Chapter 11: Becoming an Effective Teacher
CHAPTER ELEVEN
BECOMING AN EFFECTIVE TEACHER
Student Motivation and Effective Teaching
* 1. Which of the following is the best definition of effective teaching?
a. Teaching that involves students in cooperative learning
b. Teaching th
c. Teaching that provides students with enjoyable learning experiences
d. Teaching that maximizes learning for all students
* 2. Which of the following is the best description of motivation?
a. The process of meeting personal needs
b. The energizing force behind student learning
c. Being reinforced for desirable behavior
d. The process of making learning fun
* 3. Of the following, extrinsic motivation is best described as:
a. motivation to complete a activity that meets a need for safety.
b. motivation to complete a task to receive some incentive.
c. motivation to complete a task because it enhances self-efficacy.
d. motivation to complete an activity because it results in a feeling of competence.
* 4. Which of the following is the best description of intrinsic motivation?
a. Motivation to complete a task as a means to an end
b. Motivation to complete a task to meet a need for intellectual achievement
c. Motivation to engage in an activity for its own sake
d. Motivation to complete a task to meet the need for relatedness
** 5. Which of the following is not true of motivated students?
a. They tend to have higher grades.
b. They learn content almost effortlessly.
c. They have more positive attitudes toward school.
d. They persist on difficult tasks.
** 6. David Moore starts each of his lessons with a demonstration, such as dropping two objects of unequal
weight and seeing them fall with the same rate of acceleration. Which of the following best describes Mr.
a. He is trying to begin his lessons with an attention-getting activity.
b.
c. He is need for a learning incentive.
d. -determination.
Essay Item
** 7. in learning activities.
Chapter 11: Becoming an Effective Teacher
Planning for Effective Teaching
* 8. Of the following, what is the best description of learning objectives?
a. Statements that describe the activities teachers design to promote deep understanding of a particular
topic
b. Statements that describe the techniques teachers use to help students learn specific knowledge or
skills
c. Statements that specify what students should know or be able to do with respect to a topic
d. Statements that specify the strategies that t interest in a topic
* 9.
a. creating assessments.
b.
c. selecting learning objectives.
d. preparing learning activities.
* 10. Which of the following is most important when teachers prepare and organize learning activities?
a. Finding or creating high-quality examples and problems
b. Designing effective cooperative learning activities
c. Creating effective assessments
d. Ensuring
* 11. Which of the following is the best definition of a high-quality example?
a. tion
b. An example that is likely to
c. An example that will require students to process information in one of the higher cells of the
taxonomy table
d. An example that has all the information in it that students need to understand a topic
** 12. A teacher wants her first graders to understand the concept mammal. Which of the following is the best
case of a high-quality example?
a.
b. A picture of a cat and some kittens
c. A description on an overhead saying that mammals are warm blooded, nurse their young, and have
hair
d. A description on an overhead saying that mammals are warm blooded, nurse their young, and have
hair together with a picture of a dog
* 13. Of the following, which is the best definition of assessment?
a. The process of creating tests and quizzes to determine how much information students have acquired
in learning activities.
b. The process teachers use to gather information and make decisions abo
c. The process of using effective rubrics when observing young children perform basic skills such as
forming letters
d. The process of writing end-of-
those tests
* 14. Which of the following are questions addressed by effective assessments?
1. How will I know if students have reached my learning objectives?
2. How will I decide if a topic is important to teach?
3. How will I match my instruction to state standards?
4. How can I use asse
a. 1, 2, 3, 4 b. 1, 4 c. 1, 2, 3 d. 3
Chapter 11: Becoming an Effective Teacher
* 15. Which of the following statements best describes instructional alignment?
a. Teac instruct students in such a way that all students, regardless
of ability, will learn as much as possible
b.
and assessment
c. o invest their time and effort to be sure that all students learn as much as
possible
d.
* 16. re out of alignment, which of the following is the most likely reason?
a.
b. They are low in personal teaching efficacy.
c. They are unprofessional.
d. They lack essential teaching skills, such as the ability to guide students with questioning.
