1. What concepts promote a fair and ethical learning environment?

A. Recognizing diversity and developing programs to help students understand diversity

B. Ignoring diversity
C. Using community resources
D. All of the above

2. Which actions help develop, implement and maintain a school's culture?

A. School culture does not need to be maintained

B. Implementing teacher enrichment programs
C. Expecting students, teachers and parents to accept policies without discussion
D. All of the above

3. Credible community resources include:

A. Corporate mentoring programs

B. Community organizations offering counseling and emergency assistance
C. Food banks, job centers, police and fire departments
D. All of the above

4. Why is effective communication with the community important?

A. Everyone is impacted by the same social and economic influences

B. Education does not need the support of local business
C. Diversity affects the community
D. All of the above

5. Results from recognizing the importance of diversity in education may include:

A. Students from certain cultures are incapable of learning

B. Enables students to function in a complex society
C. Higher grades
D. All of the above

6. Who should be involved in strategic planning for the district?

A. Students
B. School board, teachers, and parents
C. Community leaders
D. All of the above

7. Critical elements that should be considered when planning the curriculum include:

A. Does it include the fundamentals?

B. Does the subject matter progress logically?
C. Does it recognize and respect the diversity of the community?
D. All of the above

8. Which step does not belong in an effective decision-making process?

A. Define the problem

B. Demand compliance without sufficient explanation
C. List options
D. Develop possible solutions

9. Professional development for teachers should:

A. Include most current methods, message and media

B. Be fun and enjoyable
C. Be completed in a short amount of time
D. Be developed by the Board of Education

10. Why should technology be incorporated into the learning environment?

A. It is fun for the students

A. It is an integral and powerful part of today's world

B. Students love to use a computer
C. All of the above

ANSWER KEY EXAM 068

1. Answer: A

Educational psychology is the study of how knowledge is obtained, how knowledge is imparted
and the effects of social interactions in an instructional environment. Recognizing diversity
exists, designing curricula and developing programs that address issues that arise because of that
diversity should be a major goal of every educator. Policies and practices must be based on the
principle that no matter what the child's pre-school experiences, every student has inherent
strengths that can and should be used to help him/her succeed. When the curriculum reflects
student diversity, all children benefit.

2. Answer: B

To a large extent, a school district's culture is based on the population served. Involving parents,
asking for their cooperation and keeping them informed is vital. Implementing and encouraging
teacher enrichment programs and developing a fair assessment system is essential. Most districts
are very diverse. Therefore, the culture needs to be sensitive to and respect each group
represented. The district should establish criteria that praises when earned, encourages when
needed and disciplines when necessary. It is important to establish written expectations and to
review them with teachers, support staff, parents, students and the community at large.
3. Answer: D

It is important for the principal to have a clear understanding of what private, public and
government resources are available in the community in which the school operates. He/She
should have a good working relationship with key representatives of those resources that often
play a vital role in the lives of students and their families. He/she needs to know how effective
the programs and services are and each one's unique strengths and weaknesses, as well as any
holes, barriers and issues that might impede their ability to help when called upon. The principal
needs to know when to call, whom to call, what criteria is needed to qualify and how quickly to
expect a response.

4. Answer: A

The school does not exist in a vacuum. It is a vital part of the community in which it operates
and is subject to the same social and economic influences as its neighbors. Schools are not
isolated islands of learning; they are an integral part of the community. As such, they can have a
critical role in shaping the attitudes of neighbors and be a force in creating a positive atmosphere
for everyone. Studies have shown and anecdotal evidence proves that when the school is
successful communicating its goals and is seen actively addressing its problems, there is greater
support from business and community leaders and parents are more involved. But the most
important result of good community relations is a better education for all students and more
opportunities for them to succeed in the real world.

5. Answer: B

It is imperative educators develop programs and curricula that emphasize all children are capable
of learning and meeting high academic standards. It is the responsibility of educators to provide
the tools and environment for students to achieve. Anything less is unacceptable. When students
are taught with a curriculum that embraces diversity, it enables them to function more effectively
in a complex, multicultural society. Students need to understand the historical experiences of
every cultural group in their society in order to appreciate how past actions affect present
circumstances. An empowering educational culture that embraces multicultural diversity
integrates information about the impact of all cultures and enhances students' ability to
understand, appreciate and get along with different racial, ethnic and gender groups. Mary Stone
Hanley believes that "Multicultural education is about social change through education."

6. Answer: B

Strategic planning is the process of defining the school's purpose, outlining its goals and deciding
how to best use its human and monetary resources effectively. The process should involve
representatives from key areas: the school board, teachers, staff, parents and the community.
When interested stakeholders are an integral part of the process, the results are accepted quicker,
implemented faster and achieved easier. The end result is a living document that will be modified
as conditions evolve, but will have short-term, medium-term and long-term objectives with a
well-defined path to reach each of them.
7. Answer: D

In primary and secondary schools, the curriculum is the blueprint for teaching the fundamentals
required to gain useful knowledge so students can function in the world. The curriculum outlines
what is to be taught, in what order and how and when students' comprehension of the subject is
to be assessed. Core subjects are mandated by the State Board of Education, which also requires
a certain level of proficiency in each before the student can be promoted to the next level.
Information needs to be presented in a logical, progressive format. Students must be able to
understand, integrate and apply knowledge gained into practical applications in their every day
lives. A curriculum must meet state requirements, prepare students for mandatory statewide tests
and address the social and psychological needs of its students, while recognizing and respecting
the diversity of its population. A curriculum is a complex program to plan, implement and assess.

8. Answer: B

A leader must choose issues carefully, set attainable objectives, develop workable solutions and
enlist the support of those involved in and affected by the change. Whatever decision-making
process is used, an effective leader always considers the reason for the change, how people will
be affected and the probable consequences of the action. A sound, logical, well-defined decision-
making process leads to effective problem solving. Following are suggested steps to finding a
sensible solution to most any problem:

 Define the problem

 Gather relevant facts
 List options
 Develop solutions and consider the pros and cons of each
 Select the most viable solution(s)
 Explain the choice(s) to those affected
 Implement
 Follow-up to determine effectiveness
 Make adjustments, if necessary

9. Answer: A

Professional development is a continuous learning process that helps teachers connect theory and
practice to student achievement. Teachers are exposed to the most current information about
subject content and instructional techniques. The result is better real world learning opportunities
for students presented by teachers schooled in the most current methods, message and media.

Effective professional development should:

 Broaden and deepen the knowledge and understanding of a particular subject

 Always be based on verifiable research
 Introduce new methods of engaging students' interest and attention
 Provide tools to assess student understanding
  Recognize accepted standards and reflect current curriculum
 Be intellectually stimulating
 Allow adequate time, offer continuing support and provide the necessary resources to
integrate new ideas and concepts into the classroom
 Be created by teachers with input from experts in the particular discipline
 Be presented in different formats that reflect various learning styles
 Have the support of the School Board and district and school administrators

10. Answer: B

Technology is a powerful tool for expanding instructional approaches and enriching the learning
experience. It is an integral part of today's world and schools have a duty to instruct students not
only in how to use technology, but explain the benefits and risks as well. The North Central
Regional Educational Laboratory believes that "Technology is transforming society and schools
do not have a choice as to whether they will incorporate technology, but rather how well they use
it to enhance learning." The key to successfully integrating technology in the educational
environment is creating a realistic plan based on existing learning and teaching styles and the
expectations of the users. The users should be involved in developing the plan so issues are
addressed before purchases are made. It is important teachers are trained in use and encouraged
to adapt the technology to their unique teaching styles. It is critical that after the technology is in
place, on-site assistance is readily available. If operational issues can't be addressed quickly,
teachers will stop using the technology and return to familiar methods.

