Multiple Choice Identify the
choice that best completes the statement or answers the question.
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1.
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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. |
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2.
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The packaging and controlling of the message is called:
a. | feedback. | b. | decoding. | c. | encoding. | d. | acknowledgment. |
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3.
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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. |
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4.
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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. |
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5.
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Clarity of speech, which greatly impacts the effectiveness of our communication,
is referred to as:
a. | articulation. | b. | intonation. | c. | emotion. | d. | pitch. |
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6.
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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. |
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7.
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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. |
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8.
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The master educator uses gestures to:
a. | turn off others. | b. | lend emphasis to the
message. | c. | confuse the topic. | d. | cloud the
issue. |
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9.
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In this closed/forward mode the listener is likely to present active
resistance:
a. | combative. | b. | reflective. | c. | fugitive. | d. | responsive. |
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10.
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The degree of boldness or confidence in dealing with others is referred to
as:
a. | effectiveness. | b. | responsiveness. | c. | defensiveness. | d. | assertiveness. |
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11.
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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. |
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12.
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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. |
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13.
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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. |
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14.
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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. |
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15.
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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. |
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16.
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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. |
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17.
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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. |
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18.
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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. |
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19.
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To prepare a lesson the master educator will use the mnemonic:
a. | CREATE. | b. | BUILDS. | c. | BIRTHS. | d. | DELIVER. |
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20.
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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? |
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21.
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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. |
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22.
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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. |
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23.
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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. |
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24.
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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. |
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25.
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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. |
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26.
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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. |
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27.
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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. |
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28.
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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. |
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29.
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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. |
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30.
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Being able to understand the spoken word without slurring has to do with:
a. | pace. | b. | tone. | c. | pitch. | d. | articulation. |
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31.
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When your voice projects a pleasant and friendly sound this is:
a. | pace. | b. | tone. | c. | pitch. | d. | timbre. |
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32.
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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. |
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33.
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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. |
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34.
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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. |
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35.
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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. |
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36.
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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. |
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37.
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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.
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38.
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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. |
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39.
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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. |
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40.
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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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41.
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A dedicated educator will consider every aspect of the classroom environment,
including:
a. | curriculum. | b. | marketing promotions. | c. | motivational
posters. | d. | study guides. |
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42.
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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. |
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43.
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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. |
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44.
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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. |
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45.
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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. |
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46.
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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. |
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47.
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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. |
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48.
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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. |
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49.
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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. |
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50.
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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. |
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51.
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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. |
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52.
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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. |
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53.
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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. |
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54.
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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. |
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55.
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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. |
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56.
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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. |
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57.
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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. |
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58.
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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). |
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59.
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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. |
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60.
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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. |
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61.
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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.” |
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62.
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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. |
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63.
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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. |
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64.
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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. |
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65.
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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. |
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66.
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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. |
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67.
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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. |
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68.
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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. |
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69.
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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. |
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70.
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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. |
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71.
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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. |
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72.
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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. |
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73.
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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. |
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74.
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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. |
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75.
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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. |
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76.
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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. |
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77.
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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. |
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78.
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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. |
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79.
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Establishing personal contact with the learners will aid in their feelings
of:
a. | inferiority. | b. | spirituality. | c. | superiority. | d. | motivation. |
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80.
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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. |
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81.
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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. |
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82.
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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. |
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83.
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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. |
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84.
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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. |
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85.
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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. |
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86.
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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. |
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87.
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The domain that relates to the acquisition of knowledge is the:
a. | cognitive domain. | b. | psychomotor domain. | c. | affective
domain. | d. | dimensional domain. |
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88.
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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. |
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89.
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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. |
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90.
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State licensing boards require:
a. | clock-hour education. | b. | block-scheduling education. | c. | credit
education. | d. | point-system education. |
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91.
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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. |
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92.
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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. |
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93.
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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. |
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94.
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Each lesson objective will have focus on a particular:
a. | intelligence. | b. | domain. | c. | dimension of
learning. | d. | learning strategy. |
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95.
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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. |
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96.
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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. |
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97.
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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. |
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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. |
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99.
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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. |
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100.
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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. |
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