Essay Items
** 17. Teachers typically make five decisions when they plan for instruction. Describe these planning decisions.
** 18. Explain how planning in a standards-based environment differs from planning in any other circumstance.
** 19. Define the concept instructional alignment and explain why it is so important in teaching and learning.
Putting Plans into Action: Implementing Instruction and Assessing Learning
* 20. Which of the following best describes essential teaching skills?
a. The skills that veteran teachers acquire after approximately three years of teaching experience
b. The skills that teachers who complete traditional teacher preparation programs acquire, but that
people who complete alternative licensure programs do not.
c. The abilities that teachers acquire from their university courses, which are then more fully developed
by their experiences in classrooms
d. The abilities that all teachers, including those in their first year of teaching, should have in order to
help students learn
* 21. When a teacher believes he or she can positively affect student learning, that teacher is said to possess:
a. effective attitudes.
b. teaching efficacy.
c. empathetic effectiveness.
d. proactive attitudes.
** 22. Mandy Jackson was reflecting on the problem of Francisco. He was in her third period English class, and
he was failing. She had tried gentle reminders to him to complete his work and made sure she recognized
him when he did so; she had tried simplifying directions; she had tried counseling him; she had tried
drawing him out in class and elaborating on his comments and questions. “So far, none of those has really
worked for very long”, she mused, “I know I can get him to learn. I wonder what I should try next. I think
behavior in the episode you just read?
a. She has demonstrated high teaching efficacy.
b. She has demonstrated modeling and vicarious learning.
c. She has demonstrated effective organizational skills.
d. She has demonstrated a commitment to ethnic diversity.
Chapter 11: Becoming an Effective Teacher
* 23. Research indicates that teachers treat students for whom they have high expectations differently than those
for whom they have low expectations. In which of the following areas do these differences exist?
1. Questioning: Teachers tend to call on perceived low achievers more often, because lower achievers
are less likely to volunteer responses on their own.
2. Teacher effort: Teachers give perceived high achievers more thorough explanations, their instruction
is more enthusiastic, and they require more complete and accurate student answers than they do from
perceived low achievers.
3. Feedback: Teachers praise perceived high achievers more and criticize them less. They also offer
perceived high achievers more complete and lengthier feedback.
4. Emotional support: Teachers interact more with perceived high achievers, make more eye contact,
stand closer, and orient their bodies more directly toward these students, because low achievers are
less confident than are their higher achieving peers.
a. 1, 2, 3, 4 b. 1, 3 c. 2, 4 d. 1
** 24. Rick Reynolds calls on all his students as equally as possible. Of the following, he practice most
closely which essential teaching skill?
a. Teacher expectations
b. Teacher modeling
c. Teacher caring
d. Teacher warmth and empathy
** 25. Roger is a world history teacher. He peppers his presentation with questions to the students in the class. If
to call on?
a. Pete, a low achiever.
b. Jon, a passive student who rarely participates in class.
c. Burton, who tends to be disruptive.
d. Fritz, a high achieving student.
** 26.
likely related to:
a.
b.
c.
d.
* 27. The set of teacher actions that maximizes the amount of time available for instruction is best described as:
a. modeling.
b. organization.
c. expectations.
d. personal teaching efficacy.
** 28. After school the day before she was going to have the class do an experiment, a teacher checked to see if
she had the worksheets for the students and the test tubes and other equipment she needed for the
experiment. This best illustrates which of the following?
a. Organization
b. Connected discourse
c. Withitness
d. Academic focus
Chapter 11: Becoming an Effective Teacher
** 29. Sally Harvey, an 8th grade math teacher, typically spends about 7 minutes after the bell rings taking roll,
handing out papers, and writing assignments on the board. Karen Walters, who teaches in the room next to
Sally, writes her assignments on the board during the time the students are moving from one class to
another. Based on this information, which of the following conclusions is most valid?
a. Sally is a more caring teacher than is Karen.
b. Sally has higher personal teaching efficacy than does Karen.
c. Karen is better organized than is Sally.
d. Karen is a more effective teacher than is Sally.
* 30. When a teacher uses concrete objects, pictures, models, materials displayed on the overhead to attract and
skills?
a. Review
b. Focus
c. Feedback
d. Organization
** 31. Mrs. Barnhart is teaching her students about main idea. She displays a paragraph on the overhead with a
summary sentence below it that states the main idea. Her display on the overhead would be best described
as:
a. focus.
b. organization.
c. review.
d. wait time.
