Questions 81-85 refer to the following case study:

Sarah has just been assigned her first class of adolescents. After several years of teaching adults, her school has recently expanded to include classes for high school and middle school students. It has been a long time since Sarah was in high school, and she’s not sure she can relate to modern teenagers. She has heard horror stories of disrespectful students, frequent disruptions, and rampant behavioral problems. She tries to dismiss these as a few isolated cases and focus on the positive aspects of teaching adolescents, such as the bright futures ahead of them and their wonderful passion for their interests. However, despite her attempts to think optimistically about her upcoming class, she is nervous about being unable to relate, creating lessons that fall flat, and opening the door to bad behavior.

Question 81 Flag for review

While Sarah prepares to teach her new class, which of the following would be the least suitable approach for Sarah to take as she tries to relate to her students?

 

a. 

Sarah should do some research on adolescent culture in her host country. She could ask fellow teachers or friends who teach adolescent students to fill her in on what topics, games, and activities are popular, and what ingredients make for a successful lesson with students of this age.

 

 

b. 

Sarah should find out what movies, music, games, and TV shows are popular among students of this age in her host country. She can then incorporate examples from these various media into her lessons to make them more appealing.

 

 

c. 

Sarah should look online and in magazines to see what fashion styles are popular with teenagers these days, and she should try to find out if there are any particular slang terms in the local language commonly used among her students. This will give her an overall sense of the trends and fashions that her students follow, and she can use this to relate to her students. By avoiding dressing "old fashioned" and using language that is out of date, Sarah will help her students to see her in a positive light and as someone they can trust.

 

 

d. 

Given the stark cultural and linguistic differences between Sarah and the culture she is immersed in, she will have a very difficult time fully grasping the local adolescent culture. Instead, she should focus on creating engaging lessons that provide ample opportunity for her students to express their own thoughts, opinions, and interests.

Question 82 Flag for review

Many ESL schools divide their students by level, but Sarah’s school chooses to divide them by age. As such, teachers at her school have to deal with multi-level classrooms. In any classroom there are a range of abilities, but in a true multi-level classroom, this range is far greater. One of the particular challenges of this type of class is how to assess the students, while at the same time keeping them motivated. Creating and marking tests and different assignments for every level in the class can be very tiring and time consuming, often impractically so.

With these thoughts in mind, how can Sarah fairly assess her students without overburdening herself with additional work?

 

Choose the best two of the following answers:

 

a. 

For many tasks, she could make use of group work with assigned roles. Each group would consist of a mix of student levels, distributed so that the makeup of each group is roughly equivalent. Then within each group, she could assign tasks based on the level and ability of the students. This allows the weaker students to interact with the stronger students, but ensures that they each have level-appropriate tasks and expectations set for them.

 

 

b. 

She could structure all of her tests and assignments so that the questions get progressively more difficult as students progress through the test. This will help the lower level students to see how much work they have ahead of them, and it will give the higher level students a sense of pride at all they have accomplished.

 

 

c. 

Sarah should create single assignments and tests for the whole class, and then encourage her students to do as much as they can on each assignment. Since students will have varying skills in different areas such as reading, writing, speaking, and listening, the levels would sort themselves out fairly based on the quantity of work each student is able to complete on a given task. She can then assess the quality of that work for a final score.

 

 

d. 

She could design rubrics for each assignment that outline the expectations for each level. All of the students would work on the same task, but greater depth and detail would be expected from those at a higher level.

Question 83 Flag for review

Sarah has been trying to help her students correctly punctuate their sentences. Each day, she writes a punctuation rule on the board and shows several examples of the rule in use. Which of the following is a generally accepted rule of English grammar?

 

a. 

Coordinating conjunctions such as 'and' or 'but' can never be used to start a sentence. They are used to join two sentences and must always be preceded by a comma.

 

 

b. 

If a sentence includes a colon, the clause preceding the colon must be an independent clause.

 

 

c. 

The word 'because' should always be preceded by a comma.

 

 

d. 

In standard practice, proper nouns should be preceded by a definite article and followed by a comma.

Question 84 Flag for review

Sarah has been trying to find a way to encourage her students to behave properly and interact positively with one another. She thought back to her school days and remembered one of her teachers having a chart at the front of the room with all the students’ names written on it. Whenever an assignment was done well, or particularly good behavior was exhibited, the teacher would put a gold star beside that student’s name. She decided to try this method in the hopes that it would spark some friendly competition among her students to try to get the most stars and be the top of the class. However, since implementing the system, she hasn’t seen any improvement in behavior, no signs of enthusiasm for the stars, and some students even seem to have regressed in their participation after receiving a star.

 

Why might Sarah’s plan not be working as she had envisioned?

 

a. 

The reward offered is too passive. Adolescent students are seeking more active approval and greater freedom of expression. They would be more likely to respond if she publicly congratulated them and offered a chance to gain greater responsibility in the classroom, such as an opportunity to be the teacher's assistant or other such role. This would appeal to adolescents' growing sense of maturity and duty.

 

 

b. 

The problem is not the reward system, it is the reward itself. Students of this age are seeking their own individual identities, and gold stars are too generic to be appealing. Choosing a different symbol, or better yet, allowing the students to select from a range of choices would be much more effective.

 

 

c. 

Children are motivated by teacher approval and public acknowledgement, but such things can be drawbacks for adolescent students who seek the approval of their friends and classmates over that of the teacher. Sarah's plan, well-meaning though it is, might actually be discouraging student participation as they don't want to be singled out for praise from the teacher at the risk of alienating their peers.

 

 

d. 

Adolescents are generally not motivated by positive reinforcement. Rewards and privileges are ineffective means of behavior management at this stage of development. Sarah will have to find another means of reinforcing desired behavior; perhaps negative reinforcement of undesired behavior would be more effective.

Question 85 Flag for review

Two months into the term with her new adolescent class, Sarah is comfortable and the class is running smoothly. Midterm exams begin on Monday, so she has set aside Friday’s class to review what has been taught to date. There is a lot of material to cover, but during her explanation of one of the grammar points previously taught, a student asked a question that sparked a lively tangential discussion. Although Sarah recognizes the value of unstructured interaction, the debate was pulling the class off topic. Torn between encouraging the discussion that has her students so engaged and getting through the valuable review lesson for Monday’s midterm test, Sarah is unsure of how to react. How should she handle the situation?

 

a. 

The discussion should take precedence. While review lessons are certainly important, these magic moments when students are spontaneously engaged in a topic are few and far between. A wise teacher knows to take full advantage of these opportunities, even if it means rescheduling a planned lesson for another day.

 

 

b. 

She should encourage the discussion for a few minutes to take advantage of her students' enthusiasm, but not long enough to derail her planned lesson. The topic being discussed could make for an interesting follow-up lesson or homework assignment, so she should make note of it and try to return to it after the midterm tests are finished.

 

 

c. 

The lesson should always take precedence. Although class discussion is good and student enthusiasm is to be applauded, the focal point of today's lesson is to review for the upcoming midterm. After letting the students talk for a minute or two at most, Sarah should calmly but firmly return them to the business at hand. She cannot allow spontaneous discussions to interrupt her carefully planned lesson, or it could throw off the timing of her entire lesson and could impact future classes. She should encourage the students to discuss the matter on their own time.

 

 

d. 

She should look for elements of her lesson that can be cut out. Even in a review lesson, there are always filler components that can safely be trimmed. Teachers generally over-plan so that they do not run out of material to fill the allotted time, so removing the unimportant filler elements should still preserve the core of her lesson while freeing up enough time to make the most of the discussion.

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