Multiple Choice Identify the
choice that best completes the statement or answers the question.
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1.
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The state of affairs that exists between those who have a quality that connects
them as being or working together is called a:
a. | partnership. | b. | relationship. | c. | group. | d. | consensus. |
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2.
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Acquaintances are people with whom you:
a. | are related to. | b. | have close contact. | c. | are very
intimate. | d. | have only mere contact. |
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3.
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Because relationships require personal investment they must:
a. | be continuous and perpetuated. | b. | be developed with everyone. | c. | not require risk or
effort. | d. | require one person to give in always. |
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4.
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When we become worried, anxious, overwhelmed, angry, and perhaps hostile or
withdrawn, a fundamental factor of our human relations has been threatened; it affects:
a. | belief in oneself. | b. | social interactions. | c. | handling difficult
situations. | d. | personal security. |
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5.
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When faced with a particularly difficult situation it is best to:
a. | talk more and listen less. | b. | respond instead of react. | c. | ignore the person
entirely. | d. | react instead of respond. |
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6.
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An essential element of communication is:
a. | listening. | b. | speaking. | c. | using nonverbal
communication. | d. | writing. |
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7.
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When we listen for facts found in words, for specific answers to questions that
have been asked, we are:
a. | listening to reduce tension. | b. | listening to build
friendships. | c. | listening for pleasure. | d. | listening to increase
learning. |
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8.
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When listening allows individuals to talk and be able to express themselves
we:
a. | listen to reduce tension. | b. | listen to build friendship. | c. | listen for
pleasure. | d. | listen to increase learning. |
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9.
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Master educators will help students feel confident that they are progressing
toward success by building on:
a. | small losses. | b. | small wins. | c. | inappropriate
behavior. | d. | small weaknesses. |
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10.
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If you expect to solve problems and generate good educator–learner
relationships, always remember that:
a. | perplexity and caring must precede confrontation. | b. | confusion and caring
must precede confrontation. | c. | clarification and caring must precede
confrontation. | d. | obscurity and caring must precede confrontation. |
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11.
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When handling a reprimand of a student, never formulate your questions or
rebuttals:
a. | by interrupting the student. | b. | after the student has left the classroom and
gone. | c. | loudly while the student is still speaking. | d. | before the student
has finished speaking. |
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12.
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The educator who uses superior language or words that the learners do not
understand:
a. | makes the students feel intelligent. | b. | makes the students feel
inferior. | c. | makes the students feel superior. | d. | stretches the minds of the
learners. |
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13.
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A behavior that will destroy the confidence of slow learners and cause a
“drop out” when utilized by educators is focusing attention only on:
a. | disabled learners. | b. | ethnic learners. | c. | fast
learners. | d. | slow learners. |
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14.
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The educator who gives praise for trivial or minor tasks can actually be:
a. | sincere. | b. | genuine. | c. | appropriate. | d. | detrimental. |
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15.
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In the master educator’s classroom, every student can express:
a. | political views. | b. | personal feelings. | c. | religious
views. | d. | controversial classroom issues. |
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16.
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Students should be encouraged to believe that it is educationally worthwhile to
be individuals and to think:
a. | speak without thinking. | b. | independently. | c. | think with
prejudice. | d. | outrageously. |
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17.
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Successful learning can only take place when there is willingness and:
a. | antagonism of students. | b. | cooperation of students. | c. | discord of
students. | d. | opposition of students. |
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18.
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Be sure that everything you say can be repeated anywhere at any time; avoid
speaking:
a. | “off the top of your head.” | b. | “off the
record.” | c. | “at the tip of the tongue.” | d. | “on the spur
of the moment.” |
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19.
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The master educator will support the leadership of others and may attempt to
change the rules, but must follow them:
a. | only when the leadership is present. | b. | as the educator sees fit. | c. | only when in
agreement with them. | d. | as written until they are
changed. |
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20.
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The law designated to protect the privacy of a student’s educational
records is referred to as:
a. | SERPA (State Educational Right to Privacy Act of 1974). | b. | PERPA
(People’s Educational Right to Privacy Act of 1974). | c. | CERPA (Citizens
Educational Right to Privacy Act of 1974). | d. | FERPA (Family Educational Right to Privacy Act
of 1974). |
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21.
