LET 2 Principles of Teaching

2.1 employ teaching methods

1. Teacher’s management style allows students to formulate classroom

rules with her but makes clear that there are matters which only teacher
can make decisions on . Which classroom management style is described?

A. Democratic C. Consultative
B. Autocratic D. Assertive

Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior.
Assertive behavior is the ability to stand up for one’s legitimate rights in ways that make it less likely
that others will ignore or circumvent them.

2. Teacher A consults students and parents but she makes the decision.
Which classroom management style does Teacher A observe ?

A. Consultative C. Laizzes faire

B. Democratic D. Assertive
3, A democratic teacher will allow the group to make the decision
together. Is this CORRECT?

A. No. C. Yes.
B. Sometimes D. Somewhat

4. In a number of researches on classroom management , of all the variables,

classroom management had the largest effect on student achievement. Which
can be inferred from the finding regarding classroom management?

A. Students cannot learn in a chaotic, poorly managed classroom.

B. Teacher is the single most important factor in the learning of a child.
C. The classroom atmosphere is mainly teacher’s creation.
D. The effect of classroom atmosphere on the learner is dependent on the
learner.

5. Many researches have identified important components of classroom

management, including beginning the school year with a positive emphasis on
management; arranging the room in a way conducive to effective
management; and identifying and implementing rules and operating
procedures. These components of classroom management are _____________ .
 I . reactive
II. preventive
III. proactive

A. II and III B. I, II and III

B. I only D. II only

Reactive classroom management style happens when teacher does

something only when the misbehavior has already occurred. Preventive
and proactive styles are observed when teacher does something to
prevent disruptive behavior from occurring.

6. Research indicates that on average, teachers who had high-quality

relationships with their students had 31 percent fewer discipline problems,
rule violations, and related problems over a year’s time than did teachers who
did not have high-quality relationships with their students. What does this
imply?

A. Students contribute most to the classroom atmosphere.

B. The quality of teacher-student relationships is the keystone for all other
aspects of classroom management.
C. Teachers who give way to students’ demands are better in classroom
management than those who are stern.
D. Teachers who are business-like are not good classroom managers.

7. Which is/are (an) example/s of positive classroom behaviors?

I. Make eye contact with each student.
II. Deliberately move toward and stand close to each student during the class
period.
Attribute the ownership of ideas to the students who initiated them.
III.
IV.Call on students who do not commonly participate, not just those who
respond most frequently.
V. Provide appropriate wait time for all students to respond to questions,
regardless of their past performance or your perception of their abilities.

A. I,II and III C. II , III, V

B.I, III and IV D. I, II, III, IV and V

8. How can teachers build strong relationships with passive students due to fear
relationships and fear of failure? .
I. By refraining from criticism
II. By rewarding small successes
 III. By creating a classroom climate in which students feel safe from
aggressive people

A. I only C. II and III

B. I and II D. I, II and III

Examples of positive classroom interactions with all students. Teachers, for

example:
 Make eye contact with each student. Teachers can make eye contact by
scanning the entire room as they speak and by freely moving about all
sections of the room.
 Deliberately move toward and stand close to each student during the class
period. Make sure that the seating arrangement allows the teacher and
students clear and easy ways to move around the room.
 Attribute the ownership of ideas to the students who initiated them. For
instance, in a discussion a teacher might say, “Cecilia just added to Aida’s
idea by saying that . . . .”
 Allow and encourage all students to participate in class discussions and
interactions. Make sure to call on students who do not commonly
participate, not just those who respond most frequently.
 Provide appropriate wait time for all students to respond to questions,
regardless of their past performance or your perception of their abilities.

9. Continuously scanning the classroom even when Teacher is working with

small groups illustrates Robert Kounin’s _____.

A. withitness C. aggressiveness

B. diligence D. sensitiveness

Withitness refers to teacher’s awareness of what goes on in all parts of the

classroom at all times.

10. A child who is having difficulty containing himself is asked to do an

errand. By the time, he comes back the rest of the class has calmed down.
Which classroom management technique was employed?

