FTCE PROFESSIONAL EDUCATION
PRACTICE TEST #1 EXAM
QUESTIONS AND ANSWERS
A 8bsocial 8bstudies 8bteacher 8basks 8bthe 8bstudents 8bin 8bthe 8bclass 8bhow 8bthey
8bcould 8buse 8bthe 8bword 8bHOMES 8bto 8bhelp 8bthem 8bremember 8bthe 8bnames 8bof
8bthe 8bGreat 8bLakes: 8bHuron, 8bOntario, 8bMichigan, 8bErie, 8band 8bSuperior. 8bThe
8bstudents 8bquickly 8brecognize 8bthat 8bthe 8bfirst 8bletters 8bof 8bthe 8bnames 8bof 8bthe
8blakes 8bcan 8bbe 8barranged 8bto 8bspell 8bHOMES. 8bThis 8bapproach 8bto
8bmemorizing 8binformation 8bbest 8bexemplifies 8busing
A. 8ban 8bacronym
B. 8bchunking
C. 8brehearsal
D. 8brote 8b- 8bANSWERS--A
During 8ba 8bclass 8bdiscussion, 8bfor 8bwhich 8bof 8bthe 8bfollowing 8bpurposes 8bwould
8bit 8bbe 8bappropriate 8bfor 8ba 8bteacher 8bto 8bask 8ba 8bclosed-ended 8bquestions?
A. 8bto 8bcheck 8bfor 8bagreement 8bamong 8bstudents
B. 8bto 8bencourage 8bbrainstorming
C. 8bto 8bprobe 8bfor 8bmore 8binformation
D. 8bto 8bfoster 8bcreativity 8b- 8bANSWERS--A
After 8breading 8bessays 8bstudents 8bhave 8bwritten, 8ba 8bsixth-grade 8blanguage 8barts
8bteacher 8bconsults 8ba 8bcolleague 8babout 8bhow 8bto 8bimprove 8bthe 8bquality 8bof
8bstudents' 8bwriting 8bassignments. 8bThe 8bteacher's 8bdecision 8bto 8bask 8ba
8bcolleague 8bfor 8bhelp 8billustrates 8bwhich 8bof 8bthe 8bfollowing 8bprinciples?
A. 8bTeachers 8bneed 8bto 8bunderstand 8bthe 8bimportance 8bof 8bbeing 8breflective
8bpractitioners.
B. 8bTeachers 8bshould 8bactively 8bengage 8bin 8bgroup 8bprocesses 8bto 8bmake
8bdecisions.
C. 8bTeachers 8bshould 8bknow 8bhow 8bto 8bencourage 8bstudent 8bachievement 8bof
8bdesired 8boutcomes.
D. 8bTeachers 8bneed 8bto 8bstay 8babreast 8bof 8bcurrent 8bknowledge 8band 8bpractices.
8b- 8bANSWERS--A
Which 8bof 8bthe 8bfollowing 8bactions 8bshould 8bthe 8bteacher 8btake 8bat 8bthe 8bend 8bof
8ba 8bcomputer 8bsimulation 8bactivity 8bto 8bpromote 8bstudents' 8bevaluation-level
8bthinking?
A. 8bGive 8ba 8bshort 8bquiz 8bover 8bthe 8bvocabulary 8bencountered 8bduring 8bthe
8bsimulation 8bactivity.
B. 8bHave 8ba 8bwhole-class 8bdiscussion 8bin 8bwhich 8bstudents 8bare 8basked 8bto 8btell
8bwhy 8bthey 8bdid 8bor 8bdid 8bnot 8blike 8bthe 8bsimulation 8bactivity.
C. 8bHave 8bstudents 8bwrite 8ba 8bparagraph 8bexplaining 8bhow 8bthey 8bparticipated
8bin 8bthe 8bsimulation 8bactivity.
D. 8bHave 8bstudents 8bwork 8bin 8bgroups 8bto 8bmake 8ba 8blist 8bof 8bconcepts 8bthey
8blearned 8bfrom 8bthe 8bsimulation 8bactivity. 8b- 8bANSWERS--B
,Students 8bin 8ba 8bfourth-grade 8bclass 8bare 8bmaking 8bdrawings 8bto 8billustrate 8btheir
8bwriting 8bprojects. 8bThe 8bteacher 8bobserves 8ba 8bfew 8bstudents 8bwho 8bare
8bartistically 8btalented 8bmaking 8brude 8bcomments 8babout 8bthe 8bdrawings 8bof 8btheir
8bclassmates 8bwho 8bare 8bless 8bartistically 8binclined. 8bThe 8bteacher 8bimmediately
8blets 8bthe 8brude 8bstudents 8bknow 8bthat 8bsuch 8bbehavior 8bwill 8bnot 8bbe
8btolerated. 8bThe 8bbest 8bfollow-up 8bresponse 8bfrom 8bthe 8bteacher 8bto 8bthis
8bsituation 8bis 8bto
A. 8ballow 8bstudents 8bthe 8boption 8bof 8bdownloading 8bfree 8bclip 8bart 8bfrom 8bthe
8bInternet 8bto 8billustrate 8btheir 8bwriting 8bproject
B. 8bassign 8bthe 8brude 8bstudents 8bto 8bwork 8bone-on-one 8bwith 8btheir 8bclassmates
8bwho 8bare 8bless 8bartistically 8binclined 8bto 8bhelp 8bthem 8bcreate 8bbetter 8bdrawings.
