This Document Contains Chapters 1 to 2 Chapter 1 Elementary School Teaching Today: An Overview of Influences and Challenges CHAPTER ONE EXAMINATION QUESTIONS I. Multiple choice 1. The most recently added stated purpose of public elementary school education in the United States is ________ (a) basic literacy (b) moral education (c) religious education (d) citizenship education (e) personal development (f) quality education for every child 2. A school with a curriculum that is designed for specialization in one or two academic areas-such as foreign language and international studies; visual and performing arts; science and technology-is referred to as ________ school. (a) a charter school (b) a magnet school (c) an elementary school (d) an exemplary school (e) a full-service school (f) a fundamentals school 3. A public school that operates as an autonomous educational entity under a contract that is negotiated between its organizers and a sponsor who oversees the provisions of the contract is called ________ . (a) a charter school (b) a model school (c) a magnet school (d) an exemplary school (e) a fundamentals school 4. The percentage of children in the United States who spend at least some of their childhood years being raised in a one-parent or a one-adult family is closest to ________ . (a) 10 (b) 25 (c) 50 (d) 75 (e) 100 5. A school that provides both formal education and comprehensive social services is called a ________ school. (a) fundamentals (b) full-service (c) Montesorri (d) magnet (e) charter 6. Children at risk of not completing school come from (a) all segments of society, equally (b) mostly from middle income households (c) mostly from upper socioeconomic households (d) mostly from the lower socioeconomic status of society 7. House, academy, pod, learning family, and village are terms used when referring to (a) interdisciplinary teams of teachers (b) separate schools within a large multi-school district (c) academic departments within a high-enrollment elementary school (d) clusters of students and teachers in a school-within-a-school arrangement 8. In the United States, the most common age by state for beginning compulsory school attendance is (a) 4 (b) 5 (c) 6 (d) 7 (e) 8 9. Which one of the following is not synonymous with that known as looping? (a) teacher-student progression (b) school-within-a-school (c) multiyear instruction (d) multiyear placement (e) multiyear grouping 10. That which is known as the hidden curriculum of a school is (a) one seen by students as having meaning and usefulness in their lives (b) the usually unplanned and subtle message systems within the school (c) nonexistent in today’s modern schools (d) the school’s stated exit goals (e) now illegal since 9-11-2001 11. Organization of a school to incorporate curricula and instructional practices that are specifically designed to meet the needs of the young adolescent is referred to as the (a) middle school concept (b) No Child Left Behind Act (b) school-within-a-school concept (c) concept of community service learning (d) concept of the International Baccalaureate School 12. The practice of associating significant cultural abilities and/or characteristics with groups defined socially as races is (a) racism (b) inclusion (c) equality education (d) multicultural education (e) gender equity education 13. Exemplary elementary school teaching today is best defined as (a) demonstrating to students what you know about a particular subject or topic (b) preparing children to do well on standardized achievement tests (c) assessing students for their comprehension (d) facilitating the learning of all children 14. What is sometimes referred to as an elemiddle school is any school that enrolls children of ages (a) 5-11 (b) 6-13 (c) 5-14 (d) 6-15 15. What is called a primary school today is any school that enrolls children in the traditional grades (a) K-2 (b) K-4 (c) 1-3 (d) K-6 (e) 4-5 16. A ________ school is a school that specializes in teaching basic skills. (a) tech-prep (b) transitional (c) partnership (d) fundamentals (e) primary grades 17. In schools today, which one of the following is experiencing a decreased emphasis when compared to practice of the last half of the 20th century? (a) ability grouping and curriculum tracking (b) using the World Wide Web as a communication tool and learning resource (c) integrating the curriculum and introducing reading, writing, and thinking across the curriculum (d) holding high expectations for all students while providing curriculum options with multiple pathways for academic success 18. Which of the following is a major problem for the nation’s schools? (a) many are too large, housing too many students (b) controversy over the concept of a national curriculum with national assessments (c) a demand for test scores and statistics that can be used to compare and judge schools (d) the education of students who may be too overwhelmed by personal problems to focus on learning and to succeed in school (e) all of these are problems that plague many of the nation’s schools 19. Which one of the following is functionally inconsistent with the concept of an exemplary self-contained classroom? (a) racism (b) peer tutoring (c) climate of cooperation (d) differentiated instruction (e) interdisciplinary thematic instruction 20. Which one of the following is NOT required of states by the NCLB Act of 2001? (a) children of grades K-2 must be taught in their native language (b) annual assessments of what children know and can do in reading in grades 3 and 8 (c) annual assessments of what children know and can do in mathematics in grades 3 and 8 (d) schools failing to show adequate progress for 2 consecutive years must offer remedial instruction (e) schools failing to demonstrate adequate progress for 2 consecutive years must restructure and allow parents/guardians to move their children into better-performing public schools II. True-false with optional explanation 1. Early intervention programs, such as the Head Start Program, are important in countering the effects that low socioeconomic status can have on children’s education. 2. Family, pod, village, and house are terms commonly used when referring to the cohorts of teachers and students that make up a school-within-a-school plan. 3. Regardless of individual characteristics, all children learn essentially in the same way. 4. A charter school is a school that specializes in a particular area of the curriculum, such as science and technology or the visual and performing arts. 5. The most common age in the United States for beginning compulsory school attendance is 5. 6. Science is one subject of the core curriculum. 7. Looping is when one or more teachers remain with the same cohort of students for longer than one year. 8. What is legitimately referred to as an exemplary middle school is different from the traditional junior high school. 9. Collaborative decision-making, and the house concept are examples of activities that characterize the so-called factory model school. 10. Research shows that children learn best when the instructional periods are 50 minutes long. 11. For public schools in the United States there has been a significant lengthening of the school year since the educational reform years of 1983-84. 12. Today’s concept of schooling is to assume that there is no student in a public school who cannot learn given the proper environment, opportunity, and encouragement. 13. To be most effective a teacher must believe that all children can learn. 14. Academic learning is the only important consequence of learning in the elementary school. 15. Racism is no longer prevalent in the United States. 