* 32. Of the following, which best describes the primary purpose of introductory reviews?
a. To establish high expectations for students
b.
c. To provide students with feedback and their learning
d.
** 33.
actions best illustrate which of the following essential teaching skills?
a. Organization
b. Focus
c. Review
d. Feedback
** 34.
a. teacher caring.
b. equitable distribution.
c. prompting.
d. organization.
** 35. A math teacher displays a word problem on the overhead, as
brief episode best illustrates which of the following?
a. A l expectations
b.
c.
d. -time
Chapter 11: Becoming an Effective Teacher
* 36. A teacher calls on a student and the student fails to respond. The teacher then asks another question
designed to illicit a response from that student. This process is best described as:
a. equitable distribution.
b. prompting.
c. repetition.
d. review.
* 37. Research suggests that ideally wait-time should be approximately:
a. less than a second.
b. between 1 and 3 seconds.
c. between 3 and 5 seconds.
d. between 5 and 7 seconds.
* 38. Information students are given about their current understanding that can be used to increase future learning
is best described as:
a. feedback.
b. personal efficacy.
c. expectations.
d. wait-time.
** 39.
a. repetition.
b. rehearsal.
c. organization.
d. closure.
Use the case study illustrating La-
items, to answer Items 40-45.
** 40. Look at paragraphs 3-5 in the case study. Of the following, they best illustrate La-
a. personal teaching efficacy.
b. caring.
c. expectations.
d. modeling and enthusiasm.
** 41. Look at paragraphs 6, 8, 11, 14, 17, 20, 23, and 27 of the case study. Of the following, they best illustrate:
a. La- aching efficacy.
b. La-
c. La-
d. La-
** 42. Look at paragraphs 6 and 17 in the case study. Of the following, they best illustrate La-
a. high personal teaching efficacy.
b. high expectations.
c. effective modeling.
d. effective use of focus.
** 43. Look at paragraph 31 in the lesson. Of the following, they best illustrate:
a. La- model for her students.
b. La-
c. La-
d. La-
Chapter 11: Becoming an Effective Teacher
** 44. Look at paragraphs 27-29. Of the following, they best illustrate La-
a. personal teaching efficacy.
b. clear communication.
c. effective organization.
d. effective prompting.
** 45. Look at paragraph 38 in the lesson. Of the following, it best illustrates La-
a. high personal teaching efficacy.
b. high expectations.
c. attempt to provide students with feedback.
d.
** 46. Describe each of the essential teaching skills and explain how they increase learning.
** 47. Describe the characteristics of effective questioning and explain how each increases learning.
Instructional Strategies
* 48. Prescriptive approaches to teaching designed to help students acquire a deep understanding of specific
forms of knowledge is referred to as:
a. instructional strategies.
b. essential teaching skills.
c. sensory focus.
d. instructional alignment.
* 49. Of the following, which is the best description of teacher-centered instruction?
a. Instruction involving the teacher strongly directing the flow of lessons with students following the
b. Instruction focusing on teachers lecturing with student interaction kept at a minimum
c. Instruction that emphasizes drill-and-practice activities usually supported by technology
d. Instruction t
skills using seatwork
* 50. Of the following, which is the best description of learner-centered instruction?
a. Instruction involving students discovering ideas on their own with only minimal input from teachers
b. Instruction involving the teacher guiding and supporting students as they develop their own
understanding of the topic being taught.
c. Instruction that emphasizes students working in small groups instead of whole-class activities
d. Instruction that emphasizes students working together on homework assignments instead of doing
individual seatwork
* 51. When done properly by expert teachers, which of the following is the most important characteristic of
teacher-centered strategies?
a. High levels of teacher-student interaction exist throughout lessons.
b. Teachers provide clear explanations and interaction with students is kept to a minimum to save time.
c. Teachers are able to maintain stude
d. Teachers deliver well-focused lessons with clear explanations.
