FTCE PROFESSIONAL EDUCATION
PRACTICE TEST #1 EXAM
QUESTIONS AND ANSWERS
A 9nsocial 9nstudies 9nteacher 9nasks 9nthe 9nstudents 9nin 9nthe 9nclass 9nhow 9nthey
9ncould 9nuse 9nthe 9nword 9nHOMES 9nto 9nhelp 9nthem 9nremember 9nthe 9nnames 9nof
9nthe 9nGreat 9nLakes: 9nHuron, 9nOntario, 9nMichigan, 9nErie, 9nand 9nSuperior. 9nThe
9nstudents 9nquickly 9nrecognize 9nthat 9nthe 9nfirst 9nletters 9nof 9nthe 9nnames 9nof 9nthe
9nlakes 9ncan 9nbe 9narranged 9nto 9nspell 9nHOMES. 9nThis 9napproach 9nto
9nmemorizing 9ninformation 9nbest 9nexemplifies 9nusing
A. 9nan 9nacronym
B. 9nchunking
C. 9nrehearsal
D. 9nrote 9n- 9nANSWERS--A
During 9na 9nclass 9ndiscussion, 9nfor 9nwhich 9nof 9nthe 9nfollowing 9npurposes 9nwould
9nit 9nbe 9nappropriate 9nfor 9na 9nteacher 9nto 9nask 9na 9nclosed-ended 9nquestions?
A. 9nto 9ncheck 9nfor 9nagreement 9namong 9nstudents
B. 9nto 9nencourage 9nbrainstorming
C. 9nto 9nprobe 9nfor 9nmore 9ninformation
D. 9nto 9nfoster 9ncreativity 9n- 9nANSWERS--A
After 9nreading 9nessays 9nstudents 9nhave 9nwritten, 9na 9nsixth-grade 9nlanguage 9narts
9nteacher 9nconsults 9na 9ncolleague 9nabout 9nhow 9nto 9nimprove 9nthe 9nquality 9nof
9nstudents' 9nwriting 9nassignments. 9nThe 9nteacher's 9ndecision 9nto 9nask 9na
9ncolleague 9nfor 9nhelp 9nillustrates 9nwhich 9nof 9nthe 9nfollowing 9nprinciples?
A. 9nTeachers 9nneed 9nto 9nunderstand 9nthe 9nimportance 9nof 9nbeing 9nreflective
9npractitioners.
B. 9nTeachers 9nshould 9nactively 9nengage 9nin 9ngroup 9nprocesses 9nto 9nmake
9ndecisions.
C. 9nTeachers 9nshould 9nknow 9nhow 9nto 9nencourage 9nstudent 9nachievement 9nof
9ndesired 9noutcomes.
D. 9nTeachers 9nneed 9nto 9nstay 9nabreast 9nof 9ncurrent 9nknowledge 9nand 9npractices.
9n- 9nANSWERS--A
Which 9nof 9nthe 9nfollowing 9nactions 9nshould 9nthe 9nteacher 9ntake 9nat 9nthe 9nend 9nof
9na 9ncomputer 9nsimulation 9nactivity 9nto 9npromote 9nstudents' 9nevaluation-level
9nthinking?
A. 9nGive 9na 9nshort 9nquiz 9nover 9nthe 9nvocabulary 9nencountered 9nduring 9nthe
9nsimulation 9nactivity.
B. 9nHave 9na 9nwhole-class 9ndiscussion 9nin 9nwhich 9nstudents 9nare 9nasked 9nto 9ntell
9nwhy 9nthey 9ndid 9nor 9ndid 9nnot 9nlike 9nthe 9nsimulation 9nactivity.
C. 9nHave 9nstudents 9nwrite 9na 9nparagraph 9nexplaining 9nhow 9nthey 9nparticipated
9nin 9nthe 9nsimulation 9nactivity.
D. 9nHave 9nstudents 9nwork 9nin 9ngroups 9nto 9nmake 9na 9nlist 9nof 9nconcepts 9nthey
9nlearned 9nfrom 9nthe 9nsimulation 9nactivity. 9n- 9nANSWERS--B
,Students 9nin 9na 9nfourth-grade 9nclass 9nare 9nmaking 9ndrawings 9nto 9nillustrate 9ntheir
9nwriting 9nprojects. 9nThe 9nteacher 9nobserves 9na 9nfew 9nstudents 9nwho 9nare
9nartistically 9ntalented 9nmaking 9nrude 9ncomments 9nabout 9nthe 9ndrawings 9nof 9ntheir
9nclassmates 9nwho 9nare 9nless 9nartistically 9ninclined. 9nThe 9nteacher 9nimmediately
9nlets 9nthe 9nrude 9nstudents 9nknow 9nthat 9nsuch 9nbehavior 9nwill 9nnot 9nbe
9ntolerated. 9nThe 9nbest 9nfollow-up 9nresponse 9nfrom 9nthe 9nteacher 9nto 9nthis
9nsituation 9nis 9nto
A. 9nallow 9nstudents 9nthe 9noption 9nof 9ndownloading 9nfree 9nclip 9nart 9nfrom 9nthe
9nInternet 9nto 9nillustrate 9ntheir 9nwriting 9nproject
B. 9nassign 9nthe 9nrude 9nstudents 9nto 9nwork 9none-on-one 9nwith 9ntheir 9nclassmates
9nwho 9nare 9nless 9nartistically 9ninclined 9nto 9nhelp 9nthem 9ncreate 9nbetter 9ndrawings.