16. A teacher is advised to preassess students’ knowledge about a topic before teaching the topic. 17. A major purpose for using the school-within-a-school organization is to create small, more personalized communities for learning. 18. It is possible in the United States for a child to complete his or her public elementary school education without ever having had either a male or an ethnic minority teacher. 19. That during the years of public education there will be a certain number of educational “casualties” is an acceptable and viable assumption. 20. For a school to be most effective the adults of that school must believe that all students can learn. III. Essay 1. What do the authors consider to be the fundamental purposes of elementary school education? Define the meaning of each of the purposes. 2. Explain why you agree or disagree with the four purposes of elementary school education as identified by our authors. 3. Identify characteristics of a school that uses looping and why you would or would not want to teach in such a program. 4. Our authors present what they refer to as “social tragedies.” Take one of the identified social tragedies and describe in detail why you believe it is in fact a social tragedy and specifically what as a classroom teacher you would do when teaching a particular group of children (identify the age level) to help the children understand and deal with that tragedy as it relates to their lives. 5. Explain the meaning of and express your opinion on the following statement: The classroom teacher must be knowledgeable and skilled in using teaching strategies that recognize, celebrate, and build on the diversity of the students. 6. Describe what in your opinion a classroom teacher needs to know about a child’s family situation. 7. Describe the meaning of “at risk” children. 8. Define the term institutionalized racism, describing no less than five examples of it, and tell why you believe a teacher should or should not avoid it. 9. Do you believe that sixth graders should be included in the middle school or in an elementary school or in an elemiddle school? Explain your reason. Do the same with fifth graders. 10. Explain why you agree or disagree that being a public school teacher is more of a challenge today than ever before in U.S. history. 11. Explain the term gender bias, describing no less than five examples of it, and tell why you believe a teacher should or should not avoid it. 12. Describe the term curriculum standard. Explain the relationship of curriculum standards to what is referred to as “high stakes standardized testing.” 13. Describe the skills needed by a classroom teacher to be able to work most successfully with a culturally diverse group of children. Explain which skills you believe you have and which ones you need to develop, and how you go about developing those needed. 14. Literacy, citizenship, and moral education have been important goals of education since the time of colonial America. Have the methods of achieving those goals changed over time? Explain. 15. In your opinion, are public elementary schools in the U.S. doing better, worse, or the same in educating children than they were when you were an elementary school child. Explain your answer. Chapter 1 Key I Multiple choice 1. f 2. b 3. a 4. c 5. b 6. d 7. d 8. c 9. b 10. b 11. a 12. a 13. d 14. c 15. c 16. d 17. a 18. e 19. a 20. a II. True-false 1. True 2. True 3. False 4. False 5. False 6. True 7. True 8. True 9. False 10. False 11. False 12. True 13. True 14. False 15. False 16. True 17. True 18. True 19. False 20. True III. Essay 1. Literacy, citizenship education, personal development, and quality education for every child. See pp. 3-8. Fundamental Purposes of Elementary School Education The fundamental purposes of elementary school education as identified by many educational theorists typically include: • Intellectual Development: This purpose involves fostering critical thinking, problem-solving skills, and a foundation in basic academic subjects such as reading, writing, and mathematics. • Social Development: Elementary education helps children learn how to interact with others, understand social norms, and develop interpersonal skills that are crucial for functioning in society. • Emotional Development: Schools aim to support the emotional well-being of children by teaching them to understand and manage their emotions, build self-esteem, and develop resilience. • Civic Development: This involves instilling a sense of citizenship, teaching children about their rights and responsibilities, and encouraging participation in community and societal activities. Each of these purposes plays a crucial role in shaping well-rounded individuals who can contribute positively to society. 2. Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Agreement or Disagreement with the Four Purposes Whether one agrees or disagrees with the identified purposes often depends on personal philosophy and experiences in education. • Intellectual Development: I agree with this purpose because a strong intellectual foundation is essential for future learning and success in a complex, information-rich world. • Social Development: I agree that social skills are vital; without them, children may struggle to collaborate and interact positively in diverse environments. • Emotional Development: I strongly agree with this purpose, as emotional intelligence is critical for personal happiness and effective coping strategies throughout life. • Civic Development: I agree that civic education is important; understanding civic duties helps children become responsible and active members of society. These purposes collectively ensure a holistic approach to child development, preparing them for various life challenges. 3. See text page 9. For the second part of the question, answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Characteristics of a School That Uses Looping Looping is a practice where teachers stay with the same group of students for more than one year. Characteristics of a school using looping include: • Strong Teacher-Student Relationships: Teachers have the opportunity to develop deeper bonds with their students, which can lead to a better understanding of each child’s needs and strengths. • Consistency in Learning: Students experience consistency in their learning environment, which can lead to better academic outcomes. • Community Feeling: The classroom develops a strong sense of community, which can enhance social and emotional learning. Would I Want to Teach in Such a Program? I would consider teaching in a looping program because it offers the opportunity to build long-term relationships with students, which can be incredibly rewarding. However, it may also require a significant commitment and adaptability to meet the evolving needs of the same group of students over multiple years. 4. The tragedies identified are HIV/AIDS (p. 32), illicit drug use (p. 33), child abuse and neglect (p. 33), youth gangs (p. 34), and bullying and violence (p. 35). Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Social Tragedies: Poverty One of the social tragedies often discussed in education is poverty. Why Poverty Is a Social Tragedy: Poverty is a social tragedy because it can limit access to essential resources, such as nutritious food, healthcare, and educational opportunities. Children in poverty may struggle with basic needs, which can hinder their academic performance and overall well-being. Teaching Approach for Elementary Students: For a group of 3rd graders, I would focus on helping them understand empathy and community support. I would use children's literature that discusses themes of poverty and resilience, followed by discussions that allow students to express their thoughts and feelings. Additionally, we would engage in class projects that involve community service or charity work, helping students see how they can make a difference in their communities. 