* 52. Which of the following is commonly considered to be a teacher-centered instructional strategy?
a. Differentiated instruction
b. Flipped instruction
c. Direct instruction
d. Problem-based instruction
Chapter 11: Becoming an Effective Teacher
* 53. Which of the following is a teaching strategy designed to teach essential knowledge and skills that are
needed for later learning?
a. Direct instruction
b. Lecture discussion
c. Guided discovery
d. Cooperative learning
** 54. Which of the following topics is best suited for direct instruction?
a. Comparing American authors in literature
b. Identifying the causes of the Civil War in social studies
c. Solving algebraic equations in mathematics
d. Comparing the different body systems in life science
* 55. Practice is an important element in which of the following instructional strategies?
a. Direct instruction
b. Lecture discussion
c. Guided discovery
d. Cooperative learning
* 56. Drill-and-practice technology is most closely linked to which of the following instructional strategies?
a. Direct instruction
b. Lecture discussion
c. Guided discovery
d. Cooperative learning
* 57. Which of the following is a teaching strategy designed to help students acquire organized bodies of
knowledge topics that connect facts, concepts, and principles, and make the relationships among them
explicit?
a. Direct instruction
b. Lecture-discussion
c. Guided discovery
d. Cooperative learning
** 58. Which of the following topics is best suited for lecture discussion?
a. Comparing American authors in literature
b. Understanding figures of speech in language arts
c. Solving algebraic equations in mathematics
d. Understanding reptiles in science
* 59. A teacher identifies a specific goal, arranges information so patterns can be found, and then guides students
to the goal. This approach to instruction is best described as:
a. cooperative learning.
b. cognitive learning.
c. behaviorist learning.
d. guided discovery learning.
** 60. Melinda wants to help her students understand the concept of velocity. She provides a large number of toy
cars and small ramps and scales, stopwatches and rulers for her students so that they can work to find
patterns. Melinda then questions the students as a group and they come to a description of the patterns that
:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. lecture-discussion.
Chapter 11: Becoming an Effective Teacher
** 61.
water needed to make beans grow the mos activities that will allow
them to investigate the question, they conduct their investigations for three weeks, and they then report and
cribed as:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. problem-based instruction.
* 62. Which of the following are features of effective cooperative learning tasks?
1. ies.
2. Social interaction is emphasized.
3. Students receive grades as a group.
4. Learners depend on one another to reach objectives.
a. 1, 2, 3, 4 b. 1, 2, 4 c. 1, 3, 4 d. 2, 3, 4
** 63. It is August and Susan has decided to use cooperative groups in her fourth grade science class for the
upcoming year. Based upon effective cooperative learning practice, which of the following is a valid
recommendation for Susan to consider as she plans this instruction?
a. Group children together by ability so higher-achieving students are not brought down by lower-
achieving students and lower -achieving students are not pressured by higher-achieving students.
b. Provide the learners a difficult task as the first assignment so that they know they will have to take
cooperative learning seriously.
c. Grade the students as a group so that low achievers experience success.
d. When introducing cooperative learning, simplify the initial learning task to help students understand
the processes involved in cooperative learning.
** 64. Consider the following goal: Your students have been learning about different mammals. You would like
to have different students become experts on a particular system within mammals (e.g. circulatory,
respiratory, reproductive, etc) and share that knowledge with the class. Which cooperative learning model
is likely to be most successful in reaching this goal?
a. Reciprocal questioning
b. Scripted cooperation
c. Jigsaw II
d. STAD
** 65. Jocelyn used modified direct instruction for a thematic instructional unit on measurement in her fifth grade
class. Instead of assigning homework for independent practice, however, she replaced the homework with
a team study, game-like scenario. She followed up with a quiz covering the content. She found her
students really enjoyed the instruction. Based upon the scenario, Jocelyn best displayed:
a. guided discovery.
b. STAD.
c. lecture-discussion.
d. Jigsaw II.
* 66. Which of the following strategies is best described by an approach to teaching that has students study new
content online by watching a video presentation on a computer, tablet, smartphones, and then spend class
time discuss the new content and doing problems, exercises, and other activities that apply the content?
a. Individualized instruction
b. Differentiated instruction
c. Guided instruction
d. Flipped instruction
Chapter 11: Becoming an Effective Teacher
* 67. The process of adapting instruction to meet the needs of students who vary in background knowledge,
skills, needs, and motivations is best described as:
a. flipped instruction.
b. differentiated instruction.
c. individualized instruction.
d. personalized instruction.
