Name:     ID: 
 
Email: 

Eduactors midterm  ch.6-10

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

 1. 

Nonverbal communication can be added to spoken communication to:
a.
enhance the meaning.
b.
diminish the meaning.
c.
weaken the meaning.
d.
impair the meaning.
 

 2. 

The packaging and controlling of the message is called:
a.
feedback.
b.
decoding.
c.
encoding.
d.
acknowledgment.
 

 3. 

For communication to be effective the communication cycle must be completed; when the desired result is achieved we can say it has been properly:
a.
acknowledged.
b.
responded to.
c.
decoded.
d.
encoded.
 

 4. 

When learning disabilities cause the inability to concentrate or focus on the content being discussed, this is referred to as a(n):
a.
cultural barrier.
b.
mental barrier.
c.
emotional barrier.
d.
physical barrier.
 

 5. 

Clarity of speech, which greatly impacts the effectiveness of our communication, is referred to as:
a.
articulation.
b.
intonation.
c.
emotion.
d.
pitch.
 

 6. 

The emotion in our voice, the pitch, pace, and emphasis that can add expressions of anger and happiness within the exact same sentence, is called:
a.
articulation.
b.
intonation.
c.
clarity.
d.
enunciation.
 

 7. 

When performing a client consultation, rather than looking at the client through the styling mirror, students should:
a.
conduct the consultation face to face.
b.
conduct the consultation with a handheld mirror.
c.
conduct the consultation while the client is in the shampoo bowl.
d.
conduct the consultation over the phone.
 

 8. 

The master educator uses gestures to:
a.
turn off others.
b.
lend emphasis to the message.
c.
confuse the topic.
d.
cloud the issue.
 

 9. 

In this closed/forward mode the listener is likely to present active resistance:
a.
combative.
b.
reflective.
c.
fugitive.
d.
responsive.
 

 10. 

The degree of boldness or confidence in dealing with others is referred to as:
a.
effectiveness.
b.
responsiveness.
c.
defensiveness.
d.
assertiveness.
 

 11. 

People who are guarded in their interactions with others and choose to deflect attention from themselves by asking questions of the communicator are referred to as:
a.
sellers.
b.
relaters.
c.
achievers.
d.
thinkers.
 

 12. 

These communicators do not hesitate to express their expectations clearly, score high in the self-control department, and do not reveal much about their inner selves:
a.
achievers.
b.
relaters.
c.
sellers.
d.
thinkers.
 

 13. 

The first step in making meaningful communication possible is:
a.
behaving in a professional manner.
b.
active listening skills.
c.
the mirroring technique.
d.
to maintain boundaries.
 

 14. 

When you need to speak with your manager about some issue or problem, go to the meeting:
a.
with a solution in hand.
b.
with gossip.
c.
while you are upset.
d.
to vent.
 

 15. 

Your manager’s job is to help you achieve your professional goals; keep an open mind and:
a.
complain about the manager.
b.
get your facts straight about the criticism.
c.
be open to constructive criticism.
d.
check your attitude about the criticism.
 

 16. 

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.
 

 17. 

The master educator must project confidence and exhibit authority when teaching to enhance credibility, and thus must:
a.
teach with responsibility.
b.
teach with poise.
c.
teach with anecdotes.
d.
teach with visual aids.
 

 18. 

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.
 

 19. 

To prepare a lesson the master educator will use the mnemonic:
a.
CREATE.
b.
BUILDS.
c.
BIRTHS.
d.
DELIVER.
 

 20. 

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?
 

 21. 

When developing an effective opening for class, consider the basic desires all human beings have for both:
a.
physical and spiritual needs.
b.
psychological and physical needs.
c.
psychological and spiritual needs.
d.
psychological and emotional needs.
 

 22. 

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.
 

 23. 

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.
 

 24. 

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.
 

 25. 

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.
 

 26. 

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.
 

 27. 