Sample Study Notes

1. Discuss ways to promote a fair and ethical learning environment.

Answer:
Educational psychology is the study of how knowledge is obtained, how knowledge is imparted,
and the effects of social interactions in an instructional environment. One of the major goals of
every educator should be recognizing that diversity exists and designing curricula and
developing programs that address issues that arise because of that diversity. Policies and
practices must be based on the principle that, no matter what the pre-school experiences a child
has had, he or she has inherent strengths that can and should be used to help him or her succeed.
When the curriculum reflects student diversity, all children benefit. Educational practices must
be reviewed periodically and adjusted to meet the needs of the population served. Since course
selection involves making decisions that affect the rest of the students' lives, administrators need
to ask: Is the system fair to all students? Does it foster segregation based on gender, race, or
socioeconomic status? Does it encourage respect for racial and cultural diversity? Does it make
use of the tools provided by recent research about the many ways students can learn?

2. Discuss some ways to develop, implement and maintain district culture.

Answer:
To a large extent, a school district's culture is based on the population served. Involving parents,
asking for their cooperation and keeping them informed is vital. Implementing and encouraging
teacher enrichment programs and developing a fair assessment system is essential. Most districts
are very diverse, so the administration needs be sensitive to and respect each group represented.
The district should establish criteria that praises when earned, encourages when needed and
disciplines when necessary. It is important to establish written expectations, review them with
teachers, support staff, parents, students and the community at large. There are several things a
superintendent can do to create a peaceful, harmonious district: explain expectations clearly,
consider the circumstances before taking action, and apply the rules fairly and consistently.
Superintendents must always be objective rather than judgmental. They should address problems
and issues immediately, so they don't escalate or appear repeatedly. A wise superintendent
collaborates with teachers, support staff, students and parents, asks for their opinions and offers
clear choices. When all groups are active participants and believe they are heard, issues are
minimized.

3. Explain the need for community resource management.

Answer:
It is important for the superintendent to have a clear understanding of what private, public and
government resources are available in the community in which the district operates. He should
have a good working relationship with key representatives of those resources that often play a
vital role in the lives of students and their families. He needs to know how effective the programs
and services are and each one's unique strengths and weaknesses, as well as any holes, barriers
and issues that might impede their ability to help when called upon. He needs to know when to
call, whom to call, what criteria is needed to qualify and how quickly to expect a response.
Community resources include but are not limited to: Department of Children's Services,
Department of Health and Human Services, local law enforcement agencies, local fire
department, Department of Homeland Security, Centers for Disease Control, food banks,
corporate mentoring programs, grass-roots community organizations that offer counseling,
emergency assistance, and various other programs and services.

4. Discuss the importance of effective communication with the community.

Answer:
The school district does not exist in a vacuum. It is a vital part of the community in which it
operates and is subject to the same social and economic influences as its neighbors. Teachers,
administrators, support staff and students are all impacted by activities in the surrounding area.
Schools are not isolated islands of learning; they are an integral part of the community. As such,
they can have a critical role in shaping the attitudes of its neighbors and be a force in creating a
positive atmosphere for everyone. Studies have shown (and anecdotal evidence proves) that
when the school district is successful communicating its goals and is seen actively addressing its
problems, there is greater support from business and community leaders, and parents are more
involved - a win-win for all. But the most important result of good community relations is a
better education for all students and more opportunities for them to succeed in the real world,
which should be the ultimate goal of every superintendent.
5. Define diversity and discuss its impact on education.

Answer:
Diversity is the fact or quality of having distinct characteristics. From cultural norms to language
differences to socio-economic status, students come from a variety of home environments; some
are better prepared academically and socially for school than others. It is imperative for
educators to develop programs and curricula that assume all children are capable of learning and
meeting high academic standards. It is the responsibility of educators to provide the tools and
environment for students to achieve. Anything less is unacceptable. When students are taught
with a curriculum that embraces diversity, it enables them to function more effectively in a
complex, multicultural society. Students need to understand the historical experiences of every
cultural group in their society in order to appreciate how past actions affect present
circumstances. An empowering educational culture that embraces multicultural diversity
integrates information about the impact of all cultures and enhances students' ability to
understand, appreciate and get along with different racial, ethnic and gender groups. Mary Stone
Hanley believes, "Multicultural education is about social change through education."

6. Explain the importance of a budget.

Answer:
The budget for an educational institution is based on projected tax revenue. Additional dollars
are sometimes available through grants and donations; however, these unpredictable funds
should not weigh heavily in budget decisions. A personnel budget is based on the number of
teachers and support staff. Generally, personnel costs are sixty to seventy percent of a budget, so
the number of people must be accurate and all associated costs included. An operating budget
includes all the costs associated with running the district (utilities, maintenance, insurance, etc.).
Some are fixed, some vary from month to month, but all must be budgeted. A capital budget
allocates funds for large ticket items, such as new buildings or additions to existing structures,
fences, vehicles, etc. Many items considered capital expenses are depreciated on some sort of
schedule. In the final analysis, budgets are really educated guesses based on historical costs and
anticipated expenses. It is impossible to predict the future with any certainty. Large,
unanticipated expenditures cause strains in the best-planned budget.

7. Discuss environmental issue that could affect a school district.

Answer:
Environmental issues that affect a school district fall into two major categories: health, safety
and educational and political and economic. The district superintendent needs to be informed
about, plan for and able to respond to both. Health, safety and educational issues directly affect
the students' ability to learn, teachers to instruct and support staff to complete their tasks. They
include but are not limited to: the condition of the buildings (presence of mold, asbestos, lead
paint, etc.); air and water quality; menus designed to provide nutritious choices the children will
actually eat; and physical education and athletic programs that promote strong, healthy bodies.
All these elements need to be addressed, monitored and maintained. Political and economic
issues are more complicated. Politicians sometimes exploit education causes as a campaign cry.
The wise superintendent avoids that minefield. Economic issues (unemployment, recession, etc.)
can have a profound effect on tax revenue which funds public schools, which in turn directly
affect the ability to run the district efficiently and provide the mandated educational
opportunities for all students.

8. Define strategic planning.

Answer:
Strategic planning is the process of defining the district's purpose, outlining its goals and
deciding how best to use its human and monetary resources. The process should involve
representatives from key areas: school board, teachers, staff, parents and the community. When
interested stakeholders are an integral part of the process, the results are easier to accept and
implement. The end result is a living document that will be modified as conditions evolve, but
will have short-term, medium-term and long-term objectives with a well-defined path to reach
each of them. Short-term goals should be easy to attain and quick to implement. They sometimes
act as steps to reach the next level. Medium-term goals are more complex, and require additional
planning and more time to implement. Sometimes they involve more than one department and
require extensive coordination. Long-term goals can be difficult to reach, but offer a way to
enlarge the vision and scope of the district's impact on the community and its children.

9. Define curriculum and discuss its importance.

Answer:
The American Heritage College Dictionary defines curriculum as "All the courses of study
offered by an educational institution." In primary and secondary schools, the curriculum is the
blueprint for teaching the fundamentals required to gain useful knowledge so students can
function in the world. The curriculum outlines what is to be taught, in what order and how and
when students' comprehension of the subject is to be assessed. Core subjects are mandated by the
State Board of Education, which also requires a certain level of proficiency in each before the
student can be promoted to the next level. The curriculum is information that needs to be
presented in a logical, progressive format. Students must be able to understand, integrate and
apply knowledge gained into practical applications in their every day lives. A curriculum must
meet state requirements, prepare students for mandatory statewide tests and address the social
and psychological needs of its students, while recognizing and respecting the diversity of its
population. A curriculum is a complex program to plan, implement and assess.