Essay Item
** 68. Look again at the case study involving La-Juan Hawkins and her students. Which instructional strategy did
La-Juan most nearly use in her lesson? Provide evidence taken from the case study to support your
conclusion. (Keep in mind that teachers often adapt instructional strategies when they teach, so their
gy exactly.)
Case Study Illustrating La-Juan Hawkins Work with Her Students
1. La-Juan Hawkins, a first-year teacher, has had her science students studying the structure of the atom, and she
now wants them to understand static electricity.
2. “Did you finish your homework?” Jay asked Patricia as they walked into the classroom.
3. “Are you kidding? You miss a homework assignment in this class and you‘re a dead duck,” Amy interjected.
4. “Boy, Mrs. Hawkins, you had my whole family on the ropes last night. I had both my Mom and Dad helping
me find examples of the elements you assigned us,” Ken commented as he came into class.
5. “That’s good for you,” La-Juan smiled back. “I know it was a tough assignment, but it makes us think. And, I
know all of you in here can understand this stuff if I teach it well enough, and you study hard enough.”
6. La-Juan began, “We’ve been talking about elements. Let’s see what we remember. Look at the model, as she
held up a model that had three balls of red clay w nd three balls of yellow clay
with 0’s on them to represent neutrons. What element does this represent? . . . Allen?”
7. “. . . Lithium,” Allen responded.
8. “Good, and how do we know, . . . Kathleen?”
9. “There are three protons in there,” Kathleen responded pointing to the model.
10. “All right! Very good.
11.
Peter staring intently at the clay pieces in her hand.
12. “They’re . . . o
nucleus.
13. -Juan nodded.
14. “And, are they tightly or loosely attracted to the nucleus? . . . Janice?
15. “. . . Sort of loosely, I think,” Janice tentatively responded.
16. “Yes, very good, Janice. We can ‘scrape’ electrons off,” La-
“Now, keep that in mind, because it’s important. We can get electrons off the atoms fairly easily with heat or even
by simply rubbing them, while the nucleus is very hard to break up.”
17. “Now, let’s take a look,” La-Juan said as she stepped quickly over to her file cabinet and took out an inflated
balloon and a wool sweater. “Watch.” She then rubbed the balloon vigorously with the sweater, stepped over and put
18. “The balloon is making Michelle’s hair stick up,” Vicki responded to the giggles of the class.
19. “Yes!” La-
20. “. . . Look again,” she continued when she saw them all looking at her. She then took another inflated balloon,
held it against the chalkboard, and let it go. “What happened here? . . . Joe?”
21. “It just fell down,” Joe shrugged.
22. “Let’s try it again,” La-Juan continued as she rubbed the balloon on the sweater.
23. “Now what? . . . Melody?”
24. “It’s stuck up there now.”
25. “Yes, it is! Now, this is a little tough, but I’ll bet we can figure out why it stuck this time. Give it a try, John?”
26. “. . . Well, you rubbed it on the sweater the second time.”
27. “And, what did the rubbing do? . . . Tracey?
28. “. . .”
Chapter 11: Becoming an Effective Teacher
29. “Think about the electrons,” La-Juan encouraged.
30. “. . . Well, some of the electrons might have been rubbed off the sweater,” Tracey responded uncertainly.
31. “Yes, exactly, Tracey. They’re bound tighter in the balloon, so the balloon collects them from the sweater.
32. “So, now what do we have? Randy?”
33. “. . . We have more electrons than protons on the balloon.”
34.
35. “. . . The extra electrons attracted Michelle’s hair.”
36. “And what else? . . . Carol?”
37. “The same thing happened to the board.”
38. La-Juan then had the students explain additional examples, such as why clothes stick together in the dryer, and
why people sometimes get a shock after they walk across a carpet and touch a door knob.
Chapter 11: Becoming an Effective Teacher
CHAPTER ELEVEN ANSWERS
Student Motivation and Effective Teaching
Planning for Effective Teaching
Putting Plans into Action: Implementing Instruction and Assessing Learning
Chapter 11: Becoming an Effective Teacher
Instructional Strategies