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The master educator will work in public relations to seek opportunities to
become involved with:
a. | students. | b. | charities and society in
general. | c. | businesses. | d. | health-care
professionals. |
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22.
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Teachers who use humor in the classroom will have students who:
a. | are unruly, disruptive, and arrogant. | b. | feel less responsive to
learning. | c. | think that learning is to be taken lightly. | d. | feel more responsive
to learning. |
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23.
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Ending the week in the same way at the same time, perhaps with a humor
session:
a. | creates dependency. | b. | promotes security. | c. | is
counterproductive. | d. | is laziness on the educator’s
part. |
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24.
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Students take their emotional cues from what they experience in the classroom
each day, which:
a. | makes the students responsible for their own actions. | b. | makes each student
aware of each other’s actions. | c. | makes the educator the role model and the
principal orchestrator of emotions. | d. | makes each student mind their manners and
attitudes. |
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25.
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Humor and laughter can be helpful in holding the attention of the learner and
also:
a. | in the practice of the information presented. | b. | in the retention of
the information presented. | c. | in the selection of the certain pieces of the
information presented. | d. | in the deletion of the unnecessary information
presented. |
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26.
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The physiological study of humor and its effect on the human body is referred to
as:
a. | gelotology. | b. | derksology. | c. | gerontology. | d. | humorology. |
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27.
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The theory that inappropriate laughter occurs at the expense of someone
else’s misfortune, causing us to feel above all others, is referred to as:
a. | superiority theory. | b. | relief theory. | c. | incongruity
theory. | d. | spontaneity theory. |
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28.
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Laughter can actually provide a harmless release of sadness, fear, and anger;
laughter is:
a. | cathartic. | b. | unproductive. | c. | useless. | d. | harmful. |
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29.
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Work-related benefits of laughter include:
a. | unimproved communication skills. | b. | poor morale. | c. | job
satisfaction. | d. | poor conflict management. |
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30.
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If you are negative and pessimistic in your job it will be beneficial to bring
laughter and humor to the workplace so that you can approach new challenges with:
a. | greater morale, job satisfaction, and problem solving. | b. | enhanced creativity
and problem solving. | c. | improved team-building skills and enhanced
creativity. | d. | better conflict management and problem-solving
skills. |
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31.
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Laughter improves physical health and may lead to coughing and hiccups, which
clear the respiratory tract; it also provides an excellent source of:
a. | aerobic exercise. | b. | extremity exercise. | c. | muscular
exercise. | d. | cardiac exercise. |
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32.
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The stage of humor competence in which the educator understands or knows how to
interject humor into the educational process requires a great deal of effort and concentration is
termed:
a. | unconscious competence. | b. | conscious competence. | c. | unconscious
incompetence. | d. | conscious incompetence. |
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33.
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When the educator uses humor in the classroom easily and it is spontaneous,
warm, and appropriate, this is termed:
a. | unconscious competence. | b. | conscious competence. | c. | unconscious
incompetence. | d. | conscious incompetence. |
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34.
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As educators we should inspire learners by asking them for:
a. | the traditional single idea on an issue. | b. | multiple ideas on an
issue rather than just one. | c. | an idea on an issue. | d. | a simple idea on an
issue rather than a complex one. |
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35.
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Having students do things they don’t normally do will:
a. | stimulate their imaginations. | b. | make them feel ridiculous. | c. | have them thinking
of another field. | d. | stunt their
creativity. |
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36.
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When students are working on a project and run into a stumbling block they may
need to:
a. | stand up, walk away, and give five minutes to daydreaming, but then get right back to
work. | b. | give five minutes to daydreaming, but then get right back to
work. | c. | stand up and give five minutes to daydreaming. | d. | walk away and give
nine minutes to daydreaming, then get back to work. |
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37.
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When we have a good idea we should give ourselves a:
a. | pat on the back. | b. | deadline and take action. | c. | to-do
list. | d. | “thumbs up.” |
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38.
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Using inspirational stories can create feelings of:
a. | safety, fear, and anxiety. | b. | safety, comfort, and
warmth. | c. | comfort, irritation, and indifference. | d. | safety, irritation, and
warmth. |
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39.
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Incorporating elements of a game into classes:
a. | makes learning fun. | b. | serves no purpose. | c. | wastes
time. | d. | gets students too excited. |
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40.
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The core thoughts and feelings we have about ourselves that lead us to make
decisions and take actions are referred to as:
a. | values. | b. | sincerity. | c. | personality. | d. | honesty. |
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41.
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Highly successful people regard themselves:
a. | with unconditional pride. | b. | in high self-esteem. | c. | with positive
superiority. | d. | with inferiority and humility. |
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42.
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An action students can perform for increasing their own self-worth is to:
a. | ask who is calling and don’t say your name. | b. | not smile until the
person smiles at you; they may think you are making fun of them. | c. | practice proper
posture and look good. | d. | sit in the last row in the last seat near the
door. |
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43.
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When you take the time to write down actions needed for self-improvement and
identify the knowledge you will need to accomplish them you are:
a. | taking action. | b. | being proactive. | c. | planning your
growth. | d. | preparing for enhancement. |
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44.
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When you need to renew your motivation, you should:
a. | allow yourself time to take up a hobby. | b. | use words like
“can’t” or “yeah, but.” | c. | review your failures. | d. | read the newspaper
every day. |
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45.
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When our focus is one of harmony and balance we will be:
a. | healthier but fatigued. | b. | hormonally depleted. | c. | energetic but more
stressed. | d. | healthier and more energetic. |
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46.
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Students who wish to improve their goals for success should:
a. | practice optimism. | b. | play sad music. | c. | surround themselves
with pessimistic people. | d. | choose to be
negative. |
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47.
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One reason learners may not achieve their goals is:
a. | their own barriers. | b. | lack of emotional
commitment. | c. | laziness. | d. | having goals support long-range
plans. |
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48.
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The key deterrent to goal attainment is the inability to:
a. | stay focused. | b. | set timeframes. | c. | be
patient. | d. | wait for outcomes. |
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49.
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Long-term goals will take:
a. | one to three years. | b. | one to four years. | c. | one to five
years. | d. | more than five years. |
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50.
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In order for goals to be achieved, you have to identify exactly what it is you
want; so you must be:
a. | intelligent. | b. | forceful. | c. | specific. | d. | observable. |
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51.
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The U.S. Department of Labor estimates that 80 percent of workers who lose their
jobs do so not because of lack of occupational skills, but because of:
a. | poor work ethics. | b. | poor cleanliness habits. | c. | poor health
habits. | d. | poor personality. |
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52.
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Winners show up, on time, ready to work, and:
a. | stay till closing. | b. | do as they please. | c. | get
paid. | d. | work while they are there. |
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53.
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Including everything you need to accomplish on paper for the following day means
that you must make:
a. | a to-do list. | b. | a glossary of terms. | c. | a
guideline. | d. | computer-generated programs. |
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54.
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Another way to enhance your work ethic is to practice active listening and pay
attention to detail; use the information you gained to assist you in facilitating a solution. In
other words:
a. | be a problem solver. | b. | be a risk taker. | c. | be
ambitious. | d. | be helpful. |
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55.
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If learners use their dreams as the springboard for their goals, they are
being:
a. | a role model. | b. | ambitious. | c. | a problem
solver. | d. | risky. |
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56.
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You will perform your best in a job that:
a. | you love to do. | b. | pays the most. | c. | is located close to
home. | d. | has great benefits. |
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57.
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The most effective form of promoting a successful business is by:
a. | radio advertising. | b. | word-of-mouth advertising. | c. | newspaper
advertising. | d. | coupon advertising. |
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58.
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Happy clients will come back again and again; this is the most effective form
of:
a. | repeat clients. | b. | selling retail products. | c. | promoting a
successful business. | d. | booking clients for
students. |
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59.
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Which of the following should be on an inventory list for providing outstanding
client care?
a. | making eye contact with clients | b. | being a good listener | c. | making clients feel
appreciated | d. | all of the above |
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60.
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The key to the success of any business is:
a. | brainstorming. | b. | teamwork. | c. | individualism. | d. | the supervisor. |
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61.