10. Discuss the importance of problem solving and decision-making.

Answer:
To be an effective leader, one must be able to make decisions and solve problems; the two
characteristics are closely related. Both require creativity, the ability to identify issues and
options, and the ability to implement solutions effectively. A leader must choose issues carefully,
set attainable objectives, develop workable solutions and enlist the support of those involved in
and affected by the change. Whatever decision-making process is used, an effective leader
always considers the reason for the change, how people will be affected, and the probable
consequences of the action. A sound, logical, well-defined decision-making process leads to
effective problem solving. Here are suggested steps to finding a sensible solution to most any
problem:

 Define the problem.

 Gather relevant facts.
 List options.
 Develop solutions and consider the pros and cons of each.
 Select the most viable solution(s).
 Explain the choice(s) to those affected.
 Implement.
 Follow-up to determine effectiveness.
 Make adjustments as necessary.

Sample Study Notes

1. Discuss general standards that should be present in all language arts programs.

Answer:
Students do not live in a vacuum. School is just one part of their lives. Home, church,
community, and culture all play vital roles in their lives and learning experiences. Recognizing
these influences and working with them by incorporating a wide range of print and non-print
media across many countries and cultures should be the cornerstone of every language arts
program. Learning is most effective when students acquire the skills they need, retain that
knowledge, and are able to apply the information outside the language arts classroom. Teaching
grammar and syntax rules as students read a variety of fiction and non-fiction texts helps them
learn about the complex world they live in, and prepares them to function as productive citizens
in that world. Learning to understand, evaluate, integrate and share information gleaned from the
literature of many eras and genres helps students appreciate diversity and enhances their
knowledge of the world beyond their backyard. The ability to read, write, analyze and
communicate ideas and concepts effectively should be the ultimate goal of every language arts
program.

2. Define and discuss active learning.

Answer:
Active learning uses interactive instructional methods and strategies to impart course content. It
creates an environment in which students are encouraged to do more than just sit and listen to the
teacher talk. Studies have shown that students learn better and retain information for a longer
period when they are actively engaged in some activity: reading, writing, discussing,
experimenting, and creating. They are using critical thinking skills, analyzing, synthesizing and
evaluating data, solving problems and integrating new information with previously-acquired
knowledge. Studies indicate that students prefer active learning to passive listening. Reading
from notes or textbooks is boring; moving around the room, talking from memory, and using
positive body language, animated facial expressions and an upbeat tone of voice engages
students. Interjecting demonstrations and showing pictures, charts and illustrations adds interest
and variety. Asking open-ended questions encourages lively class discussion. Dividing the class
into groups to come up with a solution and presenting it to the class is a great way to develop
communication, presentation, and other social skills. Writing in-class essays, conducting
experiments, and working on projects all incorporate active learning in the classroom.

3. Describe the Taxonomy of Personal Engagement and Bloom's Taxonomy.

Answer:
The Taxonomy of Personal Engagement solicits thoughts and feelings and requires students to
use critical thinking skills and make connections to related concepts by tapping into their
thoughts, feelings, attitudes, points of view, real life experiences and value systems. Open-ended
questions should:

 Pique the INTEREST and curiosity.

 Be ENGAGING, so students will want to be involved.
 Require a COMMITMENT to develop responsibility.
 Merge ideas with experiences, so students INTERNALIZE and take ownership of new
concepts.
 Help students INTERPRET information and want to communicate new insights.
 EVALUATE and show a willingness to use the information. Bloom's Taxonomy outlines
levels of cognitive learning. At each step students reach a predictable level of mastery.
 KNOWLEDGE LEVEL: ability to define terms.
 COMPREHENSION LEVEL: ability to finish problems and explain answers.
 APPLICATION LEVEL: ability to recognize problems and use new methods to solve
them.
 ANALYSIS LEVEL: ability to explain why the process works.
 SYNTHESIS LEVEL: ability to use the process in new ways.
 EVALUATION LEVEL: ability to create different ways to solve problems and use
designated criteria; ability to select the best method to obtain the correct solution.

4. Discuss the importance of making connections to other parts of the students' lives.

Answer:
Students need to understand that language is integral to learning and developing skills in all
fields of study, and carries over into life after school. Language is not static or one-dimensional;
it varies depending upon the audience (parents, peers, professors). Language has structural rules,
patterns, and conventions, and changes over time with continued use. It entails speaking,
listening and writing. It requires the speaker, listener and writer to respond, interpret, assess and
integrate. In today's information age, media and technology play important roles. Besides books,
newspapers, radio and television, the Internet, CDs, DVDs and personal computers provide
information. It is critical students be taught methods to dissect and discriminate the digital data
received, and learn to scrutinize the sources from which it comes. The classroom should be a
place where students feel safe to explore, ask questions, take risks and develop effective
listening, speaking and writing skills. Exploring the relationship between school, home and the
neighborhood helps students understand that individual actions have far-reaching consequences.
Making that critical connection is a major milestone in an adolescent's maturation process.

5. Discuss the writing process.

Answer:
Students need to understand that writing is hard work and requires patience and persistence. A
well-written paper takes thought and preparation, and shouldn't be rushed. The steps in the
writing process help produce a well-crafted, interesting paper. Explaining each step will help
students write better papers in all their classes, not just in language arts.

 Brainstorm by reading and researching different subjects to generate ideas. Take notes
and highlight important facts. Write down book and article titles, authors and page
numbers.
 Develop an outline of the main topics to be covered. This guide can be general or detailed
depending upon the writer's preference.
 Write the first version or rough draft to get the ideas on paper. Sometimes this is called
the "sloppy copy."
 Revise the rough draft by rewriting awkward sentences, adding and deleting information
and improving the introductory and concluding paragraphs.
 Edit the revised version. Correct spelling and grammar errors.
 Ask for feedback. Have a parent or peer review and comment.
 Make corrections.
 Print (publish) the final version.
 Learn from the teacher's comments.

6. List some ways a teacher can improve students' reading, writing, listening and speaking
skills.

Answer:
READ with expression and enthusiasm; share a love of reading. Assign novels, poetry, short
stories, essays, editorials and biographies to keep boredom at bay. Let students decide what to
read and lead a class discussion about the topic. Encourage critical thinking, ask probing
questions, and pose different scenarios. Share personal experiences to diminish students'
WRITING fears. Assign essays, reports and term papers. Giving students the latitude to choose
subjects encourages creativity. Critiquing and editing helps them learn to think critically and
assess their work more accurately. Set a positive example by LISTENING carefully to what each
student says and what they say to each other. Paraphrase to make sure meaning and intent are
clear. Set up listening situations: one-on-one, small groups, formal speeches, oral reading,
student presentations, and class discussions. Students learn good SPEAKING skills by listening
to good speakers, so always use proper English when lecturing and during conversations with
students. Assign a variety of activities: speeches, skits, debates and storytelling. Have students
take turns leading class discussions, reading out loud, and making formal presentations.
7. Discuss the importance of fluency and vocabulary in learning to read.