By concentrating on the delivery of your message to your learners and giving an effective presentation, you will:
a.
take the focus off of yourself.
b.
forget the order of the visual aids to be presented.
c.
have less time to network with peers.
d.
have less time to take care of the preclass routine.
 

 28. 

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.
 

 29. 

Before beginning the day’s lesson give the students:
a.
a warm-up exercise.
b.
an inspirational message.
c.
a general overview of the day’s lesson.
d.
time to discuss last night’s activities.
 

 30. 

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

 31. 

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

 32. 

A powerful opening to your lesson will excite your learners, get their attention, and:
a.
give them reasons to sit quietly in class and not ask questions.
b.
increase their retention.
c.
give them reasons to take notes.
d.
give them a reason to daydream.
 

 33. 

After a powerful opening you will need to present the core of the lesson; the structure of the lesson must be:
a.
invalid, simple to follow, and relevant to the learners’ needs.
b.
logical, simple to follow, and relevant to the needs of the learners.
c.
logical, simple to follow, and insignificant to the needs of the learner.
d.
logical, complicated, and relevant to the needs of the learners.
 

 34. 

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.
 

 35. 

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.
 

 36. 

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.
 

 37. 

It has been estimated that the adult learner can listen with understanding for 90 minutes, but can only listen for __________ minutes with retention of the information.
a.
10
b.
20
c.
30
d.
40
 

 38. 

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.
 

 39. 

Questions that are considered, “recall” questions encourage students to keep up with their work and provide for assessment of factual knowledge; these types of questions are referred to as:
a.
low-order questioning.
b.
medium-order questioning.
c.
high-order questioning.
d.
high-order-thinking questioning.
 

 40. 

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.
 

 41. 

A dedicated educator will consider every aspect of the classroom environment, including:
a.
curriculum.
b.
marketing promotions.
c.
motivational posters.
d.
study guides.
 

 42. 

By establishing their own credibility and authority, the master educator realizes that:
a.
they will be more effective in maintaining order and control in the classroom.
b.
they will have to spend more time on their clothes and accessories to look immaculate each and every day.
c.
they will have to watch each and every word they speak.
d.
being a professional is hard work and much more time consuming than they thought.
 

 43. 

When establishing guidelines that will be followed in the classroom for expected behaviors, the master educator will:
a.
use the guidelines another educator has developed or ones from a book.
b.
develop the guidelines that worked for a previous class.
c.
use guidelines that have been used numerous times before.
d.
involve the learners in the process of establishing the guidelines.
 

 44. 

The method that uses the least amount of force necessary to deter or control misbehavior is referred to as:
a.
low-profile intervention.
b.
proximity intervention.
c.
minimal-force intervention.
d.
low-response intervention.
 

 45. 

When dealing with chronic misconduct it may be necessary to use a method of dealing with the behavior termed:
a.
low-profile intervention.
b.
high-profile intervention.
c.
forceful intervention.
d.
etiquette intervention.
 

 46. 

If the misconduct is minor and insignificant, the most appropriate method of handling the situation is to:
a.
use low-profile intervention.
b.
use high-profile intervention.
c.
use proximity intervention.
d.
ignore it.
 

 47. 

When the master educator notices a misbehavior and wishes not to draw attention to it, an effective means to quietly cease this conduct is:
a.
close proximity.
b.
low-profile intervention.
c.
name-dropping.
d.
high-profile intervention.
 

 48. 

A powerful control strategy that can be used for minor misconduct and in conjunction with other techniques, but may be applied independently without words, is:
a.
eye contact.
b.
name-dropping.
c.
low-profile intervention.
d.
high-profile intervention.
 

 49. 

When a master educator uses a verbal cue that can take many forms to stop the behavior, it is termed:
a.
non-hostile intervention.
b.
anger management intervention.
c.
verbal desist.
d.
command intervention.
 

 50. 

A common remedial technique that can be applied both publicly and privately, briefly and to the point, and as soon after the misbehavior as possible is the:
a.
change the consequences.
b.
reprimand.
c.
contracts.
d.
counseling services.
 