C. 8bhave 8bstudents 8bwho 8bmake 8brude 8bcomments 8bstay 8bafter 8bclass 8band 8btalk
8bwith 8bthem 8babout 8brespecting 8bothers.
D. 8bhold 8ba 8bclass 8bmeeting 8bto 8bestablish 8bconsequences 8bfor 8brude 8bbehavior
8band 8benforce 8bthe 8bconsequences 8bconsistently 8b- 8bANSWERS--A
Which 8bof 8bthe 8bfollowing 8bwould 8bconstitute 8ba 8bviolation 8bof 8bthe 8bFlorida
8bCode 8bof 8bEthics 8band 8bPrinciples 8bof 8bProfessional 8bConduct?
A. 8bdisagreeing 8bwith 8bthe 8bprincipal 8babout 8ba 8bdiscipline 8bissue 8bconcerning 8ba
8bstudent
B. 8bpresenting 8bdiverse 8bpoints 8bof 8bview 8babout 8ba 8btopic 8bto 8bstudents
C. 8brepresenting 8bone's 8bpersonal 8bviews 8bas 8bthose 8bor 8bthe 8bschool 8bdistrict
D. 8bdating 8ba 8bcolleague 8bwho 8bteaches 8bin 8bthe 8bsame 8bschool 8b-
8bANSWERS--C
In 8brecent 8byears, 8bthe 8bFlorida 8bLegislature 8bpassed 8blegislation 8bthat 8bfocuses
8bon 8busing 8breading 8bas 8bthe 8bfoundation 8bto 8bimprove 8bstudent 8bachievement
8bin 8ball 8bsubject 8bareas. 8bIn 8bgeneral, 8bwhich 8bof 8bthe 8bfollowing 8bways 8bwould
8bbe 8bbest 8bfor 8bpromoting 8bstruggling 8bmiddle 8bschool 8breaders' 8bgrowth 8bas
8beffective 8band 8bcompetent 8breaders 8bof 8bexpository 8btext?
A. 8bregularly 8brequire 8bstruggling 8breaders 8bto 8bdo 8bacademically 8bchallenging
8bassignments 8bthat 8bare 8breading-intensive
B. 8bprovide 8binstruction 8bto 8bhelp 8bstruggling 8blearn 8bwhen 8band 8bhow 8bto 8buse
8bdifferent 8bcomprehension 8bstrategies 8band 8bto 8brepair 8bcomprehension
8bproblems
C. 8bexplicitly 8bteach 8bstruggling 8breaders 8bto 8bmake 8ba 8bregular 8bpractice 8bof
8bskimming 8bthrough 8bevery 8btext 8bthat 8bthey 8bplan 8bto 8bread 8bbefore 8bactually
8breading 8bit.
D. 8bbase 8bstruggling 8breaders' 8bgrades 8bon 8bresearch 8bassignments 8bin 8bthe
8bcontent 8bareas 8bas 8bmuch 8bon 8btheir 8badherence 8bto 8bspecific 8bprocesses 8bas
8bon 8bthe 8bcontent 8bof 8bthe 8bfinal 8bproduct 8b- 8bANSWERS--B
A 8bteacher 8bis 8bconcerned 8babout 8bappropriate 8bassessment 8bof 8bcontent 8barea
8blearning 8bfor 8bstudents 8bin 8bthe 8bclass 8bwho 8bhave 8bhistories 8bof 8blimited
8bacademic 8bsuccess. 8bTo 8bensure 8bfair 8band 8baccurate 8bassessment 8bof 8bthese
8bstudents, 8bit 8bwould 8bbe 8bmost 8bappropriate 8bfor 8bthe 8bteacher 8bto
A. 8bdevelop 8bseparate, 8bmore 8blenient 8bcriteria 8bfor 8bassessing 8btheir 8bprogress.
B. 8bmodify 8btheir 8bassignments 8bto 8breflect 8bless-challenging 8bexpectations.
C. 8buse 8ba 8bvariety 8bof 8bformal 8band 8binformal 8bassessment 8bmeasures, 8bsuch
8bas 8bobservations, 8binterviews, 8btest 8bscores, 8band 8bsamples 8bof 8bdaily 8bwork.
,D. 8brely 8bmainly 8bon 8bthe 8buse 8bof 8bstudents' 8bself-assessment 8bprocedures 8bin
8bassessing 8btheir 8bacquisition 8bof 8bknowledge 8band 8bskills. 8b- 8bANSWERS--C
After 8bgiving 8ban 8bassignment, 8ba 8bteacher 8bnotices 8bthat 8ba 8bstudent, 8bCarl, 8bis
8bfrowning. 8bThe 8bteacher 8bwalks 8bover 8bto 8bCarl's 8bdesk 8band 8bthe 8bfollowing
8bexchange 8boccurs:
Teacher: 8bDo 8byou 8bhave 8ba 8bquestion 8babout 8bthe 8bassignment?
