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| 1 | |
What type of teachers' needs and goals are social acceptance, achievement, status, and personal growth? |
| | A) | primary needs |
| | B) | job-related needs |
| | C) | social-psychological needs |
| | D) | none of the above |
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| 2 | |
Linda Sterling was fuming! Yet again, Jill Mitchell, whose class was next door, had made a snide comment to her-right in front of Linda's class! Jill had been at Jones Middle School a couple of years longer than Linda and "ruled" the grade level with sharpness. "I'm not kidding," Linda told herself, "next year, I'm transferring, even though I love these kids!" What need/goal has Linda lost? |
| | A) | the need for student success |
| | B) | time |
| | C) | job-related needs |
| | D) | affiliation |
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| 3 | |
Stephanie Dagan, a fifth-grade teacher in a self-contained classroom, thought a behavior contract might be a good idea for Eddie, a boy who seemed to always be out of his seat. Before she talked to him about changing his behavior, she began to take some baseline data on exactly when and how often he was out of his seat, marking down each time she saw him. She found that he was usually up right after she assigned classwork in math. As she watched further, she saw that it seemed to be an avoidance technique rather than an effort to cause disruption. What principle was she using to help take control of a problem in this situation? |
| | A) | pursue only the most important classroom goals |
| | B) | analyze what may be affecting the problem situation |
| | C) | use punishment sparingly |
| | D) | use punishment appropriately |
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| 4 | |
Mrs. Jackson had several rules in her class, including "Respect others' property." The entire chart included positive and negative consequences that students could choose. This was designed to: |
| | A) | help analyze the factors that may be affecting a problem situation. |
| | B) | teach students to manage their own behaviors. |
| | C) | pursue only important classroom goals. |
| | D) | use punishment sparingly and appropriately. |
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| 5 | |
What most hinders a teacher who attempts to influence the home and community of students in a positive direction? |
| | A) | Parents perceive teachers as lacking competence. |
| | B) | Parents, not teachers, control home conditions, and some home conditions are beyond the control of parents. |
| | C) | Teachers don't have time to send out communications. |
| | D) | Parents don't have the time or energy to come to conference and some may have had bad memories of school communications. |
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| 6 | |
Charles LeBlanc noticed that Mrs. Herzog, Bryan's mother, was standing at his classroom door just before the end of class. Mr. LeBlanc knew that he had a grade level meeting during his planning period next hour, so, as his students were working, he motioned for her to come in. This conference was: |
| | A) | appropriate because the teacher was immediately able to meet with the parent when she could come. |
| | B) | appropriate because it showed the student that his parent and teacher cared. |
| | C) | inappropriate because the teacher did not use discretion in talking with a parent. |
| | D) | inappropriate because the teacher did not let the parent know when he was available. |
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| 7 | |
Arleen Spellman looked up at the clock. "Well, shoot," she thought, "I've already spent over half my prep yet again in the lounge yakking with Kris. Well, she is going to introduce me to her cute cousin, but now I'm going to have to stay late again to get my plans in on time. Where does the time go?" Arlene has the most difficulty with her time in what respect? |
| | A) | setting priorities and saying no |
| | B) | knowing her goals |
| | C) | concentrating |
| | D) | knowing her work environment |
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| 8 | |
Which of the following gives the correct order of The Problem-Solving Approach? |
| | A) | Problem identification and ownership, value clarification, analysis of the problem situation, rating the potential solutions, implementing and evaluating the best solution. |
| | B) | Problem identification and ownership, rating of the potential solutions, analysis of the problem, implementing and evaluating the best solution. |
| | C) | Value clarification, problem identification and ownership, rating the potential solutions, analysis, implementing and evaluating the best solution. |
| | D) | Analysis of the problem situation, problem identification and ownership, value clarification, rating the potential solutions, implementing and evaluating the best solution. |
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| 9 | |
Which of the following teachers' comments represents a problem-solving attitude with regard to a change in a school's science curriculum? |
| | A) | "It's Brian's fault that we haven't gotten this project off the ground yet. He never shows up for meetings." |
| | B) | "Our science from the past four years has worked so well." |
| | C) | "I've got a great idea. Let's use the curriculum that Thomas did last year." |
| | D) | "In the time we have left today, let's outline some ideas." |
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| 10 | |
What seems to be at the root of affiliation concerns for teachers? |
| | A) | The fact that teachers are constantly in contact with others |
| | B) | The fact that, at certain times, teachers must be leaders |
| | C) | Our inability to meet others' expectations and their inability to meet ours |
| | D) | The fact that teachers are sometimes required to be followers |
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