Answer:
Fluency is the ability to comprehend the written word accurately and quickly. Fluent readers
recognize words and expressions and understand their meaning automatically. They don't focus
on the words, they concentrate on the meaning. They make connections between knowledge they
already have and ideas and concepts discovered in the text. Vocabulary is vital to
comprehension. In order to read, a student must be able to decode the letters, arrange them in a
logical sequence, and know what each word means. Readers need to recognize what spoken
words look like when they see them written. If readers don't recognize the words they see in
print, they won't understand the ideas and concepts being discussed. As students are introduced
to unfamiliar subjects, they must expand their vocabulary in order to understand the new content.
Research has shown that most vocabulary is learned indirectly through conversation and reading.
Complex words, words related to a specific subject, and words not relevant to daily life are
learned by instruction or direct learning.

8. Explain direct and indirect vocabulary learning.

Answer:
Indirect vocabulary learning begins at birth. A child learns to recognize and understand words by
how they are used, who is saying them, and what is going on around him when he hears them.
He adds to his vocabulary:

 Through conversations, especially with adults.

 When adults read to him, explain new words, answer questions and discuss the content.
 By reading on his own. Encouraging a child to read is one of the best ways to help him
expand his vocabulary and improve comprehension. A student is taught unfamiliar words
by direct vocabulary learning in an effort to help him understand and comprehend new
information. A teacher enhances the experience by:
 Explaining unfamiliar words to help comprehension before he reads the assigned text.
 Encouraging the student to look for the new words and use ones just learned.
 Providing the same words in different contexts to help understanding, memory and
retrieval.
 Defining new words, using them in sentences, and relating them to familiar scenes and
situations.

9. Discuss the importance of background knowledge in reading comprehension.

Answer:
Background knowledge is the understanding of social and cultural influences in the world, which
comes from being read to and reading for pleasure. To encourage reading, students should be
allowed to select topics and media they find interesting and relevant. Any reading helps build a
foundation of basic knowledge, expands vocabulary, and improves fluency. Participating in
discussions helps activate background knowledge, integrate and connect new data with
previously-acquired information, and leads to necessary revisions in understanding. For students
to remember a word and add it to their active vocabulary, it should be relevant to them and
essential to understanding the text. Students should be able to make a connection to information
they already know, relate the term to personal experience, or use it to solve a real problem.
Discussing examples and/or applications of the word in a different context, along with examples
of how not to use it, help students understand. Requiring a written explanation of new terms is
also effective, and makes new ideas easier to remember.

10. Discuss classroom communication methods.

Answer:
Teachers need to remember that not all students are comfortable speaking in front of a group.
Therefore, it is important to recognize that the goal is to foster an environment that encourages
participation and no one is inhibited or prevented from participating because of teaching
methods. Participation is predicated on teacher and student expectations, instructional strategies,
and classroom atmosphere. It is important to develop class rules for discussions, provide frequent
feedback, and ask for student input to ensure teaching practices are in line with student
perceptions. Calling on a student can be either motivating or intimidating, depending upon the
student and the situation. When a question is asked, a problem posed, or a solution required,
students need time to think about the information and formulate a response. A teacher should
require different students to summarize the lesson, pose a prepared question from assigned
material, or describe something they learned. Acknowledging every contribution encourages
additional participation.

1. Every language arts program should teach students to:

A. Analyze
B. Memorize
C. Speak in public
D. All of the above

2. Active learning helps students:

A. Avoid boredom
B. Retain information
C. Use critical thinking skills
D. All of the above

3. Open-ended questions used in the Taxonomy of Personal Engagement tap into students':

A. Points of view
B. Grades
C. Memorized knowledge
D. All of the above
4. Which of the following does not contribute to language development?

A. Rules, patterns and conventions

B. Changes over time
C. Is one-dimensional
D. Continues after formal schooling has ended

5. Which of the following steps is not part of the writing process?

A. Developing an outline
B. Writing a sloppy copy
C. Reading it out loud
D. Asking for feedback

6. Strategies to improve students' reading, writing, listening and speaking skills may
include:

A. Asking probing questions

B. Memorization projects
C. Dismissing the need to listen
D. All of the above

7. The steps used in learning to read include:

A. Decode the letters

B. Arrange them appropriately
C. Recognize spoken words when written
D. All of the above

8. How can a teacher help students learn and retain new vocabulary?

A. Define unfamiliar words

B. Stress the importance of learning new words
C. Require memorization of definitions
D. All of the above

9. Students will add a word or term to their active vocabulary for the following reasons:

A. It will give them higher grades

B. It solves a problem
C. They are forced to
D. All of the above

10. To encourage class participation, it is important to:

A. Enforce rules strictly
B. Requiring students to read aloud
C. Ask for student input
D. All of the above

ANSWER KEY EXAM 131

1. Answer: A

Students do not live in a vacuum. School is just one part of their life. Recognizing the influences
of home, church, community and culture and working with them by incorporating a wide range
of print and non-print media across many countries and cultures should be the cornerstone of
every language arts program. Learning is most effective when students acquire the skills they
need, retain that knowledge and are able to apply the information outside the classroom. Reading
a variety of fiction and non-fiction helps students learn about the complex world they live in and
prepares them to function as productive citizens in that world. Learning to understand, evaluate,
integrate and share information gleaned from the literature of many eras and a variety of genres
helps students appreciate diversity and enhances their knowledge of the world beyond their
backyard. The ability to read, write, analyze and communicate ideas and concepts effectively
should be the ultimate goal of every language arts program.

2. Answer: D

Active learning uses interactive instructional methods and strategies to impart course content. It
creates an environment that encourages students to do more than just sit and listen to the teacher
talk. Studies have shown students learn better and retain information longer when they are
actively engaged in some activity: Reading, writing, discussing, experimenting, creating. They
are using critical thinking skills, analyzing, synthesizing and evaluating data, solving problems
and integrating new information with previously acquired knowledge. Students prefer active
learning to passive listening. Moving around the room, talking from memory, using positive
body language, animated facial expressions and an upbeat tone of voice all engage the students
effectively. Interjecting demonstrations and showing pictures, charts and illustrations adds
interest and variety. Asking open-ended questions encourages lively class discussion and helps
prevent boredom.

3. Answer: A

The Taxonomy of Personal Engagement solicits thoughts and feelings and requires students use
critical thinking skills and make connections to related concepts by tapping into their thoughts,
feelings, attitudes, points of view, real life experiences and value system. Open-ended questions
should:

 Pique the Interest and curiosity

 Be Engaging, so students want to be involved
  Require a Commitment to develop responsibility
 Merge ideas with experiences, so students Internalize and take ownership of new
concepts
 Help students Interpret information and want to communicate new insights
 Evaluate and show a willingness to use the information

4. Answer: C

Students need to understand that language is integral to learning and developing skills in all
fields of study and carries over into life after school. Language is not static or one-dimensional.
It varies depending upon the audience (parents, peers, professors), has structural rules, patterns
and conventions and changes over time with continued use. It entails speaking, listening and
writing. It requires the speaker, listener and writer to respond, interpret, assess and integrate. In
today's information age, media and technology play important roles. It is critical students be
taught methods to dissect and discriminate the digital data received and learn to scrutinize the
sources from which it comes. The classroom should be a place where students feel safe to
explore, ask questions, take risks and develop effective listening, speaking and writing skills.

