1.    Tableau includes all the following EXCEPT:
  A.  representation of a significant event.
  B.  cooperation.
  C.  imagination.
  D.  words and movements.

 

2.    A third-grade teacher wants her students to work in small groups to select one scene from an award-winning picture book and enact it for the class. Which of the following would be a recommended way to proceed?
 A.  Assign the students to groups, designate a leader, and let them brainstorm for 15 minutes.
 B.  Give children prepared scripts for several scenes, tell them to practice, and video record their performances.
 C.  Use an “I do, we do, you do” strategy in which the teacher provides an example from a book that the children know, the class performs one sample story scene together, and the children then move into groups to create a scene of their own choosing that is particular to the new book.
 D.  Have children audition so that a very strong group of students performs while the others are the audience.

 

3.    If a teacher has difficulty playing a musical instrument, he or she should:
  A.  avoid teaching music.
  B.  only teach music when a specialist is present.
  C.  learn on the job by practicing in class.
  D.  use one of many alternative ways to provide musical accompaniment.

4.    During a direct instruction phonics lesson, a third-grade teacher notices that several students seem disengaged after sitting at their desks for a long period of time. What is one useful way to incorporate movement into the lesson and make it more interactive?
 A.  Take an activity break every five minutes and tell the children to stretch, bend, or touch their toes.
 B.  Have students demonstrate their understanding using their bodies (e.g., using thumbs up/down, sitting down if they disagree with an answer, clapping if they hear a particular sound, writing an answer on a white board).
 C.  Remind the children to be better listeners and have recess followed by a restroom break.
  D.  Give the students an opportunity to walk around the room whenever they feel like it.

 

5.    A first-grade teacher had her children act out a behavior without words; instead, they had to rely on such things as hand gestures, body movements, and facial expressions. This is a description of:
  A.  readers’ theater.
  B.  story drama.
  C.  pantomime.
  D.  tableau.

 

6.    A child’s ability to mentally process the tonal aspects of rhythm and melody is part of:
  A.  intrapersonal skills.
  B.  musical intelligence.
  C.  concentration.
  D.  musical games.

 

7.    One of the learning goals in an English/Spanish bilingual preschool is for children to learn the days of the week. How might this be accomplished in a way that is suitable for very young children?
 A.  Go over a calendar in both English and Spanish every morning and ask children to repeat the days of the week in unison.
 B.  Tell students the current day of the week and ask what day comes before and after that day, requiring them to answer both in English and in Spanish.
 C.  Call on individual students to recite the names of the seven days of the week in both languages and give those who can do this a sticker.
 D.  Incorporate songs about the days of the week that help children to remember the names of the seven days in both languages.

 

8.    Autocratic adults tend to:
 A.  understand children’s limits and abilities.
 B.  discourage individuality in their students.
 C.  have high expectations of their students.
 D.  provide an inconsistant environment.

 

9.    While helping fourth-grade students with reading comprehension difficulties, a teacher tries to think of an approach that would support them in this important learning. What is one effective instructional strategy to use?
  A.  Let the students complete workbook pages in small groups rather than individually.
 B.  Identify pairs of students, one of whom is an accomplished reader and the other, a child with comprehension difficulties. Give the former an explicit strategy for pausing at natural breaks in the story to ask the latter student a question, explain an idea, or summarize what has happened thus far.
 C.  Have students work independently on workbook pages and provide them with an answer key to check their own work. Use the results to form reading groups.
 D.  Allow students to choose whatever skills pages they would like to complete and have a classroom aide check them.

 

10.  Suggesting that younger children “think about the problem and come back to it in a few minutes” is an example of what kind of conflict resolution technique?
  A.  Teacher-assisted intervention
  B.  Self resolution
  C.  Social skill development
  D.  Group meetings

 

11.  Creative teachers view themselves as:
  A.  decision-makers.
  B.  problem-solvers.
  C.  risk takers.
  D.  All of the above

 

12.  A teacher notices that a kindergartner seems distracted and appears to have difficulty concentrating. When she talks with the child privately, he says that he is “hungry and sleepy.” Whose theory would offer the most direct explanation for this behavior?
  A.  Maslow
  B.  Vygotsky
  C.  Piaget
  D.  Bandura

 

13.  Setting reasonable limits on play or temporarily disbanding the group helps resolve which kind of conflict?
  A.  Aggressive play
  B.  Verbal arguments
  C.  Possession disputes
  D.  Power struggles

 

14.  When dealing with conflict, children must __________ that lead to a positive outcome.
  A.  rely on teacher interventions
  B.  negotiate ideas and actions
  C.  use helpful rules and guidelines
  D.  learn to use aggressive tactics

 

15.  The belief that the environment is the single most important variable in shaping development belongs to which theory?
  A.  Constructivism and cognitive developmental theory
  B.  Humanism
  C.  Behaviorism
  D.  Social learning

 

16.  Conflict is:
  A.  something teachers should prevent from happening.
  B.  something teachers should handle immediately.
  C.  something that can enhance children's social development.
  D.  always intentional.

 

17.  Which of the following is/are considered to be the most powerful influence(s) on children’s cooperative and self-responsible behaviors?
  A.  Watching significant adults model prosocial behavior
  B.  Working with an autocratic teacher
  C.  Being punished for misbehavior
  D.  Being rewarded for all appropriate behavior

 

18.  Use the following guidelines to foster inquiry- and problem-based learning.
 A.  Plan activities with a common goal, set firm guidelines, and provide children with specific roles and responsibilities.
 B.  Set firm guidelines, probe children’s thinking, and provide children with specific roles and responsibilities.
 C.  Plan activities with a common goal, probe children’s thinking, and provide children with method of recording thoughts and ideas during open discussion.
 D.  Plan activities with a common goal, probe children’s thinking, and provide children with specific roles and responsibilities.

 

 

19.  Shawn, a first-grader on the autism spectrum, has encyclopedic knowledge of certain subjects, such as dinosaurs. Part of Shawn’s individualized education plan (IEP) is to help him interact with peers during group activities. Which of the following is likely to be most effective?
 A.  Wait for Shawn to show an interest in working with other students and gradually increase the amount of group work.
 B.  Choose a high-interest topic for Shawn and assign him a role that will earn the respect of his peers, such as “dinosaur fact finder.”
 C.  Let him complete independent activities on the computer while all of the other students are collaborating.
 D.  Insist that Shawn join a group and complete the activities with the rest of the class and warn him that he is being graded on cooperation.

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