Carl: 8bThis 8bis 8ba 8bstupid 8bassignment.
Teacher: 8bYou 8bsound 8bupset. 8bWould 8byou 8blike 8bto 8btalk 8babout 8bit?
In 8bher 8binteraction 8bwith 8bCarl, 8bwhich 8bof 8bthe 8bfollowing 8belements 8bof
8beffective 8bcommunication 8bdid 8bthe 8bteacher 8bexhibit?
A. 8bbeing 8bsensitive 8bto 8bnonverbal 8bcues 8band 8bparaphrasing
B. 8bbeing 8bsensitive 8bto 8bnonverbal 8bcues 8band 8bbeing 8ba 8breflective 8blistener
C. 8bbeing 8ba 8bthoughtful 8bquestioner 8band 8bparaphrasing
D. 8bredirecting 8band 8bparaphrasing 8b- 8bANSWERS--B
A 8bhigh 8bschool 8bcalculus 8bteacher 8bdecides 8bto 8battend 8ba 8bworkshop 8bon 8ba
8bsophisticated 8bmathematical 8bsoftware 8bprogram 8bat 8ba 8bstate 8bconference.
8bThe 8bteacher's 8bprobable 8bpurpose 8bfor 8battending 8bthe 8bworkshop 8bis 8bto 8b
A. 8bbe 8ba 8brisk-taker 8band 8binnovator.
B. 8bparticipate 8bin 8bcollaborative 8bdecision 8bmaking.
C. 8bdemonstrate 8bthat 8bthe 8bteacher 8bhas 8bclearly 8bdefined 8bgoals.
D. 8benhance 8bthe 8bteacher's 8bown 8bprofessional 8bskills 8band 8bknowledge 8b-
8bANSWERS--D
An 8binterdisciplinary 8bteam 8bof 8bmiddle 8bschool 8bteachers 8bwants 8bto 8bdevelop
8blessons 8bthat 8bpromote 8bstudents' 8bhigher-order 8bthinking 8bskills. 8bWhich 8bof
8bthe 8bfollowing 8bis 8bmost 8blikely 8bto 8bpromote 8bthe 8bhigher-order 8bthinking 8bskills
8bof 8bmiddle 8bschool 8bstudents?
A. 8bin 8bmath, 8bfilling 8bin 8bthe 8bmissing 8bcomponents 8bof 8ba 8bpattern
B. 8bin 8bsocial 8bstudies, 8bcreating 8ba 8btimeline 8bshowing 8bsignificant 8bevents 8bof
8ba 8bhistorical 8bperiod
C. 8bin 8bscience, 8bgraphing 8bdata 8bfrom 8ban 8bexperiment
D. 8bin 8blanguage 8barts, 8bmemorizing 8ba 8bfavorite 8bpoem 8b- 8bANSWERS--C
A 8bfirst-year 8bthird-grade 8bteacher 8bhas 8breceived 8bher 8bclass 8broster 8bfor 8bthe
8bupcoming 8bschool 8byear. 8bShe 8bnotes 8bthat 8bthe 8b19 8bstudents 8bin 8bher 8bclass
8bare 8bculturally 8bdiverse 8band 8bthat 8btwo 8bstudents 8bare 8breceiving 8bExceptional
8bStudent 8bEducation 8b(ESE) 8bservices 8b- 8bone 8bis 8bvisually 8bimpaired, 8band 8bthe
8bother 8bhas 8bmild 8bhearing 8bloss. 8bIn 8bplanning 8bher 8bclassroom 8blayout, 8bit 8bis
8bmost 8bimportant 8bfor 8bthe 8bteacher 8bto 8bconsider 8bthe 8b
A. 8bmaterials 8band 8bresources 8bavailable 8bin 8bher 8bclassroom.
B. 8bavailability 8bof 8bassistive 8btechnology 8bequipment 8bin 8bthe 8bschool.
C. 8bpotential 8bdiscipline 8bproblems 8bshe 8bmight 8bencounter 8bwith 8bsuch 8ba
8bvaried 8bgroup 8bof 8bstudents
D. 8binstructional 8bapproaches 8bshe 8bis 8bplanning 8bto 8buse 8bin 8bher 8bclassroom.
8b- 8bANSWERS--D
Ms. 8bKim, 8ba 8bmiddle 8bschool 8bteacher, 8boverhears 8btwo 8bstudents, 8bJimmy 8band
8bCurtis, 8btalking 8babout 8bdrugs. 8bThe 8bteacher 8bconfronts 8bthe 8bstudents 8bto
, 8bdiscuss 8bwhat 8bshe 8bheard. 8bFollowing 8bis 8ban 8bexcerpt 8bfrom 8btheir
8bdiscussion:
Ms. 8bKim: 8bJimmy, 8bI 8bwant 8bto 8btalk 8bto 8byou 8babout 8bwhat 8byou 8bsaid 8bto
8bCurtis 8babout 8bneeding 8bsome 8bdrugs.
