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| 1 | |
Reflective teaching is also known as: |
| | A) | discussion-based teaching. |
| | B) | enhancement-oriented teaching. |
| | C) | professional development-based teaching. |
| | D) | inquiry-oriented teaching. |
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| 2 | |
Although Leida's mentor always "thought aloud" to explain why she did what she did in the classroom, Leida still did not feel that her mentor met the standards of a truly reflective teacher. What is the most critical part of reflective teaching? |
| | A) | to be open-minded |
| | B) | to change patterns of teaching based upon deliberation |
| | C) | to deliberate |
| | D) | to take responsibility for one's teaching |
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| 3 | |
Reggie Booker wanted to become an effective reflective teacher after learning about the benefits of reflection in his teacher education courses. The benefits of reflection include all but: |
| | A) | enhancing learning about teaching and increasing the ability to analyze classroom events. |
| | B) | using trial and error to self-correct. |
| | C) | enhancing classroom life. |
| | D) | becoming self-monitoring. |
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| 4 | |
Unfortunately, one of Kara's mentor teachers did not seem to be such a reflective practitioner. As Kara observed the classroom over time, she began to see that her mentor seemed to be governed by all but: |
| | A) | routine |
| | B) | sincerity |
| | C) | tradition |
| | D) | authority |
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| 5 | |
Lisa Koehler, a student teacher, carried on a written running conversation with her supervisor to express her thoughts, questions, and problems related to teaching. What is this reflective tool called? |
| | A) | reflective discussion |
| | B) | dialogue journal |
| | C) | on-line chat |
| | D) | reflective assignment |
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| 6 | |
Action research is different from other educational research in that: |
| | A) | it requires data collection. |
| | B) | it is done by classroom teachers. |
| | C) | it is published by professors at universities. |
| | D) | it involves gathering information related to an educational question. |
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| 7 | |
What is the most important process of a teacher's portfolio? |
| | A) | collecting artifacts that show examples of your experience |
| | B) | selecting the best illustrations of all you have collected to highlight your experience |
| | C) | preparing the final product so that a principal or professor can clearly see your professionalism |
| | D) | writing reflections so that you analyze your own teaching |
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| 8 | |
One part of reflective teaching asks teachers to be open-minded. These characteristics include all but: |
| | A) | accepting consequences of their decisions. |
| | B) | viewing situations from multiple perspectives. |
| | C) | searching for alternative explanations for classroom events. |
| | D) | using evidence to support or evaluate a decision or position. |
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| 9 | |
Lynn Freedman's mentor told her that when she became a teacher, except for a very few observations by her principal each year, there would be no one to give her feedback in her classroom. This makes what part of reflective teaching particularly important? |
| | A) | enhancing one's classroom life |
| | B) | enhancing one's learning about teaching |
| | C) | professional transformation |
| | D) | self-monitoring |
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| 10 | |
At Elena Burke's school, teachers meet once a month in a discussion group. They often describe events that have recently occurred in the classroom. They also discuss the theories behind classroom situations. What would be the last step in this reflective dialogue? |
| | A) | confronting the knowledge of teaching, learning, and social theories identified |
| | B) | writing up the situation for a group publication |
| | C) | reconstructing the situation by asking how it could have been done differently |
| | D) | informing yourself and others of what is behind this classroom event |
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