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Educators ch.7

Multiple Choice
Identify the choice that best completes the statement or answers the question.
 

 1. 
Even the most highly intelligent educator will be ineffective if:
a.
visual aids are organized.
b.
the room facilitates the number of students.
c.
lesson plans are properly written.
d.
knowledge cannot be communicated to learners.
 

 2. 
With respect to education, the six Ps are:
a.
Proper Preparation and Practice Promote Positive Performance.
b.
Pure Patience and Practice Promote Positive Performance.
c.
Proper Preparation and Practice Promote Poor Performance.
d.
Poor Preparation and Practice Promote Poor Performance.
 

 3. 
Before the lesson can be taught, the master educator will find it necessary to know any preexisting knowledge the learners have of the chosen topic and also the:
a.
time set aside for the presentation.
b.
physical environment of the class.
c.
questions to be asked of the students.
d.
all of the above.
 

 4. 
By using examples, anecdotes, or analogies during a class presentation, the master educator will:
a.
give clarity and meaning to key points.
b.
confuse learners.
c.
bewilder the non-English-speaking learners.
d.
waste of time.
 

 5. 
When the educator learns to enjoy presenting and is at ease and enthusiastic:
a.
it takes a lot of energy.
b.
it will take many years in coming.
c.
learners will mirror that attitude.
d.
it is not a natural feeling.
 

 6. 
In order for a lesson to be received the educator must answer the question:
a.
Why do I have to do this?
b.
Which visual aids do I want to see?
c.
What are the consequences if I miss class?
d.
What’s in it for me?
 

 7. 
We all need a sense of adventure, however small; we need to experience new things and feelings; this is the need for:
a.
sense of belonging.
b.
freedom.
c.
new experiences.
d.
self-esteem.
 

 8. 
We all need to respect ourselves, experience love in all forms, and be emotionally secure; this is the need for:
a.
self-esteem.
b.
sense of belonging.
c.
approval.
d.
personal power.
 

 9. 
Master educators will arrive for class early and make themselves available to learners for personal discussion and to:
a.
humanize the content of the lesson.
b.
establish strong personal contact.
c.
get learners in an active mood.
d.
get the latest gossip about students.
 

 10. 
By encouraging questions, varying the stimuli during presentations, and using partial handouts, the master educator:
a.
gets learners in an active mood.
b.
humanizes the content.
c.
establishes a strong personal contact.
d.
encourages feedback.
 

 11. 
When developing exercises, projects, and activities for a class, allow learners:
a.
to opt out of assignments.
b.
to complete different assignments if non-English-speaking students.
c.
to find an altogether different activity.
d.
to choose which assignment they would like to complete.
 

 12. 
To hold the attention of the learner for any length of time the master educator must be:
a.
creative, prideful, and inhibited.
b.
enthusiastic, lethargic, and animated.
c.
enthusiastic, energetic, and animated.
d.
enthusiastic, inhibited, and lethargic.
 

 13. 
When delivering the lesson, move about the room and direct your interest to many different learners; you will show sincerity and interest by:
a.
trying to look over the heads of the learners.
b.
making one-to-one personal eye contact with all learners throughout the presentation.
c.
looking at the seating chart and using that to identify the students all of the time.
d.
standing in the back of the classroom, where you can see all of the students but they cannot see you.
 

 14. 
Being able to understand the spoken word without slurring has to do with:
a.
pace.
b.
tone.
c.
pitch.
d.
articulation.
 

 15. 
When your voice projects a pleasant and friendly sound this is:
a.
pace.
b.
tone.
c.
pitch.
d.
timbre.
 

 16. 
The speed at which you speak and utilization of appropriate pauses determines your:
a.
pace.
b.
tone.
c.
pitch.
d.
articulation.
 

 17. 
When planning a classroom presentation, the format the master educator may choose if there is a situation that has caused problems or concerns is the:
a.
spatial structure.
b.
theory/practice structure.
c.
chronological structure.
d.
problem/solution structure.
 

 18. 
This qualitative structure allows you to list your points in the order of significance, with the most important being discussed at the beginning:
a.
spatial structure.
b.
chronological structure.
c.
topical structure.
d.
theory/practice structure.
 

 19. 
Facts, figures, statistics, and the use of numerical representations of facts or verifiable statements or quotes by third parties:
a.
add importance and credibility to the information being presented.
b.
make the educator feel important.
c.
will provide too much information for non-English-speaking students.
d.
will provide too much information for learners to take notes.
 

 20. 
Describing a set of similar or related conditions that make the concept more understandable is referred to as a(n):
a.
synonym.
b.
definition.
c.
analogy.
d.
acronym.
 

 21. 
When closing the lesson the master educator will deliver a powerful closing and will:
a.
summarize.
b.
restate the key points.
c.
present a challenge.
d.
all of the above.
 

 22. 
When educators move from one part of a lesson to another, this is referred to as:
a.
transition.
b.
pause.
c.
change.
d.
shift.
 

 23. 
Gestures have meaning and purpose because they:
a.
clarify the educator’s meaning.
b.
help reveal the educator’s attitudes.
c.
lend emphasis.
d.
all of the above.
 

 24. 
Closed questions are generally directed at only one learner, who can:
a.
use a written response.
b.
respond with either a yes or no answer.
c.
respond with a higher-order thinking, essay-type responses.
d.
respond with a nonverbal response.
 

 25. 
A tool that the educator may use during the lesson that will provide positive feedback to the student throughout the educational process is:
a.
appreciation.
b.
corroboration.
c.
reinforcement.
d.
rewards.
 



 
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