Jimmy: 8bMs. 8bKim, 8byou 8bgot 8bit 8ball 8bwrong. 8bI 8bwas 8bjust 8bkiddin' 8baround. 8bI
8bdon't 8bdo 8bdrugs.
Curtis: 8bThat's 8bright, 8bMs. 8bKim. 8bJimmy 8bdoesn't 8bmess 8bwith 8bdrugs.
Ms. 8bKim: 8bI'm 8bnot 8bso 8bsure. 8bSome 8bof 8byour 8bother 8bteachers 8bhave 8btold
8bme 8bthat 8byour 8bgrades 8bhave 8bdropped 8ba 8blot 8bsince 8bschool 8bstarted,
8bJimmy. 8bAren't 8byou 8bfailing 8bmath 8band 8bEnglish?
Jimmy: 8bWell, 8bI'm 8bnot 8bdoing 8breal 8bgood 8bin 8bschool 8bright 8bnow, 8bbut 8bit's
8bnot 8bbecause 8bof 8bdrugs. 8bYou 8bgotta 8bbelieve 8bme, 8bMs. 8bKim
Ms. 8bKim: 8bWell, 8byou 8btwo 8bgo 8bon 8bto 8byour 8bnext 8bclass. 8bI'll 8btalk 8bto 8byou
8babout 8bthis 8blater.
When 8bMs. 8bKim 8bdiscussed 8bJimmy's 8bgrades 8bin 8bfront 8bof 8bCurtis, 8bher
8bactions 8bwere
A. 8bInappropriate, 8bbecause 8bthe 8bsuspect 8b- 8bANSWERS--B
Which 8bof 8bthe 8bfollowing 8bstrategies 8bwould 8bbe 8bbest 8bfor 8bdeveloping 8ba
8bfourth-grade 8bstudent's 8breading 8bfluency?
A. 8bEncourage 8bthe 8bstudent 8bto 8breread 8bbooks 8bwritten 8bat 8bthe 8bstudent's
8bindependent 8breading 8blevel.
B. 8bEncourage 8bthe 8bstudent 8bto 8bmemorize 8bcommon 8bphonics 8brules 8bto
8bimprove 8bdecoding 8bskills.
C. 8bHave 8ba 8bpeer 8bgive 8bconstructive 8bfeedback 8bafter 8blistening 8bto 8bthe
8bstudent 8bread 8baloud.
D. 8bHave 8bthe 8bstudent 8bpractice 8bblending 8bonsets 8band 8brimes 8bfor 8bword
8bfamilies 8bquickly 8band 8baccurately. 8b- 8bANSWERS--A
After 8ba 8bcooperative 8blearning 8bactivity 8bin 8blanguage 8barts, 8bthe 8bteacher 8basks
8bstudents 8bto 8bdetermine 8bwhether 8bthe 8bactivity 8bwas 8bsuccessful 8band 8bto
8breflect 8bon 8btheir 8broles 8band 8bparticipation. 8bWhich 8bof 8bthe 8bfollowing 8bis 8ba
8bbenefit 8bof 8bhaving 8bstudents 8bdo 8bthis 8bassignment?
A. 8bIt 8bwill 8ballow 8bthe 8bteacher 8bto 8bassess 8bstudents' 8bmastery 8bof 8bthe
8blanguage 8barts 8bobjective 8bfor 8bthe 8bcooperative 8blearning 8bactivity.
B. 8bIt 8bwill 8bpromote 8bself-reflection 8band 8bself-assessment 8bon 8bthe 8bpart 8bof
8bthe 8bstudent.
C. 8bIt 8bwill 8bpromote 8ba 8bhealthy, 8bcompetitive 8bspirit 8bamong 8bstudents.
D. 8bIt 8bwill 8ballow 8bthe 8bteacher 8bto 8bidentify 8bthose 8bstudents 8bwho 8bexhibited
8bleadership 8bskills. 8b- 8bANSWERS--B
A 8bsocial 8bstudies 8bteacher 8buses 8ba 8btown 8bcontroversy 8bover 8bwhether 8ba
8blarge 8boil 8bcompany 8bshould 8bbe 8bpermitted 8bto 8bdrill 8bon 8bthe 8bsite 8bof 8ba
8bhistoric 8blandmark 8bas 8bthe 8bbasis 8bfor 8ba 8bdiscussion 8bin 8bclass. 8bThe
8bteacher 8bposes 8bthe 8bfollowing 8bquestion 8bto 8bthe 8bclass: 8b"Should
8bpreservation 8bof 8bhistoric 8blandmarks 8bstand 8bin 8bthe 8bway 8bof 8beconomic