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A group of interdependent individuals who have complementary skills and have a
meaningful purpose and specific goals is referred to as a:
a. | club. | b. | society. | c. | group. | d. | team. |
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62.
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Members of teams have a common, collaborative work approach, clear roles and
responsibilities, and:
a. | do not hold themselves accountable for the team’s
performance. | b. | hold themselves individually accountable for the team’s
performance. | c. | hold themselves mutually accountable for the team’s
performance. | d. | seek continuously to improve their performance. |
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63.
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The team will be more accepting to change if the leader:
a. | has a positive attitude toward change. | b. | is manipulative about the
change. | c. | tries to conceal the change in small bits. | d. | forces the change
very strongly. |
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64.
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A good way to build fellowship and camaraderie is to:
a. | design an on-site activity for the team to play together. | b. | design a
curriculum-based activity for the team to work together. | c. | design an on-site
activity for the team to work together. | d. | design an off-site activity for the team to
play together. |
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65.
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A dynamic leader will provide periodic stimulation to help maintain team
motivation through a worthy:
a. | challenge. | b. | experience. | c. | goal. | d. | situation. |
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66.
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A higher level of motivation will occur when teams have the
responsibility:
a. | and authority to make changes. | b. | to stimulate a team into
action. | c. | to take the consequences of failure. | d. | of ownership. |
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67.
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So that the team does not lose motivation, a good team leader will take the
overall objectives and put:
a. | challenges into them. | b. | timelines and benchmarks into
them. | c. | deadlines into them. | d. | boundaries into
them. |
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68.
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Recognition for a job well done is essential to our own feelings of:
a. | pride. | b. | confidence. | c. | self-worth. | d. | well-being. |
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69.
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Effective leaders will take care to ensure that low and high performers are not
treated the same way, thereby sending the message:
a. | that high performance is not important. | b. | that low performance
is important. | c. | that high performance is important. | d. | that low performance is
irrelevant. |
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70.
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When leaders take the time to recognize someone, they will always try to include
the recipient’s:
a. | friends. | b. | family. | c. | classmates. | d. | clients. |
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71.
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Some ways to provide growth for team members are:
a. | on-the-job-training. | b. | field trips. | c. | professional
development seminars. | d. | all of the
above. |
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72.
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A sound way to obtain student involvement and agreement with rules and projects
is with the:
a. | transfer technique. | b. | control theory. | c. | alteration
technique. | d. | duplication technique. |
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73.
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The questions that will help the team leader and facilitator assess the
team’s temperature:
a. | are corporate vision questions. | b. | are group work dynamic
questions. | c. | are general dynamic questions. | d. | all of the
above. |
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74.
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When conducting an off-site team-building exercise:
a. | use a familiar place. | b. | do not include outside
partners. | c. | make it impersonal. | d. | choose an inspiring
theme. |
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75.
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Team-building activities should include brainstorming and reflecting, energizers
and team games, outdoor activities, and should always end with a:
a. | positive note, gaining commitment from all parties. | b. | vote of cooperation
while gaining commitment from all parties. | c. | vote of confidence while gaining commitment
from all parties. | d. | vote of independence while gaining commitment
from all parties. |
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76.
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During team building, teams will also establish rules, define strategies, and
reach some:
a. | conflict. | b. | cooperation. | c. | empathy. | d. | consensus. |
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77.
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The participants in the evaluation process should be the team members and
the:
a. | team leader, facilitator, and outside participants. | b. | team leader and
facilitator. | c. | team leader. | d. | facilitator. |
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78.
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Educators are evaluated by the organization that employs them:
a. | quarterly. | b. | semiannually. | c. | annually. | d. | biennially. |
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79.
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“Goes above and beyond normal requirements of the job and assumes extra
duties when needed” would be an example of a performance criteria for this area:
a. | work methods. | b. | problem solving. | c. | production. | d. | cost
consciousness. |
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80.
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An educator who detects errors and corrects them or makes appropriate personnel
aware of them exhibits:
a. | independent action. | b. | professional conduct. | c. | self-motivation. | d. | thoroughness and
accuracy. |
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81.