A. Proximity control C. Signal interference

B. Antiseptic bouncing D. Walking around

Antiseptic bouncing involves removing a student, in a non-punitive fashion,

from the environment in which the difficulty is occurring. At school, the child
may be sent on an errand.  At home, the child may be asked to retrieve an
object for a parent.  During this time, the student has an opportunity to regain
a sense of calm.  Upon returning, the problem has typically diminished in
magnitude and the adult is on hand for support, if needed.

2.2. apply approaches to lesson planning

1. With which does an outcomes-based approach to lesson planning begin?
A. Outcomes
B. Content
C. Assessment task
D. Teaching-learning activities

2. Which are supposed to be aligned in outcomes-based course syllabus making

approach ?
I. learning outcomes
II. teaching-learning activities
III. assessment tasks
IV . teacher qualifications
A. I and III C. II and III
B. I, II and III D. II and IV
3. What does constructive alignment mean in outcomes –based lesson
planning ?
A. The learning outcomes are the bases of teaching-learning activities and
assessment tasks .
B. The content is the basis for assessment tasks.
C. The content is the basis for teaching methodology and assessment tasks.
D. The assessment task is the basis of teaching methodology .

Note: In Outcomes-Based Education ( OBE), outcomes as the name implies

are the bases of content, teaching-learning methodologies and assessment
tasks.
2.3 Apply principles in the preparation and utilization …

1. Clutter is the enemy of comprehension. How is this applied in PowerPoint presentation?

I. Have clear space

II. Keep number of words to the minimum

III. Use large fonts and headlines

IV. Use bullets not words

A. I and II C. II and III

B. I , II and IV D. I, II and III

Clutter is the enemy of comprehension. Aside from strong use of images, keep
the number of words to the bare minimum. The more your audience is reading
the screen, the less it is listening to you. Use large fonts and headlines and
don’t be afraid of clear space.
Bullet points are a form of slow torture and death for your audience. You may
still think you need to set out and categorize your points. If you feel you must,
use words and titles instead of bullets. They make more sense to an audience
and are visually more appealing.
2. If a teacher wants to show the functioning of a part of a whole by , he will make use of a
______ .

A. model C. mock up
B. drawing D realia

3. Teacher B wants to make use of simulated life condition suitable for animals
and plants living on land. Which does she use?
A. Terrarium C. Aquarium
B. Model D. Poster

2.4 align curriculum components to instruction and assessment

Read the learning outcome then choose the test item that is aligned to
each learning outcome.
1. 1. Learning outcome : distinguish between plant and animal cell.
2. Which test item is aligned ?
WwTeshh
A. Draw a plant and an animal cell. Label each part.
B. Distinguish between a plant and animal cell.
3. C. By means of a Venn diagram, compare plant and animal cell
4. D. Describe a plant and an animal cell.
 5. Which test item is aligned ?
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6. 2. Learning outcome: Dance tango to the tune of _____
Which test item aligned ?
A. Dance tango to the tune of ____.
2. B. Enumerate the steps of tango in order .
3. C. Trace the history of tango.
4. D. Do you like tango? Why or why not?
5.
6. 3. Learning outcome: Construct valid test item
7. Which test item is aligned ?
8. Which test W
A. Formulate a valid test item for this learning outcome: “the students must be able to
supply the correct end or tag question”.
9. B. Is this test item ______ a valid test item for the learning outcome “the students
must be able to supply the correct end or tag question”.?
10. C. What is meant by a valid test item? Give an example .
11. D. Is a valid test item reliable ? Why or why not?

4. Learning outcome: Use the correct tense of verb in sentences

Which test item is aligned ?
A. I ( am going , go) to school everyday.
B. Conjugate the verb “lie”..
C. Is the verb used in this sentence correct? The criminal alluded the police.
D. Birds ( fly, flies) .

5. Learning outcome: Draw conclusion from observations

Which test item is aligned?

A. Do you have adequate observations for you to be able to draw a conclusion? Why or
why not?
B. What conclusion can you draw on the basis of your observations?
C. Is your conclusion valid ? Why or why not?
D. Can one do observation without drawing a conclusion ? Explain your answer.

