110 TExES Pedagogy and Professional Responsibilities 4

110 TExES Pedagogy and Professional Responsibilities 4 - 8 Exam Practice Questions

1. Characteristics that help create a child-centered middle school environment include:

A. Strict enforcement of rules
B. Gender and culture are incorporated into the curriculum
C. A grade-focused curriculum
D. All of the above

2. What effects can ignoring cultural influences on students' ability and readiness to learn have?

A. Communication issues
B. Inhibits learning
C. Increases behavior problems
D. All of the above

3. Which characteristic is not part of adolescence?

A. Physical and hormonal changes occur
B. Shift in problem-solving abilities
C. Grows closer to parents
D. Develops strong friendships with peers

4. Some biological changes that occur during puberty are:

A. Rapid growth and mood swings
B. Higher energy levels
C. Decreased appetite
D. All of the above

5. Cognitive changes of early adolescence include:

A. Ability to run more quickly
B. Understanding hypothetical situations
C. Slower thinking
D. All of the above

6. Some behavior patterns that might lead to problems include:

A. Regular participation in dangerous activities
B. Trying on different personalities
C. Assessing themselves and their abilities
D. All of the above

7. Ways to handle behavior problems include:

A. Establish written expectations
B. Apply rules fairly and consistently
C. Offer choices
D. All of the above

8. A discipline plan should include:

A. Rules and incentives
B. No explanations
C. Strict punishment for disobedience
D. All of the above

9. Classroom communication methods may include the following:

A. Encourage participation
B. Are decided on by the teacher
C. Are independent of general curriculum
D. All of the above

10. What are some ways parents may respond to requests for involvement?

A. Eager to participate
B. Participate only when required
C. Avoid all involvement
D. All of the above

ANSWER KEY EXAM 110

1. Answer: B

A child-centered middle school is one in which students are provided an educational experience that is responsive to their needs in a safe, violence-free and bully-free environment. Administrators, teachers and counselors should understand the physical, psychosocial and cognitive developmental needs of these adolescents. Gender and cultural differences, learning styles and individual interests should be considered when developing a curriculum. Middle school students should be given access and encouraged to explore new ideas and study a variety of academic subjects to help them discover their particular talents and interests. Middle school students do their best in an environment that trusts and respects them as individuals and provides a sense of community. Adolescents are searching for adult mentors and role models so their relationships and interactions with teachers can and do determine how they perceive learning as a whole and affect their performance in individual classes.

2. Answer: D only

Studies show that a student's culture has a direct impact on learning. Since most educational standards are based on white, middle class cultural identification, students who don't fall into that demographic face challenges. It's not that these students are incapable of learning; they just judge what's important and how they express that importance differently. Sometimes it is difficult for them to understand and relate to curriculum content, teaching methods and social skills required, because their culture does things differently, emphasizes different choices and rewards different behavior. Children identify with their culture; they become what they know. If teachers ignore cultural differences, it causes communication issues, inhibits learning and increases the potential for behavior problems. As long as an adolescent has no physical or mental health issues, he/she is capable of learning. They just need information presented and examples used that are relevant to their life experiences; that is the only way it makes sense to them.

3. Answer: C

During adolescence the child forms a unique identity and pulls away from the family unit. Early adolescence lasts from approximately eleven to fourteen years of age. Biological, educational and psychological changes occur. Puberty begins and the changes are dramatic physically and hormonally. Cognitive growth causes a striking shift in thinking and problem-solving abilities. Profound changes in their relationship with parents include seeking advice from adults outside the family and developing strong ties to friends their own age. All have a great deal of influence on the adolescent's psychological evolution. Most children pass through these years with minimal stress. However, some have a difficult time navigating these changes, which can have a profound effect on the rest of their lives. A loving, supportive environment that recognizes and nurtures rather than ignores or criticizes will ease these years for parents, teachers and adolescents.