5. See page 12; for the second part answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Teaching Strategies and Diversity Meaning of the Statement: The statement emphasizes the importance of teachers being equipped with the knowledge and skills to use teaching strategies that recognize, celebrate, and build on the diversity of their students. This includes understanding different cultural backgrounds, learning styles, and abilities, and using this knowledge to create an inclusive and supportive learning environment. Opinion: I believe this statement is crucial in today's diverse classrooms. By recognizing and celebrating diversity, teachers can create a more inclusive environment where all students feel valued and supported. This approach not only enhances learning but also helps to foster a sense of belonging and respect among students. Conclusion: A teacher’s ability to embrace and integrate diversity into their teaching practices is fundamental to providing equitable education and preparing students for life in a multicultural society. 6. See text pages 13-15 in particular. However, answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. What a Classroom Teacher Needs to Know About a Child’s Family Situation A classroom teacher needs to know key aspects of a child’s family situation, including: • Parental Involvement: Understanding the level of parental support and involvement in the child’s education is crucial for tailoring communication and support strategies. • Socioeconomic Status: Awareness of the family’s financial situation can help the teacher provide appropriate resources or accommodations, such as free lunch programs or access to school supplies. • Family Dynamics: Knowledge of significant family events (e.g., divorce, death, new siblings) can impact a child’s emotional and academic well-being. • Cultural Background: Understanding the family’s cultural and religious practices can help the teacher respect and incorporate diversity into the classroom. • Health Concerns: Awareness of any health issues or disabilities within the family can help the teacher provide necessary accommodations or support. 7. See text page 16. Meaning of “At Risk” Children “At risk” children are those who are considered to have a higher probability of failing academically or dropping out of school due to various factors, such as: • Socioeconomic Disadvantages: Children from low-income families may lack access to resources that support academic success. • Family Instability: Children from unstable family environments, such as those experiencing divorce or substance abuse, may struggle emotionally and academically. • Learning Disabilities: Children with unaddressed learning disabilities may fall behind their peers. • Behavioral Issues: Children with behavioral problems may face disciplinary actions that hinder their academic progress. • Lack of Motivation: Children who are disengaged or unmotivated may be at risk of falling behind academically. 8. See text pp. 18-20. Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Institutionalized Racism Definition: Institutionalized racism refers to the systemic policies, practices, and norms within institutions (like schools, governments, and corporations) that result in the unequal treatment of individuals based on race. Examples: 1. Disproportionate Discipline: Students of color, particularly Black and Hispanic students, are more likely to face harsher disciplinary actions compared to their white peers for similar behaviors. 2. Underfunding of Schools: Schools in predominantly minority neighborhoods often receive less funding, leading to disparities in resources, facilities, and educational opportunities. 3. Biased Curriculum: Curriculums that prioritize Eurocentric perspectives and minimize or ignore the contributions of other cultures perpetuate racial biases. 4. Tracking Systems: Minority students are disproportionately placed in lower academic tracks or special education programs, limiting their opportunities for advanced learning. 5. Racial Profiling: Policies that result in the disproportionate targeting of students of color for searches or surveillance create a hostile and unequal learning environment. Should Teachers Avoid It?: Yes, teachers should actively avoid and address institutionalized racism. By recognizing and challenging these systemic issues, teachers can create a more equitable and inclusive educational environment for all students. 9. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Placement of Sixth and Fifth Graders in School Systems Sixth Graders: • Middle School: Sixth graders often benefit from being in middle school as they are at a developmental stage where they need to transition from the more nurturing environment of elementary school to a setting that offers more independence and preparation for higher academic challenges. • Elemiddle School: Some advocate for "elemiddle" schools, which blend the supportive environment of elementary with the structure of middle school, to ease the transition. Fifth Graders: • Elementary School: Fifth graders typically fit well in elementary school because they are still developing basic academic and social skills that are nurtured in this environment. • Elemiddle School: Fifth graders in an "elemiddle" setting might benefit from early exposure to middle school structures while still receiving elementary-level support. Opinion: I believe that fifth graders should remain in elementary school, as they still benefit from the more structured and supportive environment. Sixth graders, on the other hand, may thrive in a middle school setting where they can gradually take on more responsibility. 10. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Challenges of Being a Public School Teacher Today Opinion: I agree that being a public school teacher today is more challenging than ever before due to: • Increased Diversity: Teachers now face classrooms with a wider range of cultural, linguistic, and learning differences, requiring more specialized skills. • High Stakes Testing: The pressure of standardized testing can limit creative teaching and place additional stress on teachers. • Technology Integration: Teachers must constantly adapt to new technologies and integrate them effectively into their teaching. • Mental Health Issues: Increasing awareness of student mental health issues requires teachers to play a more significant role in supporting their students’ emotional well-being. • Social Issues: Teachers must address and navigate complex social issues, such as bullying, poverty, and institutionalized racism, within their classrooms. 11. See pp. 20-22. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Gender Bias Definition: Gender bias refers to the preferential treatment or discrimination against individuals based on their gender. Examples: 1. Classroom Participation: Boys may be called on more frequently than girls in certain subjects, reinforcing gender stereotypes. 2. Subject Stereotypes: Encouraging boys to pursue STEM subjects while steering girls towards humanities reinforces gender roles. 3. Sports and Physical Education: Assuming boys are more athletic and competitive, leading to unequal opportunities in sports. 