A teacher calls on a student, and the student fails to respond. The teacher then asks another question designed to illicit a response. This process is best described as:
a. equitable distribution.
b. prompting.
c. repetition.
d. review.
Ques. 2A teacher notices Mary being inattentive in a class discussion on the factors leading up to the American Revolutionary War. Based on research examining effective teaching behaviors, of the following, what is the best teacher action?
a. Ask, What is one of the things the British did that angered the colonists? Mary?
b. Ignore the inattention.
c. Say, Mary, please pay attention to this topic. Information from this discussion will be on the next test.
d. Say, Mary, please pay attention to what we're doing here. This information is important.
Ques. 3Susan heard that posing questions to her students while teaching a topic will make her presentations better, so she has started to pose questions. However, she has found not many students are trying to answer, and most often those that do are the best students. Susan's problems with questioning are most likely tied to:
a. asking too many questions.
b. not asking enough questions.
c. not providing enough wait time.
d. not practicing equitable distribution.
Ques. 4According to research, of the following, the most significant result of teacher questioning is:
a. a greater difference between the achievement of faster compared to slower learners.
b. higher levels of student involvement from all students.
c. a tendency for high achievers to process information more efficiently.
d. greater recall from working memory.
Ques. 5A teacher asks the class to identify a triangle, square, and circle. When called upon, Mary identifies the triangle as the square. According to research, of the following, the most effective feedback is:
a. No, Mary. See the triangle has three sides and the square has four sides.
b. No, Mary. Not quite. George, can you help her out?
c. No, Mary. This one is the square. (Points to the square)
d. No, Mary. Arminta, identify the square for us.
Ques. 6Regarding praise, research suggests that in practice teachers:
a. praise too often.
b. praise student behavior, not their work.
c. praise low achievers too much.
d. praise too generally.
Ques. 7Of the following, which is the most accurate statement regarding praise?
a. Praise is used frequently, more than 5 times, during most classes.
b. Praise is more often given to low-achieving students.
c. Teachers praise creative answers more than accurate answers.
d. Praise for good behavior is rare in most classrooms.
Ques. 8Information about current behavior that can be used to improve future performance is called:
a. review.
b. closure.
c. monitoring.
d. feedback.
Ques. 9We have been talking about stages of cognitive development. We are going to shift now to a new but related topic. The rest of class today will deal with psychosocial development, in terms of theoretical way of looking at behavior.
The statement best illustrates the use of which of the following concepts of effective teaching?
a. Transitional signals
b. Emphasis
c. Connected discourse
d. Precise terminology
Ques. 10Compare the following two examples of teacher statements to students. The first is:
Sometimes we don't make a literal statement. This is hyperbole, like when you say, I never worked so hard in my life.' This probably isn't true, so you grossly overstate the point.
The second is:
Grossly overexaggerated statements, such as I've never worked so hard in my life,' are a form of figurative language called hyperbole.
Of the following essential teaching skills, the second, by contrast with the first, best illustrates:
a. an effective transition signal.
b. connected discourse.
c. emphasis.
d. feedback.
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