4. Answer: A

The biological changes that occur during puberty are dramatic, happen at different times for boys and girls and have unique consequences for each. Both grow rapidly, develop primary and secondary sexual characteristics and are often confused by the changes, which causes mood swings. They begin to show an interest in what's happening to their bodies, may develop problems with their complexion, seem to be hungry all the time, sleep more and may have difficulty getting out of bed. Puberty enhances boys' physical abilities, which increases their potential for success in sports, which leads to higher social standing. Girls tend to mature about eighteen months earlier. Body fat increases, which changes their shape from a childhood androgynous profile to the curvaceous female form. Girls who mature early may have a difficult time accepting these noticeable changes, which can lead to a negative self-image and self-esteem problems.

5. Answer: B

The cognitive changes that occur in adolescence affect the way youngsters understand themselves and how they relate to parents, peers and authority figures. They are learning to think in the abstract, consider hypothetical situations and recognize multiple aspects of a problem. Their information processing is becoming more sophisticated; they are increasingly capable of dissecting complicated issues. They begin applying hard-learned experiences to new situations in unfamiliar circumstances. As they pull away from parents, adolescents begin to develop a sense of independence and a feeling of competence.

6. Answer: A

One of the developmental goals in adolescence is learning to behave in an appropriate manner in different situations. As a result, an adolescent tries on different personalities and experiments with various behaviors. Students gradually learn to use their newly acquired decision-making skills to assess themselves and their abilities. All adolescents engage in risky behavior; it's a normal part of development. But for some, risk-taking becomes problematic and goes beyond the norm. Red flags include regular instead of occasional incidents and involvement with peers who participate in the same dangerous activities. Parents and other responsible adults must explain the possible consequences of these actions, make rules and enforce them. Caring adults should channel that drive into more acceptable pursuits; such as taking up a sport, trying out for the school play, learning to play an instrument or a myriad of other choices which challenge the mind, stretch the abilities and keep them out of potentially troublesome situations.

7. Answer: D

Behavior management is an essential key in creating a positive learning environment. If students are misbehaving, they are not paying attention and they can't learn. It is important to establish written expectations, review them as needed and enforce them when necessary. Explain the rules clearly, consider the circumstances before taking action and apply the rules fairly and consistently. Look at situations from the students' perspective and try to be objective rather than judgmental. Address problems and issues immediately so they don't escalate or reappear. A teacher should be willing to admit mistakes; it tells students it is okay to make a mistake as long as one admits it, learns from it and tries not to make it again. Collaborate with the students, ask for their opinions and offer choices. When students are active participants and believe they are heard, behavior issues are minimized.

8. Answer: A

A discipline plan is a written description of acceptable behavior. It provides a framework in which to assess situations, address issues and make changes. It won't stop or prevent unacceptable behavior, but it does provide a means to identify and deal with it. The plan can be imposed by the teacher or developed with input from the students. Whatever method is used, the plan must be explained to and understood by students and parents. Critical elements include:

Rules written as positive statements
Incentive Plan is clearly defined, easy to understand, fair to everyone
Positive Consequences are explained and may vary with each rule
Limit Setting Acts (taken before the next step is invoked) are established
Negative Consequences are hierarchal steps taken to address unacceptable behavior

9. Answer: A

It is important to recognize that the goal of classroom communication is to foster an environment that encourages participation where no one is inhibited or prevented from participating because of teaching methods. Participation is predicated on teacher and student expectations, instructional strategies and classroom atmosphere. It is important to develop class rules for discussions, provide frequent feedback and ask for student input to ensure teaching practices are in line with student perceptions of reasonable opportunities to actively engage. Calling on a student can be both motivating and intimidating depending upon the student and the situation. When a question is asked, a problem posed or a solution required students need time to think about the information and formulate a response. Acknowledging every contribution encourages additional participation.

10. Answer: D

Some parents are eager to participate in their child's education, some do so only when required and others avoid involvement of any kind. All three approaches can be a challenge. Eager parents may bombard the teacher with notes, phone calls and emails. Setting reasonable, well-defined limits may be necessary. Parents who only show up when specifically requested may be incapable of or don't really care to address underlying issues; they show up because they have to. Parents who are never available and impossible to contact provide no help or insight and offer no support. No matter what level of parental involvement is encountered, teachers should use parent/teacher conferences and periodic communiqués to convey expected behavior, explain classroom rules and present a general picture of material to be covered, project assignments and homework requirements.

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