Practice Certification Exam PPR - copy (Answered) With Rationale
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Practice Certification
Practice Certification Exam PPR - copy (Answered) With Rationale
During a face-to-face conference about a student, which of the following strategies best ensures open communication between the teacher and parents?
A. Beginning with a discussion of the student's behavioral weaknesses
B. Minim...
Practice Certification Exam PPR - copy
(Answered) With Rationale
During a face-to-face conference about a student, which of the following
strategies best ensures open communication between the teacher and parents?
A. Beginning with a discussion of the student's behavioral weaknesses
B. Minimizing opportunities for parental suggestions on classroom management
C. Limiting the use of education-specific terminology
D. Maintaining a demeanor that emphasizes authority
Option (C) is correct because a teacher who uses education-specific terms can make it
difficult for parents to completely understand the situation or possible solutions. By
replacing education terminology with easier-to-understand language, the teacher can
help establish an effective discussion. Option (A) is incorrect because beginning the
conference by discussing student weaknesses would set a negative tone that could
prevent the teacher from developing a good rapport with the parents. Option (B) is
incorrect because minimizing opportunities for parental suggestions may prevent
parents from being active participants in the student's education and make them less
inclined to work in collaboration with the teacher. Option (D) is incorrect because a
teacher who maintains a demeanor of authority may not convey that parents are
respected partners in the student's education.
Middle school students are working in cooperative learning groups on a project.
While monitoring the classroom, the teacher notices that some students are not
actively working on the project. Which of the following techniques should the
teacher implement first to address the issue?
A. Having students complete the remainder of the project independently
B. Reassigning group members based on the teacher's observations
C. Asking students to view their project from a different perspective
D. Reviewing assigned roles for the project with members of each group
Option (D) is correct because speaking with individual group members will encourage
student involvement. In cooperative learning, each student is assigned a particular
responsibility prior to beginning group work, and all members are responsible for the
final product. A reminder of the assigned role should be the first step a teacher takes in
engaging students in the activity. Option (A) is incorrect because cooperative learning
groups are an excellent way to increase student interactions, so removing students,
especially middle school students who enjoy peer interaction, from group work is not the
best first choice. Option (B) is incorrect because in this situation the teacher needs to
first redirect students to encourage them to refocus on the work, before taking a step as
significant as reassigning groups. Option (C) is incorrect because this will only
temporarily promote thinking, but it does not directly address the stated problem.
Which of the following approaches would most effectively support kindergarten
students' social development when they participate in learning centers?
A. Balancing the students' time between quiet learning and the activity of centers
,B. Keeping the same groups of students together as they rotate through the
learning centers
C. Assessing students' strengths and weaknesses in the skills that the centers
emphasize
D. Creating opportunities for interaction among students during learning center
activities
Option (D) is correct because creating opportunities for interaction among students
during center time supports social development by encouraging students to work
together. Options (A), (B), and (C) are incorrect because providing a balanced
schedule, maintaining the same groups, and assessing strengths through center
activities do not encourage students to share and interact with peers in order to develop
socially.
A high school English-language arts teacher wants to ensure that students
successfully complete a content-specific essay. Which of the following actions by
the teacher will best help students understand the teacher's expectations for the
assignment's format?
A. Supplying students with more information about the topic
B. Asking students if they have any questions about the task
C. Showing students examples of what to do and what not to do
D. Assigning students a related reading and reviewing the content with them
Option (C) is correct because providing examples to students will clarify the task, both
visually and auditorily, by showing a pattern of defining features. Providing examples of
what to do and what not to do will allow students to understand that the content essay is
not a persuasive essay or an outline. Non-examples can also provide information on the
quality of an essay by noting that the product should not be too short, contain excessive
misspellings, or numerous crossed-out words. Options (A) and (D) are incorrect
because providing more information and assigning related reading material will expose
students to more content but not clarify the expectations for the assignment's format.
Option (B) is incorrect because students must be provided with basic information about
the assignment's expectations before they have enough information to ask clarifying
questions.
Which of the following teacher strategies best promotes ongoing communication
to enhance parental involvement in student learning?