C. 9nhave 9nstudents 9nwho 9nmake 9nrude 9ncomments 9nstay 9nafter 9nclass 9nand 9ntalk
9nwith 9nthem 9nabout 9nrespecting 9nothers.
D. 9nhold 9na 9nclass 9nmeeting 9nto 9nestablish 9nconsequences 9nfor 9nrude 9nbehavior
9nand 9nenforce 9nthe 9nconsequences 9nconsistently 9n- 9nANSWERS--A
Which 9nof 9nthe 9nfollowing 9nwould 9nconstitute 9na 9nviolation 9nof 9nthe 9nFlorida
9nCode 9nof 9nEthics 9nand 9nPrinciples 9nof 9nProfessional 9nConduct?
A. 9ndisagreeing 9nwith 9nthe 9nprincipal 9nabout 9na 9ndiscipline 9nissue 9nconcerning 9na
9nstudent
B. 9npresenting 9ndiverse 9npoints 9nof 9nview 9nabout 9na 9ntopic 9nto 9nstudents
C. 9nrepresenting 9none's 9npersonal 9nviews 9nas 9nthose 9nor 9nthe 9nschool 9ndistrict
D. 9ndating 9na 9ncolleague 9nwho 9nteaches 9nin 9nthe 9nsame 9nschool 9n-
9nANSWERS--C
In 9nrecent 9nyears, 9nthe 9nFlorida 9nLegislature 9npassed 9nlegislation 9nthat 9nfocuses
9non 9nusing 9nreading 9nas 9nthe 9nfoundation 9nto 9nimprove 9nstudent 9nachievement
9nin 9nall 9nsubject 9nareas. 9nIn 9ngeneral, 9nwhich 9nof 9nthe 9nfollowing 9nways 9nwould
9nbe 9nbest 9nfor 9npromoting 9nstruggling 9nmiddle 9nschool 9nreaders' 9ngrowth 9nas
9neffective 9nand 9ncompetent 9nreaders 9nof 9nexpository 9ntext?
A. 9nregularly 9nrequire 9nstruggling 9nreaders 9nto 9ndo 9nacademically 9nchallenging
9nassignments 9nthat 9nare 9nreading-intensive
B. 9nprovide 9ninstruction 9nto 9nhelp 9nstruggling 9nlearn 9nwhen 9nand 9nhow 9nto 9nuse
9ndifferent 9ncomprehension 9nstrategies 9nand 9nto 9nrepair 9ncomprehension
9nproblems
C. 9nexplicitly 9nteach 9nstruggling 9nreaders 9nto 9nmake 9na 9nregular 9npractice 9nof
9nskimming 9nthrough 9nevery 9ntext 9nthat 9nthey 9nplan 9nto 9nread 9nbefore 9nactually
9nreading 9nit.
D. 9nbase 9nstruggling 9nreaders' 9ngrades 9non 9nresearch 9nassignments 9nin 9nthe
9ncontent 9nareas 9nas 9nmuch 9non 9ntheir 9nadherence 9nto 9nspecific 9nprocesses 9nas
9non 9nthe 9ncontent 9nof 9nthe 9nfinal 9nproduct 9n- 9nANSWERS--B
A 9nteacher 9nis 9nconcerned 9nabout 9nappropriate 9nassessment 9nof 9ncontent 9narea
9nlearning 9nfor 9nstudents 9nin 9nthe 9nclass 9nwho 9nhave 9nhistories 9nof 9nlimited
9nacademic 9nsuccess. 9nTo 9nensure 9nfair 9nand 9naccurate 9nassessment 9nof 9nthese
9nstudents, 9nit 9nwould 9nbe 9nmost 9nappropriate 9nfor 9nthe 9nteacher 9nto
A. 9ndevelop 9nseparate, 9nmore 9nlenient 9ncriteria 9nfor 9nassessing 9ntheir 9nprogress.
B. 9nmodify 9ntheir 9nassignments 9nto 9nreflect 9nless-challenging 9nexpectations.
C. 9nuse 9na 9nvariety 9nof 9nformal 9nand 9ninformal 9nassessment 9nmeasures, 9nsuch
9nas 9nobservations, 9ninterviews, 9ntest 9nscores, 9nand 9nsamples 9nof 9ndaily 9nwork.
,D. 9nrely 9nmainly 9non 9nthe 9nuse 9nof 9nstudents' 9nself-assessment 9nprocedures 9nin
9nassessing 9ntheir 9nacquisition 9nof 9nknowledge 9nand 9nskills. 9n- 9nANSWERS--C
After 9ngiving 9nan 9nassignment, 9na 9nteacher 9nnotices 9nthat 9na 9nstudent, 9nCarl, 9nis
9nfrowning. 9nThe 9nteacher 9nwalks 9nover 9nto 9nCarl's 9ndesk 9nand 9nthe 9nfollowing
9nexchange 9noccurs:
Teacher: 9nDo 9nyou 9nhave 9na 9nquestion 9nabout 9nthe 9nassignment?
Carl: 9nThis 9nis 9na 9nstupid 9nassignment.
Teacher: 9nYou 9nsound 9nupset. 9nWould 9nyou 9nlike 9nto 9ntalk 9nabout 9nit?
In 9nher 9ninteraction 9nwith 9nCarl, 9nwhich 9nof 9nthe 9nfollowing 9nelements 9nof
9neffective 9ncommunication 9ndid 9nthe 9nteacher 9nexhibit?
A. 9nbeing 9nsensitive 9nto 9nnonverbal 9ncues 9nand 9nparaphrasing
B. 9nbeing 9nsensitive 9nto 9nnonverbal 9ncues 9nand 9nbeing 9na 9nreflective 9nlistener
C. 9nbeing 9na 9nthoughtful 9nquestioner 9nand 9nparaphrasing
D. 9nredirecting 9nand 9nparaphrasing 9n- 9nANSWERS--B
A 9nhigh 9nschool 9ncalculus 9nteacher 9ndecides 9nto 9nattend 9na 9nworkshop 9non 9na
9nsophisticated 9nmathematical 9nsoftware 9nprogram 9nat 9na 9nstate 9nconference.
9nThe 9nteacher's 9nprobable 9npurpose 9nfor 9nattending 9nthe 9nworkshop 9nis 9nto 9n
A. 9nbe 9na 9nrisk-taker 9nand 9ninnovator.
B. 9nparticipate 9nin 9ncollaborative 9ndecision 9nmaking.
C. 9ndemonstrate 9nthat 9nthe 9nteacher 9nhas 9nclearly 9ndefined 9ngoals.
D. 9nenhance 9nthe 9nteacher's 9nown 9nprofessional 9nskills 9nand 9nknowledge 9n-
9nANSWERS--D
An 9ninterdisciplinary 9nteam 9nof 9nmiddle 9nschool 9nteachers 9nwants 9nto 9ndevelop
9nlessons 9nthat 9npromote 9nstudents' 9nhigher-order 9nthinking 9nskills. 9nWhich 9nof
9nthe 9nfollowing 9nis 9nmost 9nlikely 9nto 9npromote 9nthe 9nhigher-order 9nthinking 9nskills
9nof 9nmiddle 9nschool 9nstudents?
A. 9nin 9nmath, 9nfilling 9nin 9nthe 9nmissing 9ncomponents 9nof 9na 9npattern
B. 9nin 9nsocial 9nstudies, 9ncreating 9na 9ntimeline 9nshowing 9nsignificant 9nevents 9nof
9na 9nhistorical 9nperiod
C. 9nin 9nscience, 9ngraphing 9ndata 9nfrom 9nan 9nexperiment
D. 9nin 9nlanguage 9narts, 9nmemorizing 9na 9nfavorite 9npoem 9n- 9nANSWERS--C
A 9nfirst-year 9nthird-grade 9nteacher 9nhas 9nreceived 9nher 9nclass 9nroster 9nfor 9nthe
9nupcoming 9nschool 9nyear. 9nShe 9nnotes 9nthat 9nthe 9n19 9nstudents 9nin 9nher 9nclass
9nare 9nculturally 9ndiverse 9nand 9nthat 9ntwo 9nstudents 9nare 9nreceiving 9nExceptional
9nStudent 9nEducation 9n(ESE) 9nservices 9n- 9none 9nis 9nvisually 9nimpaired, 9nand 9nthe
9nother 9nhas 9nmild 9nhearing 9nloss. 9nIn 9nplanning 9nher 9nclassroom 9nlayout, 9nit 9nis
9nmost 9nimportant 9nfor 9nthe 9nteacher 9nto 9nconsider 9nthe 9n
A. 9nmaterials 9nand 9nresources 9navailable 9nin 9nher 9nclassroom.
B. 9navailability 9nof 9nassistive 9ntechnology 9nequipment 9nin 9nthe 9nschool.
C. 9npotential 9ndiscipline 9nproblems 9nshe 9nmight 9nencounter 9nwith 9nsuch 9na
9nvaried 9ngroup 9nof 9nstudents
D. 9ninstructional 9napproaches 9nshe 9nis 9nplanning 9nto 9nuse 9nin 9nher 9nclassroom.
9n- 9nANSWERS--D
Ms. 9nKim, 9na 9nmiddle 9nschool 9nteacher, 9noverhears 9ntwo 9nstudents, 9nJimmy 9nand
9nCurtis, 9ntalking 9nabout 9ndrugs. 9nThe 9nteacher 9nconfronts 9nthe 9nstudents 9nto
, 9ndiscuss 9nwhat 9nshe 9nheard. 9nFollowing 9nis 9nan 9nexcerpt 9nfrom 9ntheir
9ndiscussion:
Ms. 9nKim: 9nJimmy, 9nI 9nwant 9nto 9ntalk 9nto 9nyou 9nabout 9nwhat 9nyou 9nsaid 9nto
9nCurtis 9nabout 9nneeding 9nsome 9ndrugs.
Jimmy: 9nMs. 9nKim, 9nyou 9ngot 9nit 9nall 9nwrong. 9nI 9nwas 9njust 9nkiddin' 9naround. 9nI
9ndon't 9ndo 9ndrugs.
Curtis: 9nThat's 9nright, 9nMs. 9nKim. 9nJimmy 9ndoesn't 9nmess 9nwith 9ndrugs.
Ms. 9nKim: 9nI'm 9nnot 9nso 9nsure. 9nSome 9nof 9nyour 9nother 9nteachers 9nhave 9ntold
9nme 9nthat 9nyour 9ngrades 9nhave 9ndropped 9na 9nlot 9nsince 9nschool 9nstarted,
9nJimmy. 9nAren't 9nyou 9nfailing 9nmath 9nand 9nEnglish?
Jimmy: 9nWell, 9nI'm 9nnot 9ndoing 9nreal 9ngood 9nin 9nschool 9nright 9nnow, 9nbut 9nit's
9nnot 9nbecause 9nof 9ndrugs. 9nYou 9ngotta 9nbelieve 9nme, 9nMs. 9nKim
Ms. 9nKim: 9nWell, 9nyou 9ntwo 9ngo 9non 9nto 9nyour 9nnext 9nclass. 9nI'll 9ntalk 9nto 9nyou
9nabout 9nthis 9nlater.
When 9nMs. 9nKim 9ndiscussed 9nJimmy's 9ngrades 9nin 9nfront 9nof 9nCurtis, 9nher
9nactions 9nwere
A. 9nInappropriate, 9nbecause 9nthe 9nsuspect 9n- 9nANSWERS--B
Which 9nof 9nthe 9nfollowing 9nstrategies 9nwould 9nbe 9nbest 9nfor 9ndeveloping 9na
9nfourth-grade 9nstudent's 9nreading 9nfluency?
A. 9nEncourage 9nthe 9nstudent 9nto 9nreread 9nbooks 9nwritten 9nat 9nthe 9nstudent's
9nindependent 9nreading 9nlevel.
B. 9nEncourage 9nthe 9nstudent 9nto 9nmemorize 9ncommon 9nphonics 9nrules 9nto
9nimprove 9ndecoding 9nskills.
C. 9nHave 9na 9npeer 9ngive 9nconstructive 9nfeedback 9nafter 9nlistening 9nto 9nthe
9nstudent 9nread 9naloud.
D. 9nHave 9nthe 9nstudent 9npractice 9nblending 9nonsets 9nand 9nrimes 9nfor 9nword
9nfamilies 9nquickly 9nand 9naccurately. 9n- 9nANSWERS--A
After 9na 9ncooperative 9nlearning 9nactivity 9nin 9nlanguage 9narts, 9nthe 9nteacher 9nasks
9nstudents 9nto 9ndetermine 9nwhether 9nthe 9nactivity 9nwas 9nsuccessful 9nand 9nto
9nreflect 9non 9ntheir 9nroles 9nand 9nparticipation. 9nWhich 9nof 9nthe 9nfollowing 9nis 9na
9nbenefit 9nof 9nhaving 9nstudents 9ndo 9nthis 9nassignment?
A. 9nIt 9nwill 9nallow 9nthe 9nteacher 9nto 9nassess 9nstudents' 9nmastery 9nof 9nthe
9nlanguage 9narts 9nobjective 9nfor 9nthe 9ncooperative 9nlearning 9nactivity.
B. 9nIt 9nwill 9npromote 9nself-reflection 9nand 9nself-assessment 9non 9nthe 9npart 9nof
9nthe 9nstudent.
C. 9nIt 9nwill 9npromote 9na 9nhealthy, 9ncompetitive 9nspirit 9namong 9nstudents.
D. 9nIt 9nwill 9nallow 9nthe 9nteacher 9nto 9nidentify 9nthose 9nstudents 9nwho 9nexhibited
9nleadership 9nskills. 9n- 9nANSWERS--B
A 9nsocial 9nstudies 9nteacher 9nuses 9na 9ntown 9ncontroversy 9nover 9nwhether 9na
9nlarge 9noil 9ncompany 9nshould 9nbe 9npermitted 9nto 9ndrill 9non 9nthe 9nsite 9nof 9na
9nhistoric 9nlandmark 9nas 9nthe 9nbasis 9nfor 9na 9ndiscussion 9nin 9nclass. 9nThe
9nteacher 9nposes 9nthe 9nfollowing 9nquestion 9nto 9nthe 9nclass: 9n"Should
9npreservation 9nof 9nhistoric 9nlandmarks 9nstand 9nin 9nthe 9nway 9nof 9neconomic
9ndevelopment? 9nWhy 9nor 9nwhy 9nnot?" 9nThe 9nteacher's 9nquestions 9nare
9nprobably 9nposed 9nfor 9nthe 9npurpose 9nof
A. 9nencouraging 9nstudents 9nto 9nrecall 9nfactual 9ninformation.
PRACTICE TEST #1 EXAM
QUESTIONS AND ANSWERS
A 9nsocial 9nstudies 9nteacher 9nasks 9nthe 9nstudents 9nin 9nthe 9nclass 9nhow 9nthey
9ncould 9nuse 9nthe 9nword 9nHOMES 9nto 9nhelp 9nthem 9nremember 9nthe 9nnames 9nof
9nthe 9nGreat 9nLakes: 9nHuron, 9nOntario, 9nMichigan, 9nErie, 9nand 9nSuperior. 9nThe
9nstudents 9nquickly 9nrecognize 9nthat 9nthe 9nfirst 9nletters 9nof 9nthe 9nnames 9nof 9nthe
9nlakes 9ncan 9nbe 9narranged 9nto 9nspell 9nHOMES. 9nThis 9napproach 9nto
9nmemorizing 9ninformation 9nbest 9nexemplifies 9nusing
A. 9nan 9nacronym
B. 9nchunking
C. 9nrehearsal
D. 9nrote 9n- 9nANSWERS--A
During 9na 9nclass 9ndiscussion, 9nfor 9nwhich 9nof 9nthe 9nfollowing 9npurposes 9nwould
9nit 9nbe 9nappropriate 9nfor 9na 9nteacher 9nto 9nask 9na 9nclosed-ended 9nquestions?
A. 9nto 9ncheck 9nfor 9nagreement 9namong 9nstudents
B. 9nto 9nencourage 9nbrainstorming
C. 9nto 9nprobe 9nfor 9nmore 9ninformation
D. 9nto 9nfoster 9ncreativity 9n- 9nANSWERS--A
After 9nreading 9nessays 9nstudents 9nhave 9nwritten, 9na 9nsixth-grade 9nlanguage 9narts
9nteacher 9nconsults 9na 9ncolleague 9nabout 9nhow 9nto 9nimprove 9nthe 9nquality 9nof
9nstudents' 9nwriting 9nassignments. 9nThe 9nteacher's 9ndecision 9nto 9nask 9na
9ncolleague 9nfor 9nhelp 9nillustrates 9nwhich 9nof 9nthe 9nfollowing 9nprinciples?
A. 9nTeachers 9nneed 9nto 9nunderstand 9nthe 9nimportance 9nof 9nbeing 9nreflective
9npractitioners.
B. 9nTeachers 9nshould 9nactively 9nengage 9nin 9ngroup 9nprocesses 9nto 9nmake
9ndecisions.
C. 9nTeachers 9nshould 9nknow 9nhow 9nto 9nencourage 9nstudent 9nachievement 9nof
9ndesired 9noutcomes.
D. 9nTeachers 9nneed 9nto 9nstay 9nabreast 9nof 9ncurrent 9nknowledge 9nand 9npractices.
9n- 9nANSWERS--A
Which 9nof 9nthe 9nfollowing 9nactions 9nshould 9nthe 9nteacher 9ntake 9nat 9nthe 9nend 9nof
9na 9ncomputer 9nsimulation 9nactivity 9nto 9npromote 9nstudents' 9nevaluation-level
9nthinking?
A. 9nGive 9na 9nshort 9nquiz 9nover 9nthe 9nvocabulary 9nencountered 9nduring 9nthe
9nsimulation 9nactivity.
B. 9nHave 9na 9nwhole-class 9ndiscussion 9nin 9nwhich 9nstudents 9nare 9nasked 9nto 9ntell
9nwhy 9nthey 9ndid 9nor 9ndid 9nnot 9nlike 9nthe 9nsimulation 9nactivity.
C. 9nHave 9nstudents 9nwrite 9na 9nparagraph 9nexplaining 9nhow 9nthey 9nparticipated
9nin 9nthe 9nsimulation 9nactivity.
D. 9nHave 9nstudents 9nwork 9nin 9ngroups 9nto 9nmake 9na 9nlist 9nof 9nconcepts 9nthey
9nlearned 9nfrom 9nthe 9nsimulation 9nactivity. 9n- 9nANSWERS--B
,Students 9nin 9na 9nfourth-grade 9nclass 9nare 9nmaking 9ndrawings 9nto 9nillustrate 9ntheir
9nwriting 9nprojects. 9nThe 9nteacher 9nobserves 9na 9nfew 9nstudents 9nwho 9nare
9nartistically 9ntalented 9nmaking 9nrude 9ncomments 9nabout 9nthe 9ndrawings 9nof 9ntheir
9nclassmates 9nwho 9nare 9nless 9nartistically 9ninclined. 9nThe 9nteacher 9nimmediately
9nlets 9nthe 9nrude 9nstudents 9nknow 9nthat 9nsuch 9nbehavior 9nwill 9nnot 9nbe
9ntolerated. 9nThe 9nbest 9nfollow-up 9nresponse 9nfrom 9nthe 9nteacher 9nto 9nthis
9nsituation 9nis 9nto
A. 9nallow 9nstudents 9nthe 9noption 9nof 9ndownloading 9nfree 9nclip 9nart 9nfrom 9nthe
9nInternet 9nto 9nillustrate 9ntheir 9nwriting 9nproject
B. 9nassign 9nthe 9nrude 9nstudents 9nto 9nwork 9none-on-one 9nwith 9ntheir 9nclassmates
9nwho 9nare 9nless 9nartistically 9ninclined 9nto 9nhelp 9nthem 9ncreate 9nbetter 9ndrawings.
C. 9nhave 9nstudents 9nwho 9nmake 9nrude 9ncomments 9nstay 9nafter 9nclass 9nand 9ntalk
9nwith 9nthem 9nabout 9nrespecting 9nothers.
D. 9nhold 9na 9nclass 9nmeeting 9nto 9nestablish 9nconsequences 9nfor 9nrude 9nbehavior
9nand 9nenforce 9nthe 9nconsequences 9nconsistently 9n- 9nANSWERS--A
Which 9nof 9nthe 9nfollowing 9nwould 9nconstitute 9na 9nviolation 9nof 9nthe 9nFlorida
9nCode 9nof 9nEthics 9nand 9nPrinciples 9nof 9nProfessional 9nConduct?
A. 9ndisagreeing 9nwith 9nthe 9nprincipal 9nabout 9na 9ndiscipline 9nissue 9nconcerning 9na
9nstudent
B. 9npresenting 9ndiverse 9npoints 9nof 9nview 9nabout 9na 9ntopic 9nto 9nstudents
C. 9nrepresenting 9none's 9npersonal 9nviews 9nas 9nthose 9nor 9nthe 9nschool 9ndistrict
D. 9ndating 9na 9ncolleague 9nwho 9nteaches 9nin 9nthe 9nsame 9nschool 9n-
9nANSWERS--C
In 9nrecent 9nyears, 9nthe 9nFlorida 9nLegislature 9npassed 9nlegislation 9nthat 9nfocuses
9non 9nusing 9nreading 9nas 9nthe 9nfoundation 9nto 9nimprove 9nstudent 9nachievement
9nin 9nall 9nsubject 9nareas. 9nIn 9ngeneral, 9nwhich 9nof 9nthe 9nfollowing 9nways 9nwould
9nbe 9nbest 9nfor 9npromoting 9nstruggling 9nmiddle 9nschool 9nreaders' 9ngrowth 9nas
9neffective 9nand 9ncompetent 9nreaders 9nof 9nexpository 9ntext?
A. 9nregularly 9nrequire 9nstruggling 9nreaders 9nto 9ndo 9nacademically 9nchallenging
9nassignments 9nthat 9nare 9nreading-intensive
B. 9nprovide 9ninstruction 9nto 9nhelp 9nstruggling 9nlearn 9nwhen 9nand 9nhow 9nto 9nuse
9ndifferent 9ncomprehension 9nstrategies 9nand 9nto 9nrepair 9ncomprehension
9nproblems
C. 9nexplicitly 9nteach 9nstruggling 9nreaders 9nto 9nmake 9na 9nregular 9npractice 9nof
9nskimming 9nthrough 9nevery 9ntext 9nthat 9nthey 9nplan 9nto 9nread 9nbefore 9nactually
9nreading 9nit.
D. 9nbase 9nstruggling 9nreaders' 9ngrades 9non 9nresearch 9nassignments 9nin 9nthe
9ncontent 9nareas 9nas 9nmuch 9non 9ntheir 9nadherence 9nto 9nspecific 9nprocesses 9nas
9non 9nthe 9ncontent 9nof 9nthe 9nfinal 9nproduct 9n- 9nANSWERS--B
A 9nteacher 9nis 9nconcerned 9nabout 9nappropriate 9nassessment 9nof 9ncontent 9narea
9nlearning 9nfor 9nstudents 9nin 9nthe 9nclass 9nwho 9nhave 9nhistories 9nof 9nlimited
9nacademic 9nsuccess. 9nTo 9nensure 9nfair 9nand 9naccurate 9nassessment 9nof 9nthese
9nstudents, 9nit 9nwould 9nbe 9nmost 9nappropriate 9nfor 9nthe 9nteacher 9nto
A. 9ndevelop 9nseparate, 9nmore 9nlenient 9ncriteria 9nfor 9nassessing 9ntheir 9nprogress.
B. 9nmodify 9ntheir 9nassignments 9nto 9nreflect 9nless-challenging 9nexpectations.
C. 9nuse 9na 9nvariety 9nof 9nformal 9nand 9ninformal 9nassessment 9nmeasures, 9nsuch
9nas 9nobservations, 9ninterviews, 9ntest 9nscores, 9nand 9nsamples 9nof 9ndaily 9nwork.
,D. 9nrely 9nmainly 9non 9nthe 9nuse 9nof 9nstudents' 9nself-assessment 9nprocedures 9nin
9nassessing 9ntheir 9nacquisition 9nof 9nknowledge 9nand 9nskills. 9n- 9nANSWERS--C
After 9ngiving 9nan 9nassignment, 9na 9nteacher 9nnotices 9nthat 9na 9nstudent, 9nCarl, 9nis
9nfrowning. 9nThe 9nteacher 9nwalks 9nover 9nto 9nCarl's 9ndesk 9nand 9nthe 9nfollowing
9nexchange 9noccurs:
Teacher: 9nDo 9nyou 9nhave 9na 9nquestion 9nabout 9nthe 9nassignment?
Carl: 9nThis 9nis 9na 9nstupid 9nassignment.
Teacher: 9nYou 9nsound 9nupset. 9nWould 9nyou 9nlike 9nto 9ntalk 9nabout 9nit?
In 9nher 9ninteraction 9nwith 9nCarl, 9nwhich 9nof 9nthe 9nfollowing 9nelements 9nof
9neffective 9ncommunication 9ndid 9nthe 9nteacher 9nexhibit?
A. 9nbeing 9nsensitive 9nto 9nnonverbal 9ncues 9nand 9nparaphrasing
B. 9nbeing 9nsensitive 9nto 9nnonverbal 9ncues 9nand 9nbeing 9na 9nreflective 9nlistener
C. 9nbeing 9na 9nthoughtful 9nquestioner 9nand 9nparaphrasing
D. 9nredirecting 9nand 9nparaphrasing 9n- 9nANSWERS--B
A 9nhigh 9nschool 9ncalculus 9nteacher 9ndecides 9nto 9nattend 9na 9nworkshop 9non 9na
9nsophisticated 9nmathematical 9nsoftware 9nprogram 9nat 9na 9nstate 9nconference.
9nThe 9nteacher's 9nprobable 9npurpose 9nfor 9nattending 9nthe 9nworkshop 9nis 9nto 9n
A. 9nbe 9na 9nrisk-taker 9nand 9ninnovator.
B. 9nparticipate 9nin 9ncollaborative 9ndecision 9nmaking.
C. 9ndemonstrate 9nthat 9nthe 9nteacher 9nhas 9nclearly 9ndefined 9ngoals.
D. 9nenhance 9nthe 9nteacher's 9nown 9nprofessional 9nskills 9nand 9nknowledge 9n-
9nANSWERS--D
An 9ninterdisciplinary 9nteam 9nof 9nmiddle 9nschool 9nteachers 9nwants 9nto 9ndevelop
9nlessons 9nthat 9npromote 9nstudents' 9nhigher-order 9nthinking 9nskills. 9nWhich 9nof
9nthe 9nfollowing 9nis 9nmost 9nlikely 9nto 9npromote 9nthe 9nhigher-order 9nthinking 9nskills
9nof 9nmiddle 9nschool 9nstudents?
A. 9nin 9nmath, 9nfilling 9nin 9nthe 9nmissing 9ncomponents 9nof 9na 9npattern
B. 9nin 9nsocial 9nstudies, 9ncreating 9na 9ntimeline 9nshowing 9nsignificant 9nevents 9nof
9na 9nhistorical 9nperiod
C. 9nin 9nscience, 9ngraphing 9ndata 9nfrom 9nan 9nexperiment
D. 9nin 9nlanguage 9narts, 9nmemorizing 9na 9nfavorite 9npoem 9n- 9nANSWERS--C
A 9nfirst-year 9nthird-grade 9nteacher 9nhas 9nreceived 9nher 9nclass 9nroster 9nfor 9nthe
9nupcoming 9nschool 9nyear. 9nShe 9nnotes 9nthat 9nthe 9n19 9nstudents 9nin 9nher 9nclass
9nare 9nculturally 9ndiverse 9nand 9nthat 9ntwo 9nstudents 9nare 9nreceiving 9nExceptional
9nStudent 9nEducation 9n(ESE) 9nservices 9n- 9none 9nis 9nvisually 9nimpaired, 9nand 9nthe
9nother 9nhas 9nmild 9nhearing 9nloss. 9nIn 9nplanning 9nher 9nclassroom 9nlayout, 9nit 9nis
9nmost 9nimportant 9nfor 9nthe 9nteacher 9nto 9nconsider 9nthe 9n
A. 9nmaterials 9nand 9nresources 9navailable 9nin 9nher 9nclassroom.
B. 9navailability 9nof 9nassistive 9ntechnology 9nequipment 9nin 9nthe 9nschool.
C. 9npotential 9ndiscipline 9nproblems 9nshe 9nmight 9nencounter 9nwith 9nsuch 9na
9nvaried 9ngroup 9nof 9nstudents
D. 9ninstructional 9napproaches 9nshe 9nis 9nplanning 9nto 9nuse 9nin 9nher 9nclassroom.
9n- 9nANSWERS--D
Ms. 9nKim, 9na 9nmiddle 9nschool 9nteacher, 9noverhears 9ntwo 9nstudents, 9nJimmy 9nand
9nCurtis, 9ntalking 9nabout 9ndrugs. 9nThe 9nteacher 9nconfronts 9nthe 9nstudents 9nto
, 9ndiscuss 9nwhat 9nshe 9nheard. 9nFollowing 9nis 9nan 9nexcerpt 9nfrom 9ntheir
9ndiscussion:
Ms. 9nKim: 9nJimmy, 9nI 9nwant 9nto 9ntalk 9nto 9nyou 9nabout 9nwhat 9nyou 9nsaid 9nto
9nCurtis 9nabout 9nneeding 9nsome 9ndrugs.
Jimmy: 9nMs. 9nKim, 9nyou 9ngot 9nit 9nall 9nwrong. 9nI 9nwas 9njust 9nkiddin' 9naround. 9nI
9ndon't 9ndo 9ndrugs.
Curtis: 9nThat's 9nright, 9nMs. 9nKim. 9nJimmy 9ndoesn't 9nmess 9nwith 9ndrugs.
Ms. 9nKim: 9nI'm 9nnot 9nso 9nsure. 9nSome 9nof 9nyour 9nother 9nteachers 9nhave 9ntold
9nme 9nthat 9nyour 9ngrades 9nhave 9ndropped 9na 9nlot 9nsince 9nschool 9nstarted,
9nJimmy. 9nAren't 9nyou 9nfailing 9nmath 9nand 9nEnglish?
Jimmy: 9nWell, 9nI'm 9nnot 9ndoing 9nreal 9ngood 9nin 9nschool 9nright 9nnow, 9nbut 9nit's
9nnot 9nbecause 9nof 9ndrugs. 9nYou 9ngotta 9nbelieve 9nme, 9nMs. 9nKim
Ms. 9nKim: 9nWell, 9nyou 9ntwo 9ngo 9non 9nto 9nyour 9nnext 9nclass. 9nI'll 9ntalk 9nto 9nyou
9nabout 9nthis 9nlater.
When 9nMs. 9nKim 9ndiscussed 9nJimmy's 9ngrades 9nin 9nfront 9nof 9nCurtis, 9nher
9nactions 9nwere
A. 9nInappropriate, 9nbecause 9nthe 9nsuspect 9n- 9nANSWERS--B
Which 9nof 9nthe 9nfollowing 9nstrategies 9nwould 9nbe 9nbest 9nfor 9ndeveloping 9na
9nfourth-grade 9nstudent's 9nreading 9nfluency?
A. 9nEncourage 9nthe 9nstudent 9nto 9nreread 9nbooks 9nwritten 9nat 9nthe 9nstudent's
9nindependent 9nreading 9nlevel.
B. 9nEncourage 9nthe 9nstudent 9nto 9nmemorize 9ncommon 9nphonics 9nrules 9nto
9nimprove 9ndecoding 9nskills.
C. 9nHave 9na 9npeer 9ngive 9nconstructive 9nfeedback 9nafter 9nlistening 9nto 9nthe
9nstudent 9nread 9naloud.
D. 9nHave 9nthe 9nstudent 9npractice 9nblending 9nonsets 9nand 9nrimes 9nfor 9nword
9nfamilies 9nquickly 9nand 9naccurately. 9n- 9nANSWERS--A
After 9na 9ncooperative 9nlearning 9nactivity 9nin 9nlanguage 9narts, 9nthe 9nteacher 9nasks
9nstudents 9nto 9ndetermine 9nwhether 9nthe 9nactivity 9nwas 9nsuccessful 9nand 9nto
9nreflect 9non 9ntheir 9nroles 9nand 9nparticipation. 9nWhich 9nof 9nthe 9nfollowing 9nis 9na
9nbenefit 9nof 9nhaving 9nstudents 9ndo 9nthis 9nassignment?
A. 9nIt 9nwill 9nallow 9nthe 9nteacher 9nto 9nassess 9nstudents' 9nmastery 9nof 9nthe
9nlanguage 9narts 9nobjective 9nfor 9nthe 9ncooperative 9nlearning 9nactivity.
B. 9nIt 9nwill 9npromote 9nself-reflection 9nand 9nself-assessment 9non 9nthe 9npart 9nof
9nthe 9nstudent.
C. 9nIt 9nwill 9npromote 9na 9nhealthy, 9ncompetitive 9nspirit 9namong 9nstudents.
D. 9nIt 9nwill 9nallow 9nthe 9nteacher 9nto 9nidentify 9nthose 9nstudents 9nwho 9nexhibited
9nleadership 9nskills. 9n- 9nANSWERS--B
A 9nsocial 9nstudies 9nteacher 9nuses 9na 9ntown 9ncontroversy 9nover 9nwhether 9na
9nlarge 9noil 9ncompany 9nshould 9nbe 9npermitted 9nto 9ndrill 9non 9nthe 9nsite 9nof 9na
9nhistoric 9nlandmark 9nas 9nthe 9nbasis 9nfor 9na 9ndiscussion 9nin 9nclass. 9nThe
9nteacher 9nposes 9nthe 9nfollowing 9nquestion 9nto 9nthe 9nclass: 9n"Should
9npreservation 9nof 9nhistoric 9nlandmarks 9nstand 9nin 9nthe 9nway 9nof 9neconomic
9ndevelopment? 9nWhy 9nor 9nwhy 9nnot?" 9nThe 9nteacher's 9nquestions 9nare
9nprobably 9nposed 9nfor 9nthe 9npurpose 9nof
A. 9nencouraging 9nstudents 9nto 9nrecall 9nfactual 9ninformation.