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The master educator who organizes and plans work in advance and sets and meets
realistic target dates for project assignment uses this strategy:
a. | problem solving. | b. | good work methods. | c. | independent
action. | d. | production. |
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82.
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The educator who makes decisions on assigned work without supervisory assistance
whenever possible and evaluates all possible outcomes before taking action is using this
criteria:
a. | independent action. | b. | self-motivation. | c. | problem
solving. | d. | work habits. |
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83.
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The criteria for this standard is “displays cooperation with coworkers,
students, clients, and management; maintains a positive, caring attitude at all times”:
a. | work methods. | b. | problem solving. | c. | self-motivation. | d. | interpersonal
skills. |
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84.
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The educator who maintains dependable regular attendance and provides a day of
work for a day of pay is exhibiting the standard for:
a. | work habits. | b. | problem solving. | c. | cost
consciousness. | d. | self-motivation. |
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85.
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“Stretches personal resources for career growth, seeks opportunities to
build on strengths, and sustains a high level of interest and enthusiasm” are all indicative of
the standards for:
a. | interpersonal skills. | b. | self-motivation. | c. | independent
action. | d. | work habits. |
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86.
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Detailed criteria for performance expectations for the educator would be
found:
a. | in the curriculum. | b. | in the lesson plans. | c. | in the job
description. | d. | with the benefits package. |
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87.
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What is the purpose of the evaluation of employee performance?
a. | It aids in the recognition of excellence. | b. | It encourages
individual improvement when needed. | c. | It is also an appraisal of performance that is
based on expectations. | d. | All of the
above. |
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88.
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The discussion and summary of job performance and appropriate recommendations
for improvement are noted in the:
a. | intake interview. | b. | employee review. | c. | exit
interview. | d. | outtake interview. |
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89.
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At the conclusion of the employee review, performance is evaluated and the
results may be:
a. | promotion. | b. | probation. | c. | termination. | d. | all of the
above. |
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90.
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Learners can give valuable feedback to the educator regarding their:
a. | educational methods. | b. | writing of objectives. | c. | writing of lesson
plans. | d. | participation at faculty meetings. |
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91.
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Graduates are an excellent resource for gathering feedback regarding the
educator’s performance because:
a. | they may have lost their prejudices toward the educator. | b. | their entry-level
skills may be related to the educator’s ability. | c. | that educator’s classes may have been the
most fun for that student. | d. | the student may have a vendetta against that
educator. |
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92.
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The growth you achieve to become a master educator will be aided by
regular:
a. | affirmations. | b. | self-motivation. | c. | inspirational
reading. | d. | self-assessment. |
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93.
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Continuing education is of utmost importance in any industry to ensure:
a. | technology, products, and tools are up to date in the classroom. | b. | teachers are talking
the same industry jargon. | c. | the institutions of higher learning are being
funded. | d. | our employers are keeping up with continuing education
units. |
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94.
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At continuing education conferences you can expect to receive opportunities to
network with educators:
a. | with varied interests. | b. | of varied backgrounds. | c. | of varied
experience. | d. | all of the above. |
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95.
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When the educator has gathered all the evaluations and is ready to develop a
professional development plan, the educator will present the:
a. | long-term goal. | b. | problem area. | c. | short-term
objectives. | d. | expected learner outcomes. |
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96.
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As a result of the professional development plan, educators can work towards
improving performance or behavior by setting:
a. | a list pf problems they are experiencing. | b. | short and long-term
goals. | c. | objectives for their students to follow. | d. | expected learner
outcomes. |
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97.
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The statements that tie directly to the educator’s performance and
abilities, which are measurable and may include timelines for achievement, are the:
a. | long-term goals. | b. | expected learner outcomes. | c. | short-term
objectives. | d. | strategies and activities. |
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98.
|
The educator identifies the actions that should result in the achievement of the
stated objectives in the:
a. | strategies and activities. | b. | expected learner outcomes. | c. | short-term
objectives. | d. | long-term goals. |
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99.
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The master educator can find continuing education opportunities to fulfill
professional development requirements through:
a. | the Cosmetology Educators of America. | b. | the National Cosmetology
Association. | c. | local beauty supply distributors. | d. | all of the
above. |
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100.
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The suggested amount of professional development hours to maintain per year
is:
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