4. Career Expectations: Steering girls toward “nurturing” careers (e.g., teaching, nursing) while encouraging boys to pursue leadership roles. 5. Dress Codes: Implementing dress codes that target girls more strictly than boys can perpetuate gender inequality. Should Teachers Avoid It?: Yes, teachers should actively work to avoid and address gender bias. Promoting gender equity ensures that all students have equal opportunities to succeed and develop their interests without being limited by stereotypes. 12. Curriculum standard is defined on page 30. For the second part of the question, answers will vary but should represent knowledge, critical thinking, and skillful written expression. Curriculum Standards and High Stakes Testing Curriculum Standard: A curriculum standard defines what students are expected to learn and achieve at each grade level. These standards guide teachers in planning lessons and assessments to meet specific educational goals. Relationship to High Stakes Testing: High stakes standardized tests are often aligned with curriculum standards to measure students' proficiency in meeting those standards. These tests can have significant consequences for students, teachers, and schools, such as determining grade promotion, teacher evaluations, and school funding. 13. Answers to first part can include (a) establishing a classroom climate in which all children feel welcome and they can learn, (b) building upon students’ learning styles, capacities, and modalities, (c) using techniques that emphasize cooperative and social-interactive learning and that de-emphasize competitive learning, and (d) using strategies and techniques that have proven successful for students of specific differences. Answers to second part will vary but should include knowledge, critical thinking, and skillful written expression. Skills Needed to Work with a Culturally Diverse Group of Children Skills Needed: • Cultural Awareness: Understanding and respecting the diverse backgrounds of students. • Differentiated Instruction: Adapting teaching methods to meet the diverse learning needs of students. • Communication: Effective communication skills to bridge cultural and linguistic gaps. • Empathy: The ability to understand and relate to students’ experiences. • Classroom Management: Implementing strategies that create an inclusive and respectful environment. Self-Assessment: • Strengths: I may have strong cultural awareness and empathy, which help me connect with students and understand their perspectives. • Areas for Development: I may need to develop differentiated instruction techniques to better meet diverse learning needs. I could attend professional development workshops and seek mentorship from experienced colleagues to improve in this area. 14. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Changes in Methods for Achieving Educational Goals Literacy, Citizenship, and Moral Education: • Historical Methods: In colonial America, education was often religiously oriented, with a focus on moral instruction through religious texts. Literacy was taught primarily to enable reading of the Bible. • Modern Methods: Today, literacy education is more comprehensive, involving a wide range of texts and critical thinking skills. Citizenship education now includes a broader understanding of civic duties and rights, while moral education is often integrated into discussions of social justice, ethics, and character development. Opinion: The methods have evolved to become more inclusive, secular, and focused on critical thinking rather than rote learning, reflecting changes in societal values and educational goals. 15. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Comparison of Public Elementary Schools Today vs. Past Opinion: In my view, public elementary schools in the U.S. are doing better in some aspects but face greater challenges in others: • Better: Schools are more inclusive, offering support for diverse learning needs and promoting equity. Technology has also enhanced learning opportunities. • Worse: The emphasis on standardized testing can stifle creativity and place undue pressure on students and teachers. Additionally, growing socioeconomic disparities can affect the quality of education in different regions. Overall, while there have been improvements in inclusivity and access to resources, challenges like standardized testing and inequality continue to impact the effectiveness of public elementary education. Chapter 2 The Teacher's Professional Responsibilities CHAPTER TWO EXAMINATION QUESTIONS I. Multiple choice 1. When thinking about and assessing a lesson recently taught, the teacher is said to be in the ________ phase of decision-making and instruction. (a) preactive (b) reflective (c) projective (d) interactive (e) metacognitive 2. As a teacher, you need a large repertoire of teaching strategies from which you can draw in order to (a) impress the principal (b) cover the subject matter (c) apply traditional techniques of teaching (d) apply facilitating techniques of teaching (e) adapt the most appropriate teaching methods to specific situations 3. Locus of control is (a) an algebraic law (b) illegal in most states (c) a natural means for pest control (d) an important accountability concept (e) the concept of student self-discipline (f) the teacher’s assumption of en loco parentis 4. Although it is a discretionary instructional strategy, which one of the following is NOT a fundamental teaching behavior? (a) lecturing (b) modeling (c) questioning (d) using silence 5. The planning, monitoring, and evaluating of one’s own thinking, is called (a) metamucil (b) overlapping (c) multitasking (d) metacognition (e) metalinguistics (f) reflective listening 6. Regarding content of the subject matter you are expected to teach, which one of the following is a false statement? (a) You need to have some historical understanding of the subject matter content. (b) You need a working understanding of the structure of the subject matter. (c) You need to fully know the facts of the subject matter content. (d) You need working skills for learning about the subject matter. (e) None of the above is a false statement. 7. The concepts of withitness and overlapping are (a) consequences for inappropriate student behaviors (b) strategies for the inclusion of students who have special needs (c) teacher skills for monitoring and supervising student behavior in the classroom (d) strategies for simultaneously teaching content skills from several different subject areas 8. When a teacher’s behaviors are consistent with those expected of the students, the teacher is using properly a facilitating behavior known as (a) modeling (b) clarifying (c) structuring (d) withitness (e) data facilitation 9. In the opinion of the authors of Teaching and Learning K-8, a teacher’s professional responsibilities (a) end at the completion of the school year (b) are limited to those specified in the teacher’s contract (c) end 15 minutes after school is out at the end of each school day (d) are continuous throughout the active professional life of the teacher (e) are limited to those activities that are planned and that occur within the teacher’s classroom 10. Research has shown that learning is related directly to the (a) length of the school day (b) length of the school year (c) amount of time spent on the learning task (d) quantity of homework given by the teacher (e) amount and quality of time spent on a learning task 11. It is recommended that a teacher’s acceptance behaviors can be any of the following EXCEPT (a) active (b) passive (c) empathic (d) judgmental 12. After asking the students a cognitive question the teacher should (a) accept the