8bdevelopment? 8bWhy 8bor 8bwhy 8bnot?" 8bThe 8bteacher's 8bquestions 8bare
8bprobably 8bposed 8bfor 8bthe 8bpurpose 8bof
A. 8bencouraging 8bstudents 8bto 8brecall 8bfactual 8binformation.
PRACTICE TEST #1 EXAM
QUESTIONS AND ANSWERS
A 8bsocial 8bstudies 8bteacher 8basks 8bthe 8bstudents 8bin 8bthe 8bclass 8bhow 8bthey
8bcould 8buse 8bthe 8bword 8bHOMES 8bto 8bhelp 8bthem 8bremember 8bthe 8bnames 8bof
8bthe 8bGreat 8bLakes: 8bHuron, 8bOntario, 8bMichigan, 8bErie, 8band 8bSuperior. 8bThe
8bstudents 8bquickly 8brecognize 8bthat 8bthe 8bfirst 8bletters 8bof 8bthe 8bnames 8bof 8bthe
8blakes 8bcan 8bbe 8barranged 8bto 8bspell 8bHOMES. 8bThis 8bapproach 8bto
8bmemorizing 8binformation 8bbest 8bexemplifies 8busing
A. 8ban 8bacronym
B. 8bchunking
C. 8brehearsal
D. 8brote 8b- 8bANSWERS--A
During 8ba 8bclass 8bdiscussion, 8bfor 8bwhich 8bof 8bthe 8bfollowing 8bpurposes 8bwould
8bit 8bbe 8bappropriate 8bfor 8ba 8bteacher 8bto 8bask 8ba 8bclosed-ended 8bquestions?
A. 8bto 8bcheck 8bfor 8bagreement 8bamong 8bstudents
B. 8bto 8bencourage 8bbrainstorming
C. 8bto 8bprobe 8bfor 8bmore 8binformation
D. 8bto 8bfoster 8bcreativity 8b- 8bANSWERS--A
After 8breading 8bessays 8bstudents 8bhave 8bwritten, 8ba 8bsixth-grade 8blanguage 8barts
8bteacher 8bconsults 8ba 8bcolleague 8babout 8bhow 8bto 8bimprove 8bthe 8bquality 8bof
8bstudents' 8bwriting 8bassignments. 8bThe 8bteacher's 8bdecision 8bto 8bask 8ba
8bcolleague 8bfor 8bhelp 8billustrates 8bwhich 8bof 8bthe 8bfollowing 8bprinciples?
A. 8bTeachers 8bneed 8bto 8bunderstand 8bthe 8bimportance 8bof 8bbeing 8breflective
8bpractitioners.
B. 8bTeachers 8bshould 8bactively 8bengage 8bin 8bgroup 8bprocesses 8bto 8bmake
8bdecisions.
C. 8bTeachers 8bshould 8bknow 8bhow 8bto 8bencourage 8bstudent 8bachievement 8bof
8bdesired 8boutcomes.
D. 8bTeachers 8bneed 8bto 8bstay 8babreast 8bof 8bcurrent 8bknowledge 8band 8bpractices.
8b- 8bANSWERS--A
Which 8bof 8bthe 8bfollowing 8bactions 8bshould 8bthe 8bteacher 8btake 8bat 8bthe 8bend 8bof
8ba 8bcomputer 8bsimulation 8bactivity 8bto 8bpromote 8bstudents' 8bevaluation-level
8bthinking?
A. 8bGive 8ba 8bshort 8bquiz 8bover 8bthe 8bvocabulary 8bencountered 8bduring 8bthe
8bsimulation 8bactivity.
B. 8bHave 8ba 8bwhole-class 8bdiscussion 8bin 8bwhich 8bstudents 8bare 8basked 8bto 8btell
8bwhy 8bthey 8bdid 8bor 8bdid 8bnot 8blike 8bthe 8bsimulation 8bactivity.
C. 8bHave 8bstudents 8bwrite 8ba 8bparagraph 8bexplaining 8bhow 8bthey 8bparticipated
8bin 8bthe 8bsimulation 8bactivity.
D. 8bHave 8bstudents 8bwork 8bin 8bgroups 8bto 8bmake 8ba 8blist 8bof 8bconcepts 8bthey
8blearned 8bfrom 8bthe 8bsimulation 8bactivity. 8b- 8bANSWERS--B
,Students 8bin 8ba 8bfourth-grade 8bclass 8bare 8bmaking 8bdrawings 8bto 8billustrate 8btheir
8bwriting 8bprojects. 8bThe 8bteacher 8bobserves 8ba 8bfew 8bstudents 8bwho 8bare
8bartistically 8btalented 8bmaking 8brude 8bcomments 8babout 8bthe 8bdrawings 8bof 8btheir
8bclassmates 8bwho 8bare 8bless 8bartistically 8binclined. 8bThe 8bteacher 8bimmediately
8blets 8bthe 8brude 8bstudents 8bknow 8bthat 8bsuch 8bbehavior 8bwill 8bnot 8bbe
8btolerated. 8bThe 8bbest 8bfollow-up 8bresponse 8bfrom 8bthe 8bteacher 8bto 8bthis
8bsituation 8bis 8bto
A. 8ballow 8bstudents 8bthe 8boption 8bof 8bdownloading 8bfree 8bclip 8bart 8bfrom 8bthe
8bInternet 8bto 8billustrate 8btheir 8bwriting 8bproject
B. 8bassign 8bthe 8brude 8bstudents 8bto 8bwork 8bone-on-one 8bwith 8btheir 8bclassmates
8bwho 8bare 8bless 8bartistically 8binclined 8bto 8bhelp 8bthem 8bcreate 8bbetter 8bdrawings.