5. Answer: C

A well-written paper takes thought and preparation. The steps in the process help produce a well-
crafted, interesting paper. Learning this method helps students write better papers in all their
classes, not just language arts:

 Brainstorm by reading and researching different subjects to generate ideas. Take notes
and highlight important facts. Write down book and article titles, authors and page
numbers.
 Develop an outline of the main topics to be covered. This guide can be general or detailed
depending upon the writer's preference.
 Write the first version or rough draft. Sometimes this is called the "sloppy copy."
 Revise the rough draft. Rewrite awkward sentences, add and delete information, improve
the introductory and concluding paragraphs.
 Edit the revised version. Correct spelling and grammar errors.
 Ask for feedback. Have a parent or peer review and comment.
 Make corrections.
 Print (publish) the final version.
 Learn from the teacher's comments.

6. Answer: A

Read with expression and enthusiasm. Let students decide the topics to read. Encourage critical
thinking, ask probing questions and pose different scenarios. Assign written essays, reports and
term papers. Giving students the latitude to choose subjects encourages creativity. Critiquing and
editing helps them learn to think critically and assess their work more accurately. Listen
carefully to what each student says, what they say to each other and be attentive during
discussions. Paraphrase to make sure meaning and intent is clear. Always use proper English
when lecturing, interacting with groups and during private conversations with students. Have
students take turns leading class discussions, reading out loud and making formal presentations.

7. Answer: D

Fluency is the ability to comprehend the written word accurately and quickly. Fluent readers
recognize words and expressions and understand their meaning automatically. They don't focus
on the word; they concentrate on the meaning. They make connections between knowledge they
already have and ideas and concepts discovered in the new information. Vocabulary is vital to
comprehension. In order to read, a student must be able to decode the letters, arrange them in a
logical sequence and know what each word means. Readers need to recognize what spoken
words look like when they see them written. If readers don't recognize the words they see in
print, they won't understand the ideas and concepts being discussed. As students are introduced
to unfamiliar subjects, they must expand their vocabulary in order to understand the new content.

8. Answer: A

A student is taught unfamiliar words by direct vocabulary learning in an effort to help him
understand and comprehend new information. A teacher enhances the experience by:
Explaining unfamiliar words to help comprehension before he reads the assigned text
Encouraging students to look for the new words and use ones just learned
Providing the same words in different contexts to help understanding, memory and retrieval
Defining new words, using them in sentences and relating them to familiar scenes and situations

9. Answer: B

For students to remember a word or a term and add it to their active vocabulary, it should be
relevant to them, essential to understanding the material and reflect key concepts. They should be
able to make a connection to information they already know, relate the term to personal
experience or use it to solve a real problem. Providing examples and/or applications of the word
in a different context along with examples of how not to use it help students understand its
meaning. Requiring a written explanation of new terms is also effective and makes new ideas
and concepts easier to remember.

10. Answer: C

It is important to foster an environment that encourages class participation and ensures no one is
inhibited or prevented from participating because of teaching methods. Participation is
predicated on teacher and student expectations, instructional strategies and classroom
atmosphere. It is important to develop class rules for discussions, provide frequent feedback and
ask for student input to ensure teaching practices are in line with student perceptions of
reasonable opportunities to actively engage.
When a question is asked, a problem posed or a solution required students need time to think
about the information and formulate a response. Encourage questions. Require different students
to summarize the lesson, pose a prepared question from assigned material or describe something
they learned. Acknowledging every contribution encourages additional participation.
Sample Study Notes
1. Discuss the difference between high literacy and low literacy home environments.

Answer:
High literacy students (i.e., those who live in homes surrounded by books, magazines and other
reading material, and who were read to when they were young) learn to read earlier, more easily
and with better comprehension. They start school knowing the alphabet and have relatively large
vocabularies; some may already be reading. Fluent readers recognize words and expressions and
understand their meaning automatically. They don't focus on the words, they concentrate on the
meaning. They make connections between knowledge they already have and ideas and concepts
discovered in the new information. Low literacy students come from homes where little reading
material is available. These students were probably not read to very often and usually have
limited vocabularies. Their parents may use broken English, speak with a pronounced accent, or
use a dialect filled with non-standard vernacular. Readers who are not fluent read word by word,
because they have to sound out each word. Because less-fluent readers must concentrate on
decoding the words, they usually don't understand the information in the text and have difficulty
processing and integrating the new data.

2. Discuss the importance of fluency and vocabulary in learning to read.

Answer:
Fluency is the ability to comprehend the written word accurately and quickly. Fluent readers
recognize words and expressions and understand their meaning automatically. They don't focus
on the words, they concentrate on the meaning. They make connections between knowledge they
already have and ideas and concepts discovered in the text. Vocabulary is vital to
comprehension. In order to read, a student must be able to decode the letters, arrange them in a
logical sequence, and know what each word means. Readers need to recognize what spoken
words look like when they see them written. If readers don't recognize the words they see in
print, they won't understand the ideas and concepts being discussed. As students are introduced
to unfamiliar subjects, they must expand their vocabulary in order to understand the new content.
Research has shown that most vocabulary is learned indirectly through conversation and reading.
Complex words, words related to a specific subject, and words not relevant to daily life are
learned by instruction or direct learning.

3. Explain direct and indirect vocabulary learning.

Answer:
Indirect vocabulary learning begins at birth. A child learns to recognize and understand words by
how they are used, who is saying them, and what is going on around him when he hears them.
He adds to his vocabulary:

 Through conversations, especially with adults.

  When adults read to him, explain new words, answer questions and discuss the content.
 By reading on his own. Encouraging a child to read is one of the best ways to help him
expand his vocabulary and improve comprehension. A student is taught unfamiliar words
by direct vocabulary learning in an effort to help him understand and comprehend new
information. A teacher enhances the experience by:
 Explaining unfamiliar words to help comprehension before he reads the assigned text.
 Encouraging the student to look for the new words and use ones just learned.
 Providing the same words in different contexts to help understanding, memory and
retrieval.
 Defining new words, using them in sentences, and relating them to familiar scenes and
situations.

4. Discuss the importance of background knowledge in reading comprehension.

Answer:
Background knowledge is the understanding of social and cultural influences in the world, which
comes from being read to and reading for pleasure. To encourage reading, students should be
allowed to select topics and media they find interesting and relevant. Any reading helps build a
foundation of basic knowledge, expands vocabulary, and improves fluency. Participating in
discussions helps activate background knowledge, integrate and connect new data with
previously-acquired information, and leads to necessary revisions in understanding. For students
to remember a word and add it to their active vocabulary, it should be relevant to them and
essential to understanding the text. Students should be able to make a connection to information
they already know, relate the term to personal experience, or use it to solve a real problem.
Discussing examples and/or applications of the word in a different context, along with examples
of how not to use it, help students understand. Requiring a written explanation of new terms is
also effective, and makes new ideas easier to remember.

5. Define phonics and the whole language approach to reading.

Answer:
Phonics is an analytical approach to reading. Students take words apart to study individual letters
and how they come together to make sounds. Learning to decode or "sound out" letter
combinations enables students to visually recognize words they already hear and speak in every
day conversation. It gives them tools to sound out unfamiliar words. It helps expand students'
vocabulary by giving them a way to pronounce new words. Phonics helps them learn to spell,
because most words are spelled like they sound. The whole language approach to reading
instructs by building on knowledge previously acquired, encourages active learning, and
emphasizes working in groups to develop social and communication skills. It brings together
speaking, listening, reading and writing experiences to create a rich literary environment that
emphasizes quality literature and cultural diversity. When students connect new data with
information they already know in a meaningful manner, they understand the new material better
and are able to use it more effectively. They integrate new information with the old information
more quickly, retain it for a longer time, and are able to retrieve it more easily.