first student response and move on to the next area of content (b) allow students sufficient time to think before responding (c) expect an answer immediately (d) call on a student immediately (e) any of the above (f) none of the above 13. For when a teacher uses materials that are copyrighted, which one of the following is NOT allowed by law? (a) make a single copy of an entire chapter from a book (b) make a single copy of an entire magazine article (c) make a single copy of one picture from a book (d) make a single copy of an audio recording (e) none of the above is allowed by law (f) all the above are allowed by law 14. Classroom bulletin board displays (a) are a waste of time and space (b) can serve important educational functions (c) are best when done by groups of children (d) should be created only by the teacher, not by students (e) although useful for early grades teaching, are too limited and childlike for use in most middle grades classrooms 15. If while on a field trip at a location away from the school a student continues behaving inappropriately, the student should be (a) told to wait in a holding area until the group is ready to return to the school (b) told to immediately return to the school by whatever means the student can find (c) maintained in a holding area with one other student and until time to return to the school (d) maintained in a holding area that is supervised by an adult chaperone and until time to return to school 16. ________ is the abbreviation signifying using a computer to assist in storing information about students, maintaining lists of resource materials, and an inventory of materials. (a) CSI (b) CMI (c) CAI (d) IEP (e) ERIC (f) NBPTS 17. Which one of the following statements about using guest speakers is TRUE? (a) When you have an informative but no inspiring guest speaker, there is nothing you can do except delight when the speaker has finished and left the classroom. (b) No preparation of the students beforehand is necessary because guest speakers are usually informative and inspiring for the students. (c) Using a guest speaker should be carefully planned just as you would do with any other type of instructional activity. (d) None of the above is a true statement. (e) All (a-c) are true. 18. Which of the following writing boards is made of rock? (a) blackboard (b) chalkboard (c) electronic whiteboard (d) multipurpose dry-erase board (e) none of the above is a board made of rock 19. The origin of the Internet was (a) a project created jointly by Steve Jobs of Apple Computer and Bill Gates of Microsoft (b) a project originally developed by the military for the war in Iraq (c) a Department of Defense project called ARPANET (d) a joint project of IBM and Xerox corporations (e) the Ethernet (f) none of the above 20. Legal rights that apply to an original, created work-such as a computer software program, photograph, poem, or work of art-are referred to as (a) marks (b) patents (c) fair use (d) copyright (e) trademark (f) infringement property 21. The fair use provision of copyright law permits teachers, under certain circumstances, to (a) include a copyrighted work in a course packet for several years (b) use a limited excerpt of a copyrighted work for classroom instruction (c) make more than one copy of a purchased computer software program for class use (d) duplicate a portion of a copyrighted work for distribution to other teachers for their classroom use (e) do none of the above (f) do any of the options a-d 22. The global communication network that allows for world-wide connection of computers is known as the (a) ATT (b) FBI (c) CIA (d) CMI (e) CSI (f) ERIC (g) NATO (h) Internet 23. By organizing your board writing during instruction, and by writing only key words and simple diagrams, rather than complete and lengthy sentences and extensive and complicated diagrams, you are more likely to (a) stimulate left brain learning (b) stimulate right brain learning (c) really irritate many of the students (d) stimulate engagement of both brain hemispheres (e) omit important points that students consequently will miss 24. During the preactive phase of any instruction that involves the use of media, it is important to plan carefully so that in the eventuality of equipment failure (a) you can quickly pick up the lesson so there is no loss of content continuity (b) you do not do anything that will cause permanent damage to the equipment (c) there is no dead time where students sit idly waiting for something to happen (d) all the above 25. A collection of instructional materials that includes more than one type of medium and that is organized around a theme or topic is called a (a) filmstrip (b) media center (c) multimedia kit (d) teacher’s closet (e) power computer (f) CLV formatted laser disk 26. Which one of the following is a FALSE statement? (a) You may make one copy of your multimedia production to give to another teacher. (b) To other teachers, you may display your own multimedia production that uses copyrighted material. (c) Following copyrighted guidelines you may use portions of copyrighted works in your own multimedia production. (d) You may distribute your own multimedia production over any electronic network but only after you have received express permission from holders of any copyrighted material you used for the production. 27. A national network that is devoted exclusively as a clearinghouse for providing access to information and research in education is known as (a) CIA (b) DVD (c) ERIC (d) FEMA (e) NABE (f) CD-ROM (g) the Internet 28. Which of the following is an important consideration when preparing any visual display for use in instruction? (a) clarity (b) simplicity (c) attractiveness (d) educational value (e) all of the above are important considerations 29. Before using any audiovisual material for instruction, you should review the material and ask yourself (and perhaps members of your teaching team) (a) will the material effectively lend to student learning of the intended objective? (b) is the material suitable for the maturity and age level of the students? (c) is the material well prepared? (d) all of the above 30. When an overhead projector is moved further away from the screen, the image on the screen becomes (a) larger and less brilliant (b) larger and more brilliant (c) smaller and less brilliant (d) smaller and more brilliant (e) none of these is correct II. True-false with optional explanation 1. A teacher must know the subject matter content he/she is teaching. 2. When a teacher voices judgment about a student’s response to a cognitive question, the teacher is using a tactic within the facilitating mode. 3. Sustained self-reflection is considered important for continued teaching effectiveness. 4. It is NOT important that children are taught by teachers who themselves have a strong sense of self-efficacy. 5. Humor when teaching children in a classroom is not productive and should be avoided. 6. Praise, positive reinforcement, and encouragement are terms all meaning the same thing. 7. To be effective a teacher need NOT be concerned about what goes on in a child’s life outside the classroom. 8. The activity called “think-pair-share” is a strategy that can help in children’s metacognitive development. 9. Advising, guiding, and counseling students are among the professional responsibilities of every grades K-8 classroom teacher. 10. During a school year, when school is in session, an effective teacher can expect to work an average of more than 40 hours per week. 11. When a teacher returns marked homework promptly, by that promptness the teacher is demonstrating modeling behavior. 