 51. 

To bring about the successful conclusion to reoccurring misconduct by having both parties sit face to face with no barriers is known as:
a.
a conference.
b.
a contract.
c.
counseling.
d.
academic advisement.
 

 52. 

Anyone or anything that prevents students from achieving the learning objective is considered to be a:
a.
cause for reprimand.
b.
reason for contract.
c.
learning barrier.
d.
high-profile intervention.
 

 53. 

The challenge of the attention-seeking student can be avoided if the master educator:
a.
uses a variety of strategies for dealing with interruptions.
b.
puts down the student to stop the behavior.
c.
makes the student attend a different class.
d.
has the class take an early lunch.
 

 54. 

To deal with students who are habitually tardy to class, the master educator may wish to:
a.
have tardy students use the rear entrance if possible.
b.
give thanks to on-time students at the beginning of each class, after breaks, and at the end of breaks.
c.
begin class on time; never start late or wait for the latecomer.
d.
all of the above.
 

 55. 

Learners will have legitimate reasons for being tardy; educators should never prejudge the students because this will cause:
a.
the students to continue to use the same excuses.
b.
an adversarial relationship and be detrimental to the educational process.
c.
relationships to fragment.
d.
the instructor to find ways to please the students to make amends.
 

 56. 

When handled in a proper manner, differences in the classroom can result in:
a.
effective interaction and creative solutions.
b.
disdainful and ineffective interaction and creative solutions.
c.
ineffectual interaction and creative solutions.
d.
inefficacious interaction and creative solutions.
 

 57. 

If an acceptable solution to a conflict is not found:
a.
shaking hands is an acceptable solution.
b.
any third-party intervention is acceptable.
c.
use visual aids that focus on the positions rather than the needs.
d.
use visual aids that focus on the needs rather than the positions.
 

 58. 

The law that prohibits discrimination against people with disabilities is:
a.
Americans with Dyslexic Act of 1990 (ADA).
b.
Americans with Deformities Act of 1990 (ADA).
c.
Americans with Dysfunctions Act of 1990 (ADA).
d.
Americans with Disabilities Act of 1990 (ADA).
 

 59. 

Individuals who are not protected by the ADA are the following:
a.
current illegal drug users.
b.
those with major sight impairments.
c.
those with major hearing impairments.
d.
those with major walking impairments.
 

 60. 

The ADA sets parameters for removing barriers and giving individuals equal opportunity to share in and access to:
a.
restaurants and other aspects of society.
b.
jobs, government services, and more.
c.
transportation.
d.
all of the above.
 

 61. 

Needed changes that can be easily accomplished and carried out without much difficulty or expense are termed:
a.
“readily accessible.”
b.
“readily achievable.”
c.
“readily attainable.”
d.
“readily acquired.”
 

 62. 

Persons with disabilities who desire to enroll in a postsecondary institution have the responsibility of providing:
a.
their own accommodations.
b.
documentation of their disability.
c.
their own education.
d.
their own transportation.
 

 63. 

When disabled students make a formal report of their disability and request accommodations it is the responsibility:
a.
of the institution to provide an individual accommodation plan for those learners.
b.
of the ADA to provide an individual accommodation plan for those learners.
c.
of the oversight agency to provide an individual accommodation plan for those learners.
d.
of the learners’ physicians to provide an individual accommodation plan for those learners.
 

 64. 

If the learner does not report a special need to the school:
a.
it is responsible by law to provide specific accommodations.
b.
it is responsible by law to provide specific accommodations if any new disabilities are found.
c.
it is not responsible by law to provide specific accommodations.
d.
it is responsible by law to provide specific accommodations for only a specific period of time.
 

 65. 

A learning disability refers to a group of disorders and is not necessarily indicative of:
a.
low intelligence.
b.
superior intelligence.
c.
high intelligence.
d.
fast intelligence.
 

 66. 