6. List some ways to combine phonics and the whole language approach to teach reading.
Answer:
There are pro and cons to both phonics and the whole language approach to reading. Phonics
provides a dependable way for students to sound out unfamiliar words, but often requires
monotonous memorization. The whole language approach emphasizes learning the meaning of
words in context but doesn't provide students with a method to figure out new words. Reading
teachers usually end up using a combination of both approaches even if they aren't aware of it, so
students get the benefit of the positives and avoid some of the negatives of each one. Teachers
help stumbling students take words apart and sound out each syllable (phonics); they also ask
probing, open-ended questions about the context in which the new word appears in order to help
students figure out what the word means (whole language). It is important for teachers who use
both approaches to balance phonetic instruction with other activities like reading from a variety
of fiction and non-fiction literary works, encouraging lively discussions of stories or dividing the
class into groups and assigning a written report on a story everyone reads together.

7. List some ways a teacher can improve students' reading, writing, listening and speaking
skills.

Answer:
READ with expression and enthusiasm; share a love of reading. Assign novels, poetry, short
stories, essays, editorials and biographies to keep boredom at bay. Let students decide what to
read and lead a class discussion about the topic. Encourage critical thinking, ask probing
questions, and pose different scenarios. Share personal experiences to diminish students'
WRITING fears. Assign essays, reports and term papers. Giving students the latitude to choose
subjects encourages creativity. Critiquing and editing helps them learn to think critically and
assess their work more accurately. Set a positive example by LISTENING carefully to what each
student says and what they say to each other. Paraphrase to make sure meaning and intent are
clear. Set up listening situations: one-on-one, small groups, formal speeches, oral reading,
student presentations, and class discussions. Students learn good SPEAKING skills by listening
to good speakers, so always use proper English when lecturing and during conversations with
students. Assign a variety of activities: speeches, skits, debates and storytelling. Have students
take turns leading class discussions, reading out loud, and making formal presentations.

8. Describe the guided oral reading strategy.

Answer:
Guided oral reading is an instructional strategy used to improve verbal reading skills. Its main
function is to improve fluency. This approach can be used with students of any age and grade
level, and will help both native English speakers and English language learners. This exercise
can be used at home, in the classroom with the whole group, or with the students in pairs (e.g., a
fluent reader with a struggling student). The process works as follows:

 A parent, teacher, or peer reads a passage out loud at about 80-100 words per minute. The
material needs to be at the student's level of comprehension.
 The student reads the text silently several times.
  The student reads the passage out loud. The parent, teacher or peer offers encouragement
and constructive feedback. It usually takes four times before the student is able to read
the text without errors.

9. Define context clues and other elaboration techniques that may help students
comprehend new words.

Answer:
Learning new words is important to comprehension and integration of unfamiliar information.
For a student to remember a new word and add it to his active vocabulary, it should be relevant
to him and essential to understanding the material. One way to determine meaning is by
considering the context in which the word is used. These indirect learning hints or context clues
include definitions, descriptions, examples and restatements. As most words are learned by
listening to conversations, it seems people use this tool all the time, even if they do it
unconsciously. The words and terms presented at the start of a lesson should reflect key concepts
that form the foundation of the material and will be used often. Paraphrasing gives the main idea
plus essential details necessary to understand and clarify the core idea. Students should be able to
make a connection to information they already know, relate the term to personal experience, or
use it to solve a real problem. Discussing examples and/or applications of the word in a different
context, along with examples of how not to use it, can also help.

10. Discuss reasons students should read, and list strategies to help them make the most of
their reading experiences.

Answer:
There are two reasons to read: for pleasure and to learn. Students read to improve
comprehension, develop a broad, eclectic background of knowledge, and to expand their
vocabulary. It is important to read different media, such as books, magazines, newspapers, and
carefully screened articles on the Internet. Using class discussions to highlight, summarize,
review and critique the material contributes to a positive reading experience. Comprehension
improves when students actively think about what they are reading, apply new knowledge, and
connect new information to their world. When a student is able to visualize the material, it
becomes more personal and real. When he engages in an internal dialogue with the author, he
learns more effectively and retains the information for a longer period. Students need to know
how to determine the importance of information and discriminate between the essential and the
inessential. Carefully-worded questions help students learn what to look for when they read.

1. Students from high literacy home environments:

A. Are surrounded by reading material

B. Are good public speakers
C. Have few opportunities to practice reading skills
D. All of the above

2. Reading fluency is:

A. Concentrating on the meaning

B. Focusing on the words
C. Ability to communicate information
D. All of the above

3. A child learns words by:

A. Memorizing the alphabet

B. Conversations with adults
C. Beginning a formal reading program at age 3
D. All of the above

4. Reasons students add a new word to their active vocabulary may include:

A. They are required to memorize it

B. It will improve their grades
C. The word makes a connection to known information
D. All of the above

5. The whole language approach used in reading instruction:

A. Requires rote memorization

B. Presents material independent from previously-learned knowledge
C. Emphasizes working in groups
D. All of the above

6. Phonics is:

A. Analytical
B. Helps students sound out new words
C. Expands vocabulary
D. All of the above

7. Some ways to improve students' reading, writing, listening and speaking skills may
include:

A. Require memorization
B. Carefully critique written work
C. Dismiss the need to listen
D. All of the above
8. Guided oral reading can best be used with:

A. Older learners
B. English Language Learners
C. Students who already enjoy reading
D. All of the above

9. Context clues that may help students comprehend new words include:

A. Definitions
B. Descriptions
C. Restatements
D. All of the above

10. The most important reason students should read is:

A. For pleasure
B. To increase comprehension skils
C. To increase vocabulary skills
D. All of the above

ANSWER KEY EXAM 151

1. Answer: A

High literacy students live in homes surrounded by books, magazines and other reading material,
were read to when they were young and have parents and siblings who are avid readers. They
learn to read earlier, easier and with better comprehension. These students start school knowing
the alphabet and have relatively large vocabularies; some may already be reading. They are more
apt to read for pleasure and carve time into a hectic schedule to accommodate the habit. Low
literacy students come from homes where little reading material is available, were probably not
read to very often and usually have limited vocabularies. Their parents may use broken English
and/or speak with a pronounced accent or the family may use a dialect filled with non-standard
vernacular. These students may not be eager to learn a new way of speaking because they
identify with a particular culture and language and don't want to give it up.

2. Answer: A

Fluency is the ability to comprehend the written word accurately and quickly. Fluent readers
recognize words and expressions and understand their meaning automatically. They don't focus
on the words; they concentrate on the meaning. They make connections between knowledge they
already have and ideas and concepts discovered in the new information. Vocabulary is vital to
comprehension. In order to read, a student must be able to decode the letters, arrange them in a
logical sequence and know what each word means. Readers need to recognize what spoken
words look like when they see them written. If readers don't recognize the words they see in
print, they won't understand the ideas and concepts being discussed. As students are introduced
to unfamiliar subjects, they must expand their vocabulary in order to understand the new content.

3. Answer: B

Indirect vocabulary learning begins at birth. A child learns to recognize and understand words by
how they are used, who is saying them and what is going on around him when he hears them. He
learns the meanings of words and adds to his vocabulary:

 Through conversations, especially between and with adults

 When adults read to him, explain new words, answer questions and discuss the content
 By reading on his own: Encouraging a child to read is one of the best ways to help
expand vocabulary and improve comprehension

4. Answer: C only

For students to remember a word or a term and add it to their active vocabulary, it should be
relevant to them, essential to understanding the material and reflect key concepts. Students
should be able to make a connection to information they already know, relate the term to
personal experience or use it to solve a real problem. Discussing examples and/or applications of
the word in a different context along with examples of how not to use it help students
understand. Requiring a written explanation of new terms is also effective and makes new ideas
and concepts easier to remember.