A. Creating an accessible class blog to provide parents with a forum for open
discussion
B. Using graphing software to display class progress to parents at the end of
each grading period
C. Producing a monthly slide show for parents of student work samples and class
projects
D. Establishing an educational social networking site for parents
Option (A) is correct because a blog will allow communication between the teacher and
the parents regarding information related to student learning. Option (B) is incorrect
because displaying the class's progress at the end of each grading period will not
provide parents with timely information to help those students who are struggling with a
,concept or a certain subject. Option (C) is incorrect because producing a monthly slide
show of student work samples showcases the students' best work but does not provide
information about each student's strengths and challenges. Option (D) is incorrect
because an educational social networking site will offer a means for parents to share
ideas with each other but will not effectively communicate academic information about
the students directly to the parents.
If a teacher suspects a student is being abused or neglected, it is the teacher's
primary responsibility to
A. interview the student thoroughly to determine the exact details of the injuries
or neglect.
B. contact a parent or family member to inquire about the student's injuries or
neglect.
C. report the suspected abuse or neglect to law enforcement or family protective
services within 48 hours.
D. ask a school administrator to report the abuse or neglect to law enforcement
or family protective services within 24 hours.
Option (C) is correct because state law requires anyone who is licensed by the state
that works with children to report suspected abuse or neglect no later than 48 hours
after the certified professional first suspects the abuse or neglect. Option (A) is incorrect
because questioning the child is the responsibility of the authorities after receiving a
report, not the teacher's responsibility. Option (B) is incorrect because contacting the
parents may actually put the student in more danger, since it is unknown who may be
causing the abuse or neglect. Option (D) is incorrect because the law states that the
certified professional who suspects abuse or neglect may not delegate or rely on
another person to make the report.
-Offering student choices
-Incorporating real-world applications
-Designing appropriately challenging tasks
A high school teacher can expect implementation of the listed strategies to
primarily increase student
A. inquiry.
B. motivation.
C. responsibility.
D. communication.
Option (B) is correct because the strategies in the bulleted list offer students positive
perspectives of their education. Offering students choices allows students to develop a
sense of ownership in their learning. Incorporating real-world applications helps
students see the value and benefits of education. Designing appropriately challenging
tasks engages students by maintaining their interest levels; tasks that are too easy
become boring and tasks that are too challenging become frustrating. Options (A), (C),
and (D) are incorrect because using the combination of strategies in the bulleted list
does not increase student questioning, responsibility, or communication.
, A new elementary school teacher attends a writing workshop that addresses
strategies for improving student writing. After the workshop, the teacher can best
help students by
A. explaining the strategies to parents during parent-teacher conferences.
B. incorporating the strategies into current and future lesson plans.
C. explaining the strategies to the administrators and other faculty members.
D. incorporating the strategies in a reflective teaching journal.
Option (B) is correct because incorporating the strategies into current and future
lessons is the most effective and direct strategy for positively influencing instruction for
students. Option (A) is incorrect because informing parents is a more effective strategy
for increasing the learning of parents, not students. Option (C) is incorrect because
sharing the ideas the teacher has learned with other colleagues will enhance their
learning but not the learning of the teacher's students. Option (D) is incorrect because
recording the strategies in a reflective teaching journal is better completed to enhance
the teacher's learning, rather than the students' learning.
Claire is a 10-year-old student who is unable to focus on any academic task for
more than a couple of minutes at a time. She spends much of her work time
tapping her pencil, bothering others, rummaging through her desk, or crawling on
the floor. She is currently receiving special education services and has a
behavioral intervention plan (BIP).
Which of the following is the most appropriate way for the teacher to seek
support in teaching Claire how to better manage her behaviors?
A. Encouraging Claire's parents to initiate a system at home that will reward
Claire for appropriate behaviors
B. Requesting that Claire's behaviors be reevaluated by an Admission Review
Dismissal (ARD) committee
C. Meeting with colleagues to study case histories related to behavior
management
D. Consulting with the school nurse to learn about attention-deficit/hyperactivity
disorder (ADHD)
Option (B) is correct because requesting that the ARD committee study Claire's current
behaviors will determine if the BIP needs to be modified. Since the ARD committee is
responsible for establishing the educational needs of students with special needs, it is
most appropriate to work with them to better support the student. Option (A) is incorrect
because the student's difficulties are at school; a reward system at home may or may
not be helpful. Option (C) is incorrect because studying case histories related to
behavior management will provide general academic information but will not provide
support specific to the student's situation. Option (D) is incorrect because the teacher is
not a doctor and should not assume the role of diagnosing a student; rather, the teacher
can best support Claire by bringing observations of her behaviors to the ARD committee
to consider.
Claire is a 10-year-old student who is unable to focus on any academic task for
more than a couple of minutes at a time. She spends much of her work time
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