12. Facilitating teacher behaviors are different from discretionary instructional strategies in that facilitating behaviors are necessary if the intended learning is to occur, while discretionary strategies are not necessary. 13. Research clearly demonstrates that student-centered instruction is better for student learning than is instruction that is teacher-centered. 14. Whereas exemplary teachers assume responsibility for the instructional outcomes, regardless whether or not the outcomes are as intended, teachers who are less exemplary tend to accept credit for positive outcomes but place blame elsewhere for negative outcomes. 15. To remain most effective you must learn to forget about your teaching job at the close of each school day. 16. The classroom of students, a writing board, and textbooks are all that a teacher today should need to be an effective teacher of grades K-8. 17. During a school year a teacher may copy an unlimited number of class sets of copyrighted printed materials without permission as long as the materials are used for educational purposes. 18. Except for impressing the school principal, spending time preparing a classroom bulletin board is a waste of time. 19. Field trips are a sometimes dangerous and usually inefficient instructional strategy. 20. That known as the World Wide Web was created jointly by governments of the United States and the former Soviet Union. 21. A teacher’s “withitness” and “multitasking ability” are terms referring to the same thing. 22. Unless otherwise noted, material that is found on the Internet should be considered as copyrighted. 23. By definition guest speakers in the classroom are motivating and informative. 24. Legally you cannot show your students a videotaped program taken from a premium cable channel without first obtaining expressed permission from the cable network. 25. Legally it is okay to make one replacement copy from a backup copy of a copyrighted computer software program. 26. With an overhead projector you can show only objects and materials that are transparent. 27. A disadvantage of using an overhead projector is that room lights must be turned off. 28. Children should not be allowed to use the overhead projector. 29. ERIC is a global communications network that allows the worldwide connection of computers. 30. Any material that the teacher obtains free is okay to use for instruction. III. Essay 1. Identify and describe each of the 10 facilitating teaching behaviors as found in this chapter. 2. What do the authors mean by their statement of a teacher as an “educational broker?” 3. If asked during a job interview, what would you describe as being the bottom line characteristic that defines a competent classroom teacher? Describe and defend your answer. 4. The authors of our textbook identify 22 characteristics of the competent classroom teacher. Select five of those that stand out in your mind and explain why they stand out. 5. Explain why modeling is included as a fundamental teaching behavior. 6. Distinguish between a teacher’s use of praise and the use of encouragement and explain when and why one may be preferred over the other. 7. Describe when and how the teacher’s use of silence in the classroom is a useful behavior. 8. Explain why you agree or disagree with the following statement: To remain most effective a teacher must learn to forget about the teaching job at the end of each school day. 9. Describe how using audiovisual materials helps reinforce student learning. 10. Detail what plans you would make for a field trip, including the activities for the students before, during, and after the trip. 11. Describe how you would discourage plagiarism of the Internet by students. 12. The local school board is concerned about copyright law and how it is related to instruction. You have been asked by the board to make a presentation on the topic. Write a summary of your presentation, showing the points that you would make to the board. 13. Describe similarities and differences of student textbooks used in K-8 teaching today with those you recall when you were a student in those grades. With explanation, describe what you predict will be the nature of the student textbook in the year 2020? 14. Describe the concept, advantages, and limitations, and an example, of an “electronic field trip.” 15. Describe no less than 3 ways you could effectively use a classroom bulletin board in your work as a teacher. 16. Describe the context of the authors’ use of the expression “the 2 X 4 X 6 curriculum.” Explain why you agree or disagree with their point. 17. Is there a potential problem when a teacher has withitness but lacks in overlapping ability? Explain. 18. Is there a potential problem when a teacher in the classroom consistently uses “I” when he/she means “we” and “we” when she/he means “I.” 19. Describe the meaning, characteristics of, and importance of a classroom that is a psychologically safe environment for children. 20. It has been said that to be a good teacher one must possess content knowledge, classroom management skills, and to be able to connect with children. What is meant by this third critical skill: to be able to connect with children? Chapter 2 Key I Multiple choice 1. b 2. e 3. d 4. a 5. d 6. c 7. c 8. a 9. d 10. e 11. d 12. b 13. d 14. b 15. d 16. b 17. c 18. a 19. c 20. d 21. b 22. h 23. d 24. d 25. c 26. a 27. c 28. e 29. d 30. a II. True-false 1. True 2. False 3. True 4. False 5. False 6. False 7. False 8. True 9. True 10. True 11. True 12. True 13. False 14. True 15. False 16. False 17. False 18. False 19. False 20. False 21. False 22. True 23. False 24. True 25. False 26. False 27. False 28. False 29. False 30. False III. Essay 1. See text pp. 50-57 Ten Facilitating Teaching Behaviors 1. Clarity: The teacher explains concepts clearly, using simple language, examples, and explanations that students can easily understand. 2. Organization: Lessons are well-organized, with a clear structure that guides students through the material logically and coherently. 3. Warmth and Enthusiasm: The teacher demonstrates a genuine interest in the subject matter and care for the students, creating a positive and motivating classroom environment. 4. Openness to Students’ Ideas: The teacher encourages and respects students’ contributions, fostering an inclusive environment where students feel valued. 5. Feedback: Providing timely and constructive feedback to students helps them understand their progress and areas for improvement. 6. Pacing: The teacher maintains an appropriate pace during lessons, ensuring that students can follow along without feeling rushed or bored. 7. Questioning: Effective questioning techniques are used to stimulate thinking, assess understanding, and engage students in active learning. 8. Modeling: The teacher demonstrates behaviors, skills, and thought processes, serving as a role model for students to emulate. 9. Use of Examples: Concrete examples are provided to illustrate abstract concepts, making the material more relatable and understandable. 10. Variety of Teaching Methods: The teacher uses a diverse range of instructional strategies to cater to different learning styles and keep students engaged. 2. See text p. 58. Teacher as an “Educational Broker” The term “educational broker” refers to a teacher’s role in connecting students with the resources, opportunities, and experiences they need to succeed. This means the teacher not only imparts knowledge but also helps students access various educational tools, support systems, and real-world experiences that enhance their learning. It involves guiding students through educational pathways and facilitating their growth by providing access to information, resources, and opportunities that they may not otherwise encounter. 