5. Answer: C

The whole language approach to reading is based on the constructivist learning theory, which
believes the teacher is a facilitator, who instructs by building on knowledge previously acquired,
encourages active learning and emphasizes working in groups to develop social and
communication skills. Constructivists believe students learn better and retain information longer
if they are actively involved rather than passively listening. This approach encourages students to
reflect on information presented based on personal experiences. Students learn by taking the
initiative for their own learning.

Lesson plans bring together speaking, listening, reading and writing experiences to create a rich
literary environment that emphasizes quality literature and cultural diversity. Connecting new
data with information already known helps students understand the new material and use it more
effectively. They integrate the old and new information quicker, retain it longer and are able to
retrieve it easier.

6. Answer: D

Phonics is an analytical approach to reading. Students take words apart to study individual letters
and how they come together to make sounds. Learning to decode or "sound-out" letter
combinations enables students to visually recognize words they already hear and speak in every
day conversation. It gives them tools to sound-out unfamiliar words. It helps expand students'
vocabulary by giving them a way to pronounce new words. Phonics helps them learn to spell
because most words are spelled like they sound.

7. Answer: B

Read with expression and enthusiasm. Let students decide the topics to read. Encourage critical
thinking, ask probing questions, and pose different scenarios. Assign written essays, reports and
term papers. Giving students the latitude to choose subjects encourages creativity. Critiquing and
editing helps them learn to think critically and assess their work more accurately. Listen
carefully to what each student says, what they say to each other and be attentive during
discussions. Paraphrase to make sure meaning and intent is clear. Always use proper English
when lecturing, interacting with groups and during private conversations with students. Have
students take turns leading class discussions, reading out loud and making formal presentations.

8. Answer: B

Guided oral reading is an instructional strategy used to improve verbal reading skills. Its main
function is to improve fluency. This approach can be used with any age and grade level student
and will help both native English speakers as well as English Language Learners. This exercise
can be used at home, in the classroom with the whole group or the students can be paired (i.e., a
fluent reader with a struggling student); the process is the same. A parent, teacher or peer reads a
passage out loud at about eighty (80) to one hundred (100) words per minute. The material needs
to be at the student's level of comprehension. The student reads the text silently several times.
The student reads the passage out loud. Encouragement and constructive feedback is offered. It
usually takes four times before the student is able to read the text without errors.

9. Answer: D

One way to determine the meaning of unfamiliar words is by considering the context in which
the word is used. These indirect learning hints or context clues include definitions, descriptions,
examples and restatements. Since most words are learned by listening to conversations, people
use this tool all the time; even if they do it unconsciously. The words and terms presented at the
start of a lesson should reflect key concepts that form the foundation of the material and will be
used often. Paraphrasing gives the main idea plus essential details necessary to understand and
clarify the core idea. Students should be able to make a connection to information they already
know, relate the term to personal experience or use it to solve a real problem. Discussing
examples and/or applications of the word in a different context along with examples of how not
to use it also help.

10. Answer: D

There are two reasons to read: For pleasure and to learn. Whatever the motivation, ideas are
being formed and connections are being made to already known information. Students read to
improve comprehension, develop a broad, eclectic background of knowledge and to expand their
vocabulary. Using class discussions to highlight, summarize, review and critique the material
contribute to a positive reading experience. Comprehension improves when students actively
think about what they are reading, apply learned knowledge and connect new information to
their world. They need to know how to determine the importance of information and
discriminate between "must remember" and "it's interesting but not necessary." Carefully worded
questions help students learn what to look for when they read.

1. Which behavior is not a major stage of childhood development?

A. Learning to manipulate signs and symbols

B. Staying close to home and family
C. Testing the limits
D. None of the above

2. Self-regulated learning:

A. Relies heavily on memorization

B. Helps students set goals
C. Is rarely successful
D. All of the above

3. Diversity promotes a fair and effective learning environment by:

A. Using diversity to teach universal concepts

B. Ignoring cultural differences
C. Encouraging prejudices
D. All of the above

4. Cultural influences impact students' ability and readiness to learn:

A. By emphasizing different choices

B. By rewarding different behavior
C. Because of communication differences
D. All of the above

5. Which approach is not a good way to handle behavioral problems?

A. Establish written expectations

B. Explain the rules clearly
C. Refuse to consider to the students' suggestions
D. All of the above

6. Components of effective discipline plan may include:

A. Rules and incentives

B. Strict punishment
C. Unreasonable expectations
D. None of the above

7. Which of the following does not affect classroom communication?

A. Expectations
B. Class size
C. Classroom atmosphere
D. All of the above

8. Which of the following elements are important in student assessment?

A. Content and performance

B. Dress code
C. Attention to detail
D. All of the above

9. Children's academic growth should be assessed because:

A. Problems can be diagnosed early

B. Grades are important
C. Children like to take tests
D. Schools can post high test scores

10. The main components of the Code of Ethics and Standard Practices for Texas
Educators are:

A. Professional ethical conduct, practices and performance

B. Ethical conduct toward professional colleagues
C. Ethical conduct toward students
D. All of the above

ANSWER KEY EXAM 100

1. Answer: B

When children start school (about age five), they begin moving away from the known world of
home and family to the new world of academia. They learn to manipulate signs and symbols and
how to make things and use tools. If feedback is constructive and instructive, they develop
competence and increase self-esteem. However, if a child is consistently unsuccessful and
doesn't learn to appreciate the learning process, he can feel inadequate and develop feelings of
inferiority that can stay with him the rest of his life.
When children reach adolescence (about age eleven), they begin to explore new ideas, test
established limits and try to cope with and understand all the physical, hormonal and emotional
changes they are experiencing. Adolescents try on different roles, personas and behaviors as they
figure out which identity to embrace. It is a confusing time but a necessary and critical step in
developing a positive sense of self. Parents, family, friends, teachers, mentors and peers all have
an influence, positive or negative, on his/her choices.

2. Answer: B

Self-regulated learning is based on the concept that students who are active participants in the
learning process absorb more information, retain the data longer and use it more effectively
inside and outside the classroom. Based on their age and abilities, these students set goals and
devise strategies to reach those goals; analyze complex tasks and divide them into manageable
parts; and monitor themselves on how well they understand the information presented to them.
Self-regulated learning students work to achieve their goals in order to increase their knowledge
and skills (mastery), earn higher grades and demonstrate their abilities (performance approach)
or avoid feeling like a failure (performance avoidance). Factors that contribute to their success or
failure include interactions with adults in school and at home, relationships with peers
academically and socially, a motivation to learn and how much they believe in their ability to
succeed.

3. Answer: A

When students are taught using the values and traditions of many ethnic groups, it enables them
to function more effectively in a multicultural society. Students need to understand the historical
experiences of every cultural group in order to appreciate how past actions affect present
circumstances. An educational environment that embraces and respects diversity explores and
uses differences to teach universal concepts. Integrating information about and studying the
impact of all cultures greatly enhances students' ability to understand, appreciate and get along
with different racial, ethnic and gender groups.