Difficulty with visual memory can impede student learning in:
a.
understanding a new concept or learned fact.
b.
learning to spell.
c.
discerning shapes, positions, and sizes of items.
d.
ability to gesture, write, or draw.
 

 67. 

Students with language output or small motor difficulties may have trouble with:
a.
understanding a new concept or learning facts.
b.
using short-term or long-term memory
c.
discerning shapes, positions, and sizes of items seen.
d.
gesturing, writing, or drawing.
 

 68. 

A learning disability that is an impairment in the brain’s ability to translate written images received from the eyes into meaningful language is referred to as:
a.
rare disorders.
b.
attention deficient hyperactivity disorder (ADHD).
c.
attention deficit disorder (ADD).
d.
dyslexia.
 

 69. 

A common problem with dyslexic learners is that they often appear to be:
a.
lazy and careless.
b.
industrious and practical.
c.
imaginative and creative.
d.
skillful and practical.
 

 70. 

Multisensory learning, student logs, and color-coded files are all strategies for the:
a.
average learner.
b.
above-average learner.
c.
dyslexic learner.
d.
hearing-impaired learner.
 

 71. 

To gain a clear understanding of the student’s specific difficulties and individual learning style the educator should review the learner’s:
a.
social history.
b.
past academic file.
c.
medical history.
d.
family history.
 

 72. 

If ADHD learners have problems staying on required tasks, especially if they are not interested in the subject matter, we refer to this as:
a.
hyperactivity.
b.
multiple settings.
c.
inconsistency and continuity.
d.
inattention.
 

 73. 

When ADHD learners convey behavioral problems in at least two environments, such as school and home, we term this:
a.
hyperactivity.
b.
multiple settings.
c.
inconsistency and continuity.
d.
inattention.
 

 74. 

The behaviors that ADHD learners experience usually continue over a long period of time and are variable and inconsistent; they may be a model student and then not; we term this:
a.
socially inept.
b.
inattentive.
c.
inconsistency and continuity.
d.
hyperactivity.
 

 75. 

Chronic behaviors reported by the Substance Abuse and Mental Health Services Administration include:
a.
good diet.
b.
good attendance.
c.
inability to reason adequately.
d.
proper motivation.
 

 76. 

By reassuring each learner in the class the master educator is:
a.
making learners feel uncomfortable.
b.
making learners feel foolish.
c.
making learners feel threatened.
d.
treating each learner as an individual.
 

 77. 

Master educators will make sure that all learners understand what they are saying before moving on to the next step by:
a.
utilizing frequent eye contact.
b.
giving frequent tests.
c.
giving pop quizzes.
d.
delivering PowerPoint presentations.
 

 78. 

To limit the anxiety that students often experience during testing, limit the use of evaluating the learning activities and use:
a.
rubrics.
b.
portfolio assessment.
c.
self-evaluation or peer assessment.
d.
computer testing.
 

 79. 

Establishing personal contact with the learners will aid in their feelings of:
a.
inferiority.
b.
spirituality.
c.
superiority.
d.
motivation.
 

 80. 

To alleviate the pressure of being available for each and every student at all times, the master educator knows the importance of:
a.
study time.
b.
untimed testing.
c.
networking and peer support.
d.
break time.
 

 81. 

Once the master educator and the school team have adhered to the necessary and prescribed standards from applicable oversight agencies, which define learning outcomes, organizing and sequencing of materials, and other information, they have completed what is known as a:
a.
curriculum development guide.
b.
lesson plan book.
c.
dimension of learning.
d.
program of study.
 

 82. 

When sequencing subject categories, it must be ensured that topics are not:
a.
scheduled before prerequisite topics have been covered.
b.
scheduled repeatedly.
c.
taught by two different instructors.
d.
scheduled within the same week.
 

 83. 

A plan containing the overall program, outlined in a clear and logical manner and containing all of the major pieces of instruction, is the:
a.
program module.
b.
program construction.
c.
learning guide.
d.
program outline or syllabus.
 