7. Learning outcome: Take a stand on the issue on same sex marriage and defend the same.

Which test item is aligned ?

A. Do you favor same sex marriage ? Why or why not?
B. Is same sex marriage according to the Bible?
C. Is there any advantage of same sex marriage ?
D. Why was same sex marriage introduced?
8. Learning Outcome : Draw implications of research findings on lifestyle diseases

Which test is aligned ?

A. Give at least 3 health implications of the research findings presented

B. Are the research findings conclusive ? Why or why not?
C. What are lifestyle diseases? Do they affect people at a young age
D. What does research say about lifestyle diseases? Do you agree? Why or why not?
9. Teacher C wants to develop in her students the skill to draw generalization from a given data ,
how will Teacher C proceed?
 A. Inductively
B. Deductively
C. Intuitively
D. Reflectively
10. Teacher D wants to develop in his students the skill to the derive rule on subject-verb
agreement from given examples. With which will he start his lesson?

A. State the rule.

B. Definition subject and verb.
C. Identify the subject and verb in sentences .
D. Give at least 10 examples of sentences that show subject-verb agreement .
11. Teacher wants to show the TLE students how to use the sewing machine ?
Which teaching method will he employ?

A. Inductive method
B. Demonstration method
C. Lecture method
D. Inquiry method

2.6. Use activities that enhance critical, creative and metacognitive reading skills

1. A reader uses metacognition when she _____

I. previews the text and makes predictions

II. makes connections to personal experience or other texts
III. asks clarifying questions

A. I, II and III C. I and II

B. II and III D. II only

2. A reader uses metacognition when she _____333

I. identifies difficult sentences or passages

II. restates in her own words

III. reacts to the text

A. I only C. II only

B. III only D. I, II and III

NOTE: A reader uses metacognition when she:

 Previews the text and makes predictions

 Makes connections to personal experience or other texts
 Asks clarifying questions
 Identifies difficult sentences or passages
 Restates in her own words
 Reacts to the text
3. Can teachers help students become metacognitive about their reading by Some
examples of “thinking stems,” or sentence starters that can prompt reflective
thinking are _______.

I. I. “I’m thinking…”
II. II. “I’m wondering…”
III. III. From this chapter , I learned …”
IV. IV. “ From what I read, I realize …”
A. I,II and IV C. I, II and III
B. II ,III and IV D. I, III and IV

NOTE: Launching sequence for metacognition includes concrete experiences,

wordless picture books, a graphic organizer, and easy-to-obtain tools (in this
case, free paint chips from your local home improvement store) to help
students become metacognitive about their reading. She also includes
“thinking stems,” or sentence starters that can prompt reflective thinking such
as “I’m thinking…”; “I’m wondering…”; or “I’m noticing.”

5. Which can promote critical thinking and creativity in reading classrooms?

I. Graphic organizers
II. Brainstorming
III. Convergent questions

A. I only C. II and III

B. II only D. I and II

NOTE: Research tells us that there are five main curriculum features crucial to
advancing critical thinking and creativity in reading classrooms – meta-
cognitive skills, graphic organizers, brainstorming and outlining, teacher-led
conferences, and drawing. The main component that enhances these five
significant features is a cooperative learning environment where student
understanding is developed through peer collaboration.
6. Which may help establish creativity in reading ?

I. By writing experience stories together as a group

II. By playing listening-and-seeing games
III. By writing imaginative stories or poems
A. I, II and III C. I and II
B. II and III D. I and III
NOTE: Creativity in reading may be established in several ways : by
writing experience stories together as a group, by playing listening-and-seeing
games, by dramatizing..pictures and plays, and by writing imaginative
stories_or poems.

2.7. Analyze intrinsic and extrinsic factors…

1. With external factors that affect reading as point of reference , which does
NOT belong?
A. Parents C. Peers
B. Financial reward D. Enjoyment of reading

2. A student who likes reading science-based books and is encouraged by

parents to do so would usually be more scientific minded and logical. Which
phrase proves that the student is intrinsically motivated to read ?
A. Encouraged by parents
B. Likes reading science-based books
C. Be more scientific-minded
D. Be more logical