

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C. The ed does ot Gusti"y the meas). (et5ee t5o e&ils/ do the lesser e&il

1D6. Teacher K does ot 5at Teacher ( to be%romoted ad so 5rites a aoymousletter a!aist Teacher ( accusi! her o" "abricated lies. Teacher K mails thisaoymous letter to 2chool )i&isio2u%eritedet. What should Teacher K

do i" she has to act %ro"essioally#

+. Hire a !rou% to distribute %oiso lettersa!aist Teacher ( "or the i"ormatiodissemiatio.

(. 2ubmit a si!ed Gustiable criticisma!aist Teacher (/ i" there is ay.

C. =o strai!ht to the 2chool )i&isio2u%eritedet ad !i&es criticism&erbally.

). Isti!ate studet acti&ists to read%oiso letter o&er the micro%hoe

1D7. + teachers summary o" a lesso ser&esthe "ollo5i! "uctios/ ESCEPT

+. it makes %ro&isios "or "ull %artici%atioo" studets.

(. it bri!s to!ether the i"ormatio thathas bee discussed.

C. it liks the %arts o" the lesso.). it. cliches the basic ideas or coce%ts

o" the lesso

1D;. 2oc e'hibits "ear res%ose to "reelyroami! do!s but does ot sho5 "ear5he a do! is o a leash or coed to a%e. Which coditioi! %rocess isillustrated#

+. E'tictio C. =eeratio (. )iscrimiatio ).+c*uisitio

1D?. >ube is &ery attached to his motherad >uth to her "ather. I 5hatde&elo%metal sta!e are they accordi!to 0reudia %sycholo!ical theory#

+. Latet sta!e C. +al2ta!e

(. Pre!eital sta!e ). Oedi%alsta!e

1D@. The coce%ts o" Trust &s. mistrust/autoomy &s. shame 8 sel"doubt/ adiitiati&e &s. !uilt are most closelyrelated 5ith 5orks o" 99999.

+. :u! C. Erickso(. 0reud ). Pia!et

1DD. + !oalorieted istructio culmiates i 9999999.

+. e&aluatio

(. "ormulatio o" obGecti&esC. ideticatio o" to%ics

). %lai! acti&ities

,. Which o" the "ollo5i! is cosidered a%eri%heral de&ice#+. Jeyboard C. Moitor(. CPU ). Priter

ANSWER KEY PROFESSIONAL EDUCATION

(Secondary)

1. + 7. C 1. )17. ( 1D?. ),. ( 71. ( 11. o

as5er 171. ) 1D@. C3. ) 7,. ) 1,. (17,. + 1DD. +6. + 73. o as5er13. ( 173. o as5er,. )7. + 76. + 16. (176. );. ( 77. ( 17. +177. +?. ) 7;. C 1;. )17;. +@. C 7?. + 1?. )17? CD. C 7@. ) 1@. C17@. (1. C 7D. ( 1D. (

17D. o as5er11. C ;. ) 11. C1;. )1,. ) ;1. ( 111. )1;1. )13. C ;,. C 11,. C1;,. C16. C ;3. ) 113. C1;3. )17. ( ;6. + 116. +1;6. (1;. C ;7. ) 117. )1;7. +

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1@. C ;?. + 11?. +1;?. )1D. ( ;@. C 11@. +1;@. ),. C ;D. ) 11D. (1;D. (,1. + ?. + 1,. +1? (,,. ( ?1. C 1,1. C

1?1. +,3. + ?,. C 1,,. C1?,. ),6. C ?3. + 1,3. (1?3. +,7. o as5er?6. + 1,6. +1?6. (,;. C ?7. ) 1,7. C1?7. +,?. + ?;. ( 1,;. (1?;. (,@. ) ??. C 1,?. )1??. C

,D. C ?@. ( 1,@. +1?@. +3. C ?D. ( 1,D. (1?D. )31. + @. C 13. C1@. C3,. C @1. C 131. )1@1. +33. C @,. C 13,. C1@,. +36. + @3. C 133. )1@3. (37. ) @6. ) 136. C1@6. +3;. C @7. + 137. (1@7. C3?. ( @;. C 13;. )1@;. (3@. + @?. C 13?. (1@?. (3D. ( @@. + 13@. C1@@. )6 C @D. + 13D. C1@D. (61. ( D. ( 16. )

1D. +6,. ) D1. ( 161. C1D1. (63. + D,. ( 16,. )1D,. )66. ( D3. ( 163. )1D3. C67 C D6. C 166. (1D6. (6;. C D7. ( 167. C1D7. )6?. + D;. ) 16;. +1D;. (

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18

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