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Educators mid-term ch.16-20

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

 1. 

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.
 

 2. 

Acquaintances are people with whom you:
a.
are related to.
b.
have close contact.
c.
are very intimate.
d.
have only mere contact.
 

 3. 

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.
 

 4. 

When we become worried, anxious, overwhelmed, angry, and perhaps hostile or withdrawn, a fundamental factor of our human relations has been threatened; it affects: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.
 

 5. 

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.
 

 6. 

An essential element of communication is:
a.
listening.
b.
speaking.
c.
using nonverbal communication.
d.
writing.
 

 7. 

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.
 

 8. 

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.
 

 9. 

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.
 

 10. 

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.
 

 11. 

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.
 

 12. 

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.
 

 13. 

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.
 

 14. 

The educator who gives praise for trivial or minor tasks can actually be:
a.
sincere.
b.
genuine.
c.
appropriate.
d.
detrimental.
 

 15. 

In the master educator’s classroom, every student can express:
a.
political views.
b.
personal feelings.
c.
religious views.
d.
controversial classroom issues.
 

 16. 

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.
 

 17. 

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.
 

 18. 

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.”
 

 19. 

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.
 

 20. 

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).
 

 21. 

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.
 

 22. 

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.
 

 23. 

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.
 

 24. 

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.
 

 25. 

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.
 

 26. 

The physiological study of humor and its effect on the human body is referred to as:
a.
gelotology.
b.
derksology.
c.
gerontology.
d.
humorology.
 

 27. 

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.
 

 28. 

Laughter can actually provide a harmless release of sadness, fear, and anger; laughter is:
a.
cathartic.
b.
unproductive.
c.
useless.
d.
harmful.
 

 29. 

Work-related benefits of laughter include:
a.
unimproved communication skills.
b.
poor morale.
c.
job satisfaction.
d.
poor conflict management.
 

 30. 

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.
 

 31. 

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.
 

 32. 

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.
 

 33. 

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.
 

 34. 

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.
 

 35. 

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.
 

 36. 

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.
 

 37. 

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.”
 

 38. 

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.
 

 39. 

Incorporating elements of a game into classes:
a.
makes learning fun.
b.
serves no purpose.
c.
wastes time.
d.
gets students too excited.
 

 40. 

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.
 

 41. 

Highly successful people regard themselves:
a.
with unconditional pride.
b.
in high self-esteem.
c.
with positive superiority.
d.
with inferiority and humility.
 

 42. 

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.
 

 43. 

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.
 

 44. 

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.
 

 45. 

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.
 

 46. 

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.
 

 47. 

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.
 

 48. 

The key deterrent to goal attainment is the inability to:
a.
stay focused.
b.
set timeframes.
c.
be patient.
d.
wait for outcomes.
 

 49. 

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.
 

 50. 

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.
 

 51. 

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.
 

 52. 

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.
 

 53. 

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.
 

 54. 

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.
 

 55. 

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.
 

 56. 

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.
 

 57. 

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.
 

 58. 

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.
 

 59. 

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
 

 60. 

The key to the success of any business is:
a.
brainstorming.
b.
teamwork.
c.
individualism.
d.
the supervisor.
 

 61. 

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.
 

 62. 

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.
 

 63. 

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.
 

 64. 

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.
 

 65. 

A dynamic leader will provide periodic stimulation to help maintain team motivation through a worthy:
a.
challenge.
b.
experience.
c.
goal.
d.
situation.
 

 66. 

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.
 

 67. 

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.
 

 68. 

Recognition for a job well done is essential to our own feelings of:
a.
pride.
b.
confidence.
c.
self-worth.
d.
well-being.
 

 69. 

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.
 

 70. 

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.
 

 71. 

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.
 

 72. 

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.
 

 73. 

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.
 

 74. 

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.
 

 75. 

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.
 

 76. 

During team building, teams will also establish rules, define strategies, and reach some:
a.
conflict.
b.
cooperation.
c.
empathy.
d.
consensus.
 

 77. 

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.
 

 78. 

Educators are evaluated by the organization that employs them:
a.
quarterly.
b.
semiannually.
c.
annually.
d.
biennially.
 

 79. 

“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.
 

 80. 

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.
 

 81. 

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.
 

 82. 

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.
 

 83. 

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.
 

 84. 

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.
 

 85. 

“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.
 

 86. 

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.
 

 87. 

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.
 

 88. 

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.
 

 89. 

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.
 

 90. 

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.
 

 91. 

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.
 

 92. 

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.
 

 93. 

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.
 

 94. 

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.
 

 95. 

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.
 

 96. 

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.
 

 97. 

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.
 

 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.
 

 99. 

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.
 

 100. 

The suggested amount of professional development hours to maintain per year is:
a.
20.
b.
30.
c.
40.
d.
50.
 



 
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