PSTM TEST REVIEWER

42問 • 1年前

問題一覧

This results in immobility or discomfort in moving around, especially when there is a need to operate instructional equipment and materials.

overcrowded

The teacher's lack of adequate knowledge and skills in handling occurrences of misbehavior likewise contribute to a trouble-prone setting.

teacher's poor management skills

Such strategies promote strong cooperation and shared group responsibility in all classroom undertakings, thus eliminating sources of potential problems. Examples are: Cooperative learning approach, Team learning, Peer tutoring, Group projects and collections.

employ more group-oriented methodologies

Teachers who are sensitive to possible misdirection of efforts and interactions are fast to switch from one technique to another as the need arises.

use varied teaching techniques

A calm and composed reaction in the midst of an untoward behