EL 5033 PRACTICE TEST PAPER 2026
PRECISE SOLUTIONS INCLUDED
◍ When creating the infrastructure of a school-wide discipline
approach, a building principal/administrator, a teacher from each
grade level, a representative of "specials" teachers (music, art, PE,
media, computers), and a representative of special education teachers
are all part of a: Answer: School discipline comittee
◍ According to the lecture, effective "instructional environments"
consist of teacher-instructional factors, student factors, and: Answer:
curricular factors
◍ Kathy has developed a persistent habit of playing with her pencil
during Ms. Callaway's algebra class. No matter what behavior
management technique Ms. Callaway tries, Kathy continues to play
with her pencil. Ms. Callaway has decided to take a more systematic
approach to gather information on the cause of Kathy's misbehavior.
This information-gathering process is called: Answer: functional
assessment
◍ In the process of gathering information, Ms. Callaway discovers
that Kathy is off task because she is having difficulty understanding
the multiple steps in the algebra lesson. She identifies instructional
gaps in Kathy's prerequisite mathematics skills. As a result, she and
the school's instructional coach then begin a six-week intensive
"catch-up" intervention to address Kathy's skill gaps. The approach
, that Ms. Callaway is using is referred to as: Answer: Response-to-
Intervention.
◍ At the preschool to early elementary school level, social skill
"success" means that children respond to adult social skill prompts
within a reasonable amount of time, and then: Answer: learn to
demonstrate their social skills for progressively longer periods of time
without prompting.
◍ Which statement about teaching social skills is true? Answer:
Positive responses (intrinsic and extrinsic), incentives, and rewards
best motivate children to use their social skills.
◍ The definition of a "positive classroom climate" is that it occurs
when: Answer: every student in the classroom experiences five
positive interactions for every negative interaction.
◍ In dealing with teasing, Mrs. Smith is teaching her third grade
students to (a) stop and thinkabout making good choices, (b) take a
deep breath and think about their options, and (c) choose to ignore the
behavior, walk away, tell the person how the teasing makes them feel,
or find an adult for help. Mrs. Smith is using what approach to help
her students to deal with teasing? Answer: Social skills
◍ Ms. Smith noticed that Rick would consistently continue to work
on the assignments from the previous academic period when she
asked him and his classmates to transition to reading by getting out
their reading materials. To counteract this, Ms. Smith taught her
students the "Transition" social skill routine, and now announces the
PRECISE SOLUTIONS INCLUDED
◍ When creating the infrastructure of a school-wide discipline
approach, a building principal/administrator, a teacher from each
grade level, a representative of "specials" teachers (music, art, PE,
media, computers), and a representative of special education teachers
are all part of a: Answer: School discipline comittee
◍ According to the lecture, effective "instructional environments"
consist of teacher-instructional factors, student factors, and: Answer:
curricular factors
◍ Kathy has developed a persistent habit of playing with her pencil
during Ms. Callaway's algebra class. No matter what behavior
management technique Ms. Callaway tries, Kathy continues to play
with her pencil. Ms. Callaway has decided to take a more systematic
approach to gather information on the cause of Kathy's misbehavior.
This information-gathering process is called: Answer: functional
assessment
◍ In the process of gathering information, Ms. Callaway discovers
that Kathy is off task because she is having difficulty understanding
the multiple steps in the algebra lesson. She identifies instructional
gaps in Kathy's prerequisite mathematics skills. As a result, she and
the school's instructional coach then begin a six-week intensive
"catch-up" intervention to address Kathy's skill gaps. The approach
, that Ms. Callaway is using is referred to as: Answer: Response-to-
Intervention.
◍ At the preschool to early elementary school level, social skill
"success" means that children respond to adult social skill prompts
within a reasonable amount of time, and then: Answer: learn to
demonstrate their social skills for progressively longer periods of time
without prompting.
◍ Which statement about teaching social skills is true? Answer:
Positive responses (intrinsic and extrinsic), incentives, and rewards
best motivate children to use their social skills.
◍ The definition of a "positive classroom climate" is that it occurs
when: Answer: every student in the classroom experiences five
positive interactions for every negative interaction.
◍ In dealing with teasing, Mrs. Smith is teaching her third grade
students to (a) stop and thinkabout making good choices, (b) take a
deep breath and think about their options, and (c) choose to ignore the
behavior, walk away, tell the person how the teasing makes them feel,
or find an adult for help. Mrs. Smith is using what approach to help
her students to deal with teasing? Answer: Social skills
◍ Ms. Smith noticed that Rick would consistently continue to work
on the assignments from the previous academic period when she
asked him and his classmates to transition to reading by getting out
their reading materials. To counteract this, Ms. Smith taught her
students the "Transition" social skill routine, and now announces the