3. The students learn. Bottom Line Characteristic of a Competent Classroom Teacher Characteristic: The ability to create and maintain a positive learning environment. Defense: A positive learning environment is foundational to all aspects of teaching. It fosters student engagement, supports academic success, and nurtures social and emotional well-being. A competent teacher must be skilled in classroom management, establishing clear expectations, and creating a safe, supportive atmosphere where students feel motivated to learn. Without a positive environment, even the best curriculum and teaching strategies will fall short. 4. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Five Characteristics of a Competent Classroom Teacher 1. Patience: Stands out because it allows teachers to handle diverse student needs and challenges without becoming frustrated or discouraged. 2. Adaptability: Critical for adjusting teaching strategies to meet the varying learning styles and needs of students. 3. Empathy: Essential for understanding students’ perspectives, building strong relationships, and creating a supportive learning environment. 4. Passion for Teaching: Drives teachers to continually improve their skills, stay motivated, and inspire students. 5. Reflectiveness: Important for continually assessing and improving one’s teaching practices to ensure the best outcomes for students. 5. The teacher uses the very behaviors expected of the children, thus modeling those behaviors for the children and not confusing them by behaving differently than is expected of the children. Modeling as a Fundamental Teaching Behavior Explanation: Modeling is fundamental because it allows students to observe and learn through example. When teachers model behaviors, skills, or thought processes, students can see how concepts are applied in real-life contexts. It also sets a standard for students to emulate, whether it’s academic skills, social interactions, or problem-solving techniques. Modeling reinforces learning by providing a concrete reference for abstract concepts. 6. See text pp. 54-56. Distinguishing Between Praise and Encouragement • Praise: Praise is often specific, directed at the outcome or the person (e.g., “Great job on your test!”). It can boost confidence but may also lead to a reliance on external validation. • Encouragement: Encouragement focuses on effort and improvement rather than the outcome (e.g., “I can see you worked hard on this assignment”). It fosters intrinsic motivation and resilience. When and Why: Encouragement is often preferred over praise because it helps build a growth mindset, emphasizing effort and perseverance rather than fixed abilities. However, praise can be effective when acknowledging specific achievements or successes to reinforce positive behavior. 7. See text p. 56. Teacher’s Use of Silence in the Classroom Explanation: Silence can be a powerful tool in the classroom. It gives students time to think and process information, encourages self-reflection, and can signal the need for attention or focus. Silence can also be used to create a pause after a question, allowing students to gather their thoughts before responding. This promotes deeper thinking and engagement. 8. Answers may vary but should represent knowledge, critical thinking, and skillful written expression. Agree or Disagree: Teachers Should Forget About the Job After School Opinion: I disagree with the idea that teachers should completely forget about their job after the school day ends. While it’s important for teachers to have work-life balance and time to recharge, reflecting on the day’s events and planning for future lessons are essential aspects of effective teaching. However, teachers should find a balance that allows them to relax and maintain their well-being without being consumed by work. 9. By appealing to other senses, and to other learning modalities. Using Audiovisual Materials to Reinforce Learning Explanation: Audiovisual materials, such as videos, slides, and interactive media, enhance learning by catering to different learning styles (visual, auditory, kinesthetic). They can make abstract concepts more tangible, engage students more deeply, and help them retain information better. For example, a video demonstration of a scientific process can make the concept clearer than a verbal explanation alone. 10. Refer to text pp. 69-73. Planning a Field Trip Before the Trip: • Preparation: Introduce the topic related to the field trip, discuss the purpose of the visit, and set learning objectives. Provide students with background information and vocabulary that will be relevant. • Logistics: Arrange transportation, permissions, and safety protocols. Assign groups and chaperones if needed. During the Trip: • Engagement: Encourage students to observe, ask questions, and take notes. Provide them with specific tasks or worksheets to guide their learning. • Supervision: Ensure that students are safe, engaged, and respectful of the environment and others. After the Trip: • Reflection: Have students share their experiences and what they learned. Conduct follow-up activities, such as writing reports, creating presentations, or discussing how the trip relates to the curriculum. • Assessment: Assess students’ understanding through assignments, projects, or quizzes that connect the field trip experience to classroom learning. By carefully planning and integrating the field trip into the curriculum, the experience becomes a valuable educational tool that reinforces classroom learning and provides real-world context. 11. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression. Discouraging Plagiarism from the Internet To discourage plagiarism from the Internet: • Education on Plagiarism: Educate students about what constitutes plagiarism, including copying and pasting from the Internet, and the ethical implications of passing off someone else’s work as their own. • Teach Research Skills: Provide lessons on how to properly research, summarize, paraphrase, and cite sources. Emphasize the importance of original thought and academic integrity. • Use Plagiarism Detection Tools: Utilize plagiarism detection software, like Turnitin, to identify copied content. Inform students that their work will be checked to deter dishonest practices. • Create Plagiarism Policies: Develop clear policies outlining the consequences of plagiarism, and ensure students understand these before they begin assignments. • Assign Unique Topics: Design assignments that require original responses, critical thinking, and personal reflection, making it difficult to find exact matches online. 12. Open ended but should follow copyright laws as presented in the text. Presentation Summary on Copyright Law and Instruction Summary: • Introduction to Copyright Law: Explain the basic principles of copyright law, emphasizing the protection of original works, including books, images, music, and digital content. • Fair Use Doctrine: Highlight the fair use provisions that allow for limited use of copyrighted material in educational settings, such as for criticism, commentary, news reporting, teaching, scholarship, or research. Discuss the four factors of fair use: purpose, nature, amount, and effect on the market. • Digital Copyright Issues: Address the challenges posed by digital content, such as copying and distributing materials online. Discuss the need for proper licensing and the use of Creative Commons licenses. • Copyright and Instructional Materials: Discuss how teachers can legally use copyrighted materials in the classroom, including the limitations of copying textbook pages, showing films, and using online content. • Best Practices: Recommend best practices for teachers, such as seeking permission when in doubt, using resources with appropriate licenses, and teaching students about the importance of respecting intellectual property. • Conclusion: Emphasize the importance of understanding and adhering to copyright laws to maintain legal compliance and respect for creators’ rights. 13. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression. Comparison of K-8 Textbooks Then and Now Similarities: • Content Coverage: Both past and present textbooks cover core subjects such as math, science, language arts, and social studies. • Structure: Textbooks continue to be organized into chapters, with exercises and assessments to reinforce learning. Differences: • Technology Integration: Modern textbooks often include digital components, such as online resources, interactive exercises, and multimedia content, which were not present in older textbooks. • Diversity and Inclusion: Current textbooks are more likely to include diverse perspectives, representing different cultures, genders, and histories, reflecting societal changes and educational priorities. • Design and Layout: Contemporary textbooks are more visually engaging, with colorful images, graphics, and infographics, whereas older textbooks were more text-heavy. Prediction for 2020: • Digital Shift: Textbooks are likely to become more digital, with greater emphasis on interactive content and personalized learning experiences. Printed textbooks may still exist but will be supplemented by digital resources that are regularly updated. 14. With multimedia programs, students can participate vicariously in a field trip without leaving the classroom. Consequently not all senses are engaged; it is nearly like the real thing and it makes possible a “field trip” experience that would not normally be available or affordable. Electronic Field Trip Concept: An electronic field trip is a virtual learning experience that allows students to explore locations or engage with content remotely through digital technology, such as live streaming, recorded videos, or interactive websites. Advantages: • Accessibility: Students can explore distant or inaccessible locations without the cost and logistics of physical travel. • Interactive Learning: Often includes interactive elements like Q&A sessions, virtual tours, or simulations that engage students actively. • Supplementary Resources: Electronic field trips often come with supplementary educational materials, such as lesson plans, quizzes, and discussion guides. Limitations: • Lack of Physical Presence: Students miss out on the tangible, sensory experiences of a physical field trip. • Technical Issues: Dependence on technology can lead to issues like connectivity problems or difficulties in engaging students as effectively as in-person experiences. Example: A virtual tour of a historical museum where students can explore exhibits, watch expert interviews, and participate in interactive quizzes. 15. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression. Effective Use of a Classroom Bulletin Board 1. Learning Center: Use the bulletin board to create a dedicated learning center on a specific topic, such as a science concept or a historical event. Include visuals, key terms, and questions to engage students. 2. Student Work Display: Showcase students’ work to celebrate their achievements and foster a sense of pride. This also encourages peer learning as students view each other’s work. 3. Interactive Board: Create an interactive bulletin board where students can contribute, such as adding their thoughts on a discussion topic, solving a puzzle, or voting on class decisions. 16. See text p. 52. The 2 X 4 X 6 Curriculum Context: The term "2 X 4 X 6 curriculum" likely refers to a rigid, standardized curriculum structure where students are expected to learn the same material at the same pace, regardless of individual needs or interests. Opinion: I might disagree with this model because it does not account for the diverse learning needs and styles of students. A more flexible curriculum that allows for differentiation and student choice can lead to more meaningful and effective learning experiences. 17. Definitely a “yes” answer to the question, as that teacher will be aware but inept at effectively handling situations. (See text p. 52) Withitness vs. Overlapping Ability Potential Problem: A teacher who has withitness (awareness of what’s happening in the classroom) but lacks overlapping ability (the ability to manage multiple tasks simultaneously) might struggle with maintaining classroom control while addressing individual student needs. This can lead to situations where the teacher is aware of disruptions or issues but is unable to effectively manage them while continuing instruction, leading to a chaotic or unproductive classroom environment. 18. Probably a “yes,” as that teacher is not communicating clearly and/or precisely, although over time I suppose the children might get used to it becoming better aware what she really means. But the bottom line is a teacher needs to practice communicating clearly, precisely, and to the point. (See text pp. 53 and 59) Use of “I” vs. “We” in the Classroom Potential Problem: Consistently using “I” when “we” is meant can alienate students, making them feel excluded or less responsible for classroom activities. Conversely, using “we” when “I” is meant can blur accountability, making it unclear who is responsible for certain actions or decisions. This can create confusion and undermine the teacher’s authority or the students’ sense of ownership in the classroom. 19. See text pp. 54-56. Psychologically Safe Classroom Environment Meaning: A psychologically safe classroom environment is one where students feel secure, respected, and free to express themselves without fear of ridicule, punishment, or discrimination. Characteristics: • Inclusivity: All students feel valued and accepted, regardless of their backgrounds or abilities. • Open Communication: Students are encouraged to share their thoughts and ask questions without fear of judgment. • Supportive Atmosphere: The teacher provides encouragement and positive reinforcement, helping students build confidence. • Predictable Routines: Clear expectations and consistent routines help students feel secure and understand what is expected of them. Importance: A psychologically safe environment is crucial for learning, as students are more likely to engage, take risks, and develop resilience when they feel safe and supported. 20. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression. Connecting with Children Meaning: Connecting with children means building strong, positive relationships with students, understanding their individual needs, interests, and challenges, and fostering a supportive and engaging classroom environment. Importance: This connection is critical because it helps students feel understood, respected, and motivated to learn. It also allows the teacher to tailor instruction to meet the needs of each student, creating a more effective and inclusive learning experience. A teacher who can connect with students can inspire them, address their individual concerns, and create a classroom culture of trust and mutual respect. Test Bank for Teaching and Learning K-8: A Guide to Methods and Resources Richard D. Kellough, John D. Jarolimek 9780131589629
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