C. 8bhave 8bstudents 8bwho 8bmake 8brude 8bcomments 8bstay 8bafter 8bclass 8band 8btalk
8bwith 8bthem 8babout 8brespecting 8bothers.
D. 8bhold 8ba 8bclass 8bmeeting 8bto 8bestablish 8bconsequences 8bfor 8brude 8bbehavior
8band 8benforce 8bthe 8bconsequences 8bconsistently 8b- 8bANSWERS--A
Which 8bof 8bthe 8bfollowing 8bwould 8bconstitute 8ba 8bviolation 8bof 8bthe 8bFlorida
8bCode 8bof 8bEthics 8band 8bPrinciples 8bof 8bProfessional 8bConduct?
A. 8bdisagreeing 8bwith 8bthe 8bprincipal 8babout 8ba 8bdiscipline 8bissue 8bconcerning 8ba
8bstudent
B. 8bpresenting 8bdiverse 8bpoints 8bof 8bview 8babout 8ba 8btopic 8bto 8bstudents
C. 8brepresenting 8bone's 8bpersonal 8bviews 8bas 8bthose 8bor 8bthe 8bschool 8bdistrict
D. 8bdating 8ba 8bcolleague 8bwho 8bteaches 8bin 8bthe 8bsame 8bschool 8b-
8bANSWERS--C
In 8brecent 8byears, 8bthe 8bFlorida 8bLegislature 8bpassed 8blegislation 8bthat 8bfocuses
8bon 8busing 8breading 8bas 8bthe 8bfoundation 8bto 8bimprove 8bstudent 8bachievement
8bin 8ball 8bsubject 8bareas. 8bIn 8bgeneral, 8bwhich 8bof 8bthe 8bfollowing 8bways 8bwould
8bbe 8bbest 8bfor 8bpromoting 8bstruggling 8bmiddle 8bschool 8breaders' 8bgrowth 8bas
8beffective 8band 8bcompetent 8breaders 8bof 8bexpository 8btext?
A. 8bregularly 8brequire 8bstruggling 8breaders 8bto 8bdo 8bacademically 8bchallenging
8bassignments 8bthat 8bare 8breading-intensive
B. 8bprovide 8binstruction 8bto 8bhelp 8bstruggling 8blearn 8bwhen 8band 8bhow 8bto 8buse
8bdifferent 8bcomprehension 8bstrategies 8band 8bto 8brepair 8bcomprehension
8bproblems
C. 8bexplicitly 8bteach 8bstruggling 8breaders 8bto 8bmake 8ba 8bregular 8bpractice 8bof
8bskimming 8bthrough 8bevery 8btext 8bthat 8bthey 8bplan 8bto 8bread 8bbefore 8bactually
8breading 8bit.
D. 8bbase 8bstruggling 8breaders' 8bgrades 8bon 8bresearch 8bassignments 8bin 8bthe
8bcontent 8bareas 8bas 8bmuch 8bon 8btheir 8badherence 8bto 8bspecific 8bprocesses 8bas
8bon 8bthe 8bcontent 8bof 8bthe 8bfinal 8bproduct 8b- 8bANSWERS--B
A 8bteacher 8bis 8bconcerned 8babout 8bappropriate 8bassessment 8bof 8bcontent 8barea
8blearning 8bfor 8bstudents 8bin 8bthe 8bclass 8bwho 8bhave 8bhistories 8bof 8blimited
8bacademic 8bsuccess. 8bTo 8bensure 8bfair 8band 8baccurate 8bassessment 8bof 8bthese
8bstudents, 8bit 8bwould 8bbe 8bmost 8bappropriate 8bfor 8bthe 8bteacher 8bto
A. 8bdevelop 8bseparate, 8bmore 8blenient 8bcriteria 8bfor 8bassessing 8btheir 8bprogress.
B. 8bmodify 8btheir 8bassignments 8bto 8breflect 8bless-challenging 8bexpectations.
C. 8buse 8ba 8bvariety 8bof 8bformal 8band 8binformal 8bassessment 8bmeasures, 8bsuch
8bas 8bobservations, 8binterviews, 8btest 8bscores, 8band 8bsamples 8bof 8bdaily 8bwork.
,D. 8brely 8bmainly 8bon 8bthe 8buse 8bof 8bstudents' 8bself-assessment 8bprocedures 8bin
8bassessing 8btheir 8bacquisition 8bof 8bknowledge 8band 8bskills. 8b- 8bANSWERS--C
After 8bgiving 8ban 8bassignment, 8ba 8bteacher 8bnotices 8bthat 8ba 8bstudent, 8bCarl, 8bis
8bfrowning. 8bThe 8bteacher 8bwalks 8bover 8bto 8bCarl's 8bdesk 8band 8bthe 8bfollowing
8bexchange 8boccurs:
Teacher: 8bDo 8byou 8bhave 8ba 8bquestion 8babout 8bthe 8bassignment?