4. Answer: D

Study after study has shown that a student's culture has a direct impact on learning. Since most
educational standards are based on white, middle class cultural identification, students who don't
fall into that demographic face challenges every day. It's not that these students are incapable of
learning; they just judge what's important and how they express that importance differently.
Sometimes it is difficult for them to understand and relate to curriculum content, teaching
methods and social skills required because their culture does things differently, emphasizes
different choices and rewards different behavior. Children identify with their culture; they
become what they know. If teachers ignore cultural differences, it causes communication issues,
inhibits learning and increases the potential for behavioral problems. As long as a child has no
physical or mental health issues, he/she is capable of learning. They just need the information
presented and examples used to be relevant to their life experiences; that is the only way it makes
sense to them.
5. Answer: C

Behavior management is an essential key in creating a positive learning environment. If students

are misbehaving, they are not paying attention and they can't learn. It is important to establish
written expectations, review them as needed and enforce them when necessary. Explain the rules
clearly, consider the circumstances before taking action and apply the rules fairly and
consistently. Look at situations from the students' perspective and try to be objective rather than
judgmental. Address problems and issues immediately so they don't escalate or reappear. A
teacher should be willing to admit mistakes; this tells students it is okay to make a mistake as
long as one admits it, learns from it and tries not to make it again. Collaborate with the students,
ask for their opinions and offer choices. When students are active participants and believe they
are heard, behavior issues are minimized. Teachers need to be consistent, patient with themselves
and the students, keep situations in perspective, have a sense of humor and know when to ask for
help.

6. Answer: A

Teachers have a responsibility to set parameters and enforce rules because young people crave
guidelines and really do understand, appreciate and respect reasonable limits. A discipline plan
provides a framework in which to assess situations, address issues and make changes. It won't
stop or prevent unacceptable behavior but it does provide a means to identify and deal with it. A
discipline plan must meet the needs of the teacher and consider the age of the students. The plan
can be imposed by the teacher or developed with input from the students. Whatever method is
used, the plan must be explained to and understood by students and parents. Critical elements
include:

 Rules written as positive statements

 Incentive Plan that is clearly defined, easy to understand, fair to everyone
 Positive Consequences explained; may vary with each rule
 Limit Setting Acts (taken before the next step is invoked) are established
 Negative Consequences are hierarchal steps taken to address unacceptable behavior

7. Answer: b

Teachers need to remember not all students are comfortable speaking in front of a group.
Therefore, it is important to recognize the goal is to foster an environment that encourages
participation and no one is inhibited or prevented from participating because of teaching
methods. Participation is predicated on teacher and student expectations, instructional strategies
and classroom atmosphere. It is important to develop class rules for discussions, provide frequent
feedback and ask for student input to ensure teaching practices are in line with student
perceptions of reasonable opportunities to actively engage.

8. Answer: A

Content Standards define specific areas of knowledge students need to learn in English, math,
science, social studies, music, art and drama; some include general concepts and interdisciplinary
studies. Some reflect grade level and content; others combine grade levels and content is
integrated across disciplines.

Performance Standards defined by The Goals 2000: Educate America Act are "concrete
examples and explicit definitions of what students have to know and be able to do to demonstrate
proficiency in the skills and knowledge framed by content standards." They must be appropriate
for the age, feasible to administer and useful for evaluating progress.

Other important areas of assessment are: Technical Quality as suggested by The National Center
for Research on Evaluation, Standards and Student Testing includes: cognitive complexity;
quality content; meaningful tasks; appropriate language; transfer and generalization capabilities;
fair performance measurements and scoring; reliable data; consequences reflecting desired effect
on students, teachers, educational system.

9. Answer: A

There are many reasons academic growth should be assessed. Parents and teachers want and
need to know how children are progressing in learning age-appropriate tasks and acquiring age-
appropriate skills. If problems are diagnosed early, they can be addressed, and many times
corrected before they become serious roadblocks in development. Determining children's
progress helps placement and promotion decisions, aids in the design of curriculum and other
programs and can lead to improvements in instructional methods and classroom management.
Young children develop at different rates, so their performance is uneven, inconsistent and
variable. They should be assessed on general age-appropriate knowledge gained and skills
attained, how much progress they made learning to control their behavior and their overall
improvement in social interactions. Adding observations made during informal work and play
situations helps minimize possible errors inherent in evaluating young children. Assessments
should include a balance between standardized evaluations and specific progress made by
individual students.

10. Answer: D

Historically, helping form the moral character of society's children was considered the duty of
the older generation. Passing on moral values is more effective if those values are lived, not just
spoken. Educators who take that sacred trust seriously provide excellent instruction,
communicate regularly with parents and cooperate with colleagues and administrators. They also
exhibit pride, professionalism and commitment to education. They are part of the solution; not
the problem.
Title 19, Part 7, Chapter 247, Rule 247.2 of the Texas Administrative Code (TAC) is the Code of
Ethics and Standard Practices for Texas Educators. It is a comprehensive explanation of the
"standard practices and ethical conduct" required by all teachers certified to teach in the state. It
is composed of three parts: Professional ethical conduct, practices and performance; ethical
conduct toward professional colleagues; and ethical conduct toward students. The State Board
for Educator Certification is charged with ensuring teachers "maintain the dignity of the
profession, respect and obey the law, demonstrate pers

Last updated:
06 Nov 2005
Sample Exam Questions for "Leadership"
Short-answer
1. What is leadership?
2. What is the difference between leadership and management?
3. Explain how leadership can be seen as a special case of social influence.
4. What are three examples of social influence in the context of leadership?
5. Explain the three leadership styles (autocratic, democratic and laissez-faire) and their effects.
6. Explain the evolution of leadership theories.
7. What is the great man theory of leadership?
8. What are the personality traits of leaders?
9. What is power?  What is influence?
10. What is a contingency approach to leadership?
11. What are the differences between a task orientation and a people orientation in leadership?
12. Explain the managerial grid.
13. What is the best leadership style?
14. Describe a coaching program you would implement to improve someone's leadership skills.
15. What is transformational leadership?
Multiple choice
Leaders tend to exhibit which of these Big 5 personality traits:

a. Neuroticism; Extraversion; Openness; Agreeable; Conscientious

b. Lack of Neuroticism; Extraversion; Openness; Agreeable; Conscientious
c. Lack of Neuroticism; Introversion; Openness; Disagreeable; Conscientious
d. Neuroticism; Extraversion; Lack of Openness; Agreeable; Conscientious

Which of the following is NOT a criticism of trait theories of leadership?

a. No universal traits predict leadership in all situations

b. Unclear evidence of the cause and effect of relationship of leadership and traits. (Which comes
first, trait or leadership position?)
c. Traits predict behavior better in �strong� than �weak� situations.
d. Overlooks needs of followers

The evolution of leadership theory is summed up by:

a. Behavior Styles Theory (1950's); Trait Theory  (1950's-1960's);  Transformational Theory

(1970's); Situational Theory  (1980's)
b. Trait Theory (1950's); Behavior Styles Theory (1950's-1960's); Situational Theory (1970's);
Transformational Theory (1980's)
c. Behavior Styles Theory (1950's); Trait Theory  (1950's-1960's); Situational Theory (1970's);
Transformational Theory (1980's)
d. Transformational Theory (1950's); Behavior Styles Theory (1950's-1960's); Trait Theory
(1970's); Situational Theory (1980's)

Which of the following did Manz and Sims (2001) NOT report:
a. The quality of group output was better under democratic leadership.
b. Autocratic leadership took more time than democratic.
c. Member satisfaction was higher under democratic leadership.
d. The democratic group had the lowest absenteeism.
e. The democratic group fostered more independence.