 84. 

A detailed guide that assists the master educator in daily presentations that will also ensure that students receive information needed for each unit of instruction is the:
a.
lesson plan.
b.
learning guide.
c.
program of study.
d.
class module.
 

 85. 

A group of individuals comprised of school owners and directors, educators, or employees within the applicable field of study, distributors within the field, graduates of the institution, and others is referred to as:
a.
an occupation council.
b.
the advisory council of educators.
c.
an advisory council.
d.
a council of peers.
 

 86. 

What the student will know or be able to accomplish upon the conclusion of a daily lesson is referred to as a(n):
a.
program objective.
b.
subject objective.
c.
instructional objective.
d.
terminal objective.
 

 87. 

The domain that relates to the acquisition of knowledge is the:
a.
cognitive domain.
b.
psychomotor domain.
c.
affective domain.
d.
dimensional domain.
 

 88. 

If the desired performance includes the demonstration of attitudes, good work ethic, and sensitivities toward other people, the domain affected would be the:
a.
cognitive domain.
b.
psychomotor domain.
c.
affective domain.
d.
dimensional domain.
 

 89. 

The master educator will make decisions that are in the best interest of the students with regard to assessment and evaluation by defining objectives that are:
a.
enabling.
b.
outcome-based only.
c.
content oriented.
d.
attitude-based only.
 

 90. 

State licensing boards require:
a.
clock-hour education.
b.
block-scheduling education.
c.
credit education.
d.
point-system education.
 

 91. 

Satisfactory or better is the only grade that may be given by the master educator for:
a.
written work.
b.
any assignments in the workbook.
c.
theory grading.
d.
any practical skill.
 

 92. 

An orientation program that is delivered with strength and purpose will convey to all new students what they can expect during their program of study and will:
a.
show the educator’s commitment.
b.
prevent potential future problems.
c.
show the school’s staff.
d.
convey the school’s hard work in program development.
 

 93. 

A “just for laughs” activity is one way for the master educator to determine if the students have a grasp of the information from the orientation program; in this activity students would:
a.
sing a funny orientation song.
b.
do an orientation rap.
c.
take an ungraded test.
d.
complete an orientation team interview.
 

 94. 

Each lesson objective will have focus on a particular:
a.
intelligence.
b.
domain.
c.
dimension of learning.
d.
learning strategy.
 

 95. 

In order for the learner to understand what is to be accomplished upon completion of the lesson, the objective will be:
a.
unclear, concise, complex, and measurable.
b.
clear, concise, simple, and immeasurable.
c.
clear, concise, simple, and measurable.
d.
simple and measurable.
 

 96. 

It is important for the educator to identify which facility is to be used for the presentation because:
a.
there may be times when a special room may be necessary.
b.
it may be a personal choice of the educator.
c.
it may the educator’s “lucky” room.
d.
none of the above.
 

 97. 

The master educator will bear in mind that the amount of time allocated for each lesson will vary depending on the:
a.
playfulness of the students.
b.
ability of the educator.
c.
number of students attending.
d.
size of the facility.
 

 98. 

When master educators introduce the lesson they must do so in such a manner that will gain the attention of the learners and motivate them to keep a high level of interest throughout the lesson; this process is called the:
a.
anticipatory set.
b.
beginning of class.
c.
mood setting.
d.
enabling process.
 

 99. 

The presentation and outline of the lesson plan actually represents the formal part of the class presentation; it should be presented:
a.
on only one index card.
b.
in an organized and properly sequenced format.
c.
on an overhead for the students.
d.
and copied for the students.
 

 100. 

It has been determined that the educator must vary the stimuli for the students at least:
a.
every 4 minutes during a lesson to maintain interest.
b.
every 8 minutes during a lesson to maintain interest.
c.
every 16 minutes during a lesson to maintain interest.
d.
every 20 minutes during a lesson to maintain interest.
 



 
         Start Over