Carl: 8bThis 8bis 8ba 8bstupid 8bassignment.
Teacher: 8bYou 8bsound 8bupset. 8bWould 8byou 8blike 8bto 8btalk 8babout 8bit?
In 8bher 8binteraction 8bwith 8bCarl, 8bwhich 8bof 8bthe 8bfollowing 8belements 8bof
8beffective 8bcommunication 8bdid 8bthe 8bteacher 8bexhibit?
A. 8bbeing 8bsensitive 8bto 8bnonverbal 8bcues 8band 8bparaphrasing
B. 8bbeing 8bsensitive 8bto 8bnonverbal 8bcues 8band 8bbeing 8ba 8breflective 8blistener
C. 8bbeing 8ba 8bthoughtful 8bquestioner 8band 8bparaphrasing
D. 8bredirecting 8band 8bparaphrasing 8b- 8bANSWERS--B
A 8bhigh 8bschool 8bcalculus 8bteacher 8bdecides 8bto 8battend 8ba 8bworkshop 8bon 8ba
8bsophisticated 8bmathematical 8bsoftware 8bprogram 8bat 8ba 8bstate 8bconference.
8bThe 8bteacher's 8bprobable 8bpurpose 8bfor 8battending 8bthe 8bworkshop 8bis 8bto 8b
A. 8bbe 8ba 8brisk-taker 8band 8binnovator.
B. 8bparticipate 8bin 8bcollaborative 8bdecision 8bmaking.
C. 8bdemonstrate 8bthat 8bthe 8bteacher 8bhas 8bclearly 8bdefined 8bgoals.
D. 8benhance 8bthe 8bteacher's 8bown 8bprofessional 8bskills 8band 8bknowledge 8b-
8bANSWERS--D
An 8binterdisciplinary 8bteam 8bof 8bmiddle 8bschool 8bteachers 8bwants 8bto 8bdevelop
8blessons 8bthat 8bpromote 8bstudents' 8bhigher-order 8bthinking 8bskills. 8bWhich 8bof
8bthe 8bfollowing 8bis 8bmost 8blikely 8bto 8bpromote 8bthe 8bhigher-order 8bthinking 8bskills
8bof 8bmiddle 8bschool 8bstudents?
A. 8bin 8bmath, 8bfilling 8bin 8bthe 8bmissing 8bcomponents 8bof 8ba 8bpattern
B. 8bin 8bsocial 8bstudies, 8bcreating 8ba 8btimeline 8bshowing 8bsignificant 8bevents 8bof
8ba 8bhistorical 8bperiod
C. 8bin 8bscience, 8bgraphing 8bdata 8bfrom 8ban 8bexperiment
D. 8bin 8blanguage 8barts, 8bmemorizing 8ba 8bfavorite 8bpoem 8b- 8bANSWERS--C
A 8bfirst-year 8bthird-grade 8bteacher 8bhas 8breceived 8bher 8bclass 8broster 8bfor 8bthe
8bupcoming 8bschool 8byear. 8bShe 8bnotes 8bthat 8bthe 8b19 8bstudents 8bin 8bher 8bclass
8bare 8bculturally 8bdiverse 8band 8bthat 8btwo 8bstudents 8bare 8breceiving 8bExceptional
8bStudent 8bEducation 8b(ESE) 8bservices 8b- 8bone 8bis 8bvisually 8bimpaired, 8band 8bthe
8bother 8bhas 8bmild 8bhearing 8bloss. 8bIn 8bplanning 8bher 8bclassroom 8blayout, 8bit 8bis
8bmost 8bimportant 8bfor 8bthe 8bteacher 8bto 8bconsider 8bthe 8b
A. 8bmaterials 8band 8bresources 8bavailable 8bin 8bher 8bclassroom.
B. 8bavailability 8bof 8bassistive 8btechnology 8bequipment 8bin 8bthe 8bschool.
C. 8bpotential 8bdiscipline 8bproblems 8bshe 8bmight 8bencounter 8bwith 8bsuch 8ba
8bvaried 8bgroup 8bof 8bstudents
D. 8binstructional 8bapproaches 8bshe 8bis 8bplanning 8bto 8buse 8bin 8bher 8bclassroom.
8b- 8bANSWERS--D
Ms. 8bKim, 8ba 8bmiddle 8bschool 8bteacher, 8boverhears 8btwo 8bstudents, 8bJimmy 8band
8bCurtis, 8btalking 8babout 8bdrugs. 8bThe 8bteacher 8bconfronts 8bthe 8bstudents 8bto
, 8bdiscuss 8bwhat 8bshe 8bheard. 8bFollowing 8bis 8ban 8bexcerpt 8bfrom 8btheir
8bdiscussion:
Ms. 8bKim: 8bJimmy, 8bI 8bwant 8bto 8btalk 8bto 8byou 8babout 8bwhat 8byou 8bsaid 8bto
8bCurtis 8babout 8bneeding 8bsome 8bdrugs.
Jimmy: 8bMs. 8bKim, 8byou 8bgot 8bit 8ball 8bwrong. 8bI 8bwas 8bjust 8bkiddin' 8baround. 8bI
8bdon't 8bdo 8bdrugs.
Curtis: 8bThat's 8bright, 8bMs. 8bKim. 8bJimmy 8bdoesn't 8bmess 8bwith 8bdrugs.
Ms. 8bKim: 8bI'm 8bnot 8bso 8bsure. 8bSome 8bof 8byour 8bother 8bteachers 8bhave 8btold
8bme 8bthat 8byour 8bgrades 8bhave 8bdropped 8ba 8blot 8bsince 8bschool 8bstarted,
8bJimmy. 8bAren't 8byou 8bfailing 8bmath 8band 8bEnglish?
Jimmy: 8bWell, 8bI'm 8bnot 8bdoing 8breal 8bgood 8bin 8bschool 8bright 8bnow, 8bbut 8bit's
8bnot 8bbecause 8bof 8bdrugs. 8bYou 8bgotta 8bbelieve 8bme, 8bMs. 8bKim
Ms. 8bKim: 8bWell, 8byou 8btwo 8bgo 8bon 8bto 8byour 8bnext 8bclass. 8bI'll 8btalk 8bto 8byou
8babout 8bthis 8blater.
When 8bMs. 8bKim 8bdiscussed 8bJimmy's 8bgrades 8bin 8bfront 8bof 8bCurtis, 8bher
8bactions 8bwere
A. 8bInappropriate, 8bbecause 8bthe 8bsuspect 8b- 8bANSWERS--B
Which 8bof 8bthe 8bfollowing 8bstrategies 8bwould 8bbe 8bbest 8bfor 8bdeveloping 8ba
8bfourth-grade 8bstudent's 8breading 8bfluency?
A. 8bEncourage 8bthe 8bstudent 8bto 8breread 8bbooks 8bwritten 8bat 8bthe 8bstudent's
8bindependent 8breading 8blevel.
B. 8bEncourage 8bthe 8bstudent 8bto 8bmemorize 8bcommon 8bphonics 8brules 8bto
8bimprove 8bdecoding 8bskills.
C. 8bHave 8ba 8bpeer 8bgive 8bconstructive 8bfeedback 8bafter 8blistening 8bto 8bthe
8bstudent 8bread 8baloud.
D. 8bHave 8bthe 8bstudent 8bpractice 8bblending 8bonsets 8band 8brimes 8bfor 8bword
8bfamilies 8bquickly 8band 8baccurately. 8b- 8bANSWERS--A
After 8ba 8bcooperative 8blearning 8bactivity 8bin 8blanguage 8barts, 8bthe 8bteacher 8basks
8bstudents 8bto 8bdetermine 8bwhether 8bthe 8bactivity 8bwas 8bsuccessful 8band 8bto
8breflect 8bon 8btheir 8broles 8band 8bparticipation. 8bWhich 8bof 8bthe 8bfollowing 8bis 8ba
8bbenefit 8bof 8bhaving 8bstudents 8bdo 8bthis 8bassignment?
A. 8bIt 8bwill 8ballow 8bthe 8bteacher 8bto 8bassess 8bstudents' 8bmastery 8bof 8bthe
8blanguage 8barts 8bobjective 8bfor 8bthe 8bcooperative 8blearning 8bactivity.
B. 8bIt 8bwill 8bpromote 8bself-reflection 8band 8bself-assessment 8bon 8bthe 8bpart 8bof
8bthe 8bstudent.
C. 8bIt 8bwill 8bpromote 8ba 8bhealthy, 8bcompetitive 8bspirit 8bamong 8bstudents.
D. 8bIt 8bwill 8ballow 8bthe 8bteacher 8bto 8bidentify 8bthose 8bstudents 8bwho 8bexhibited
8bleadership 8bskills. 8b- 8bANSWERS--B
A 8bsocial 8bstudies 8bteacher 8buses 8ba 8btown 8bcontroversy 8bover 8bwhether 8ba
8blarge 8boil 8bcompany 8bshould 8bbe 8bpermitted 8bto 8bdrill 8bon 8bthe 8bsite 8bof 8ba
8bhistoric 8blandmark 8bas 8bthe 8bbasis 8bfor 8ba 8bdiscussion 8bin 8bclass. 8bThe
8bteacher 8bposes 8bthe 8bfollowing 8bquestion 8bto 8bthe 8bclass: 8b"Should
8bpreservation 8bof 8bhistoric 8blandmarks 8bstand 8bin 8bthe 8bway 8bof 8beconomic
8bdevelopment? 8bWhy 8bor 8bwhy 8bnot?" 8bThe 8bteacher's 8bquestions 8bare
8bprobably 8bposed 8bfor 8bthe 8bpurpose 8bof
A. 8bencouraging 8bstudents 8bto 8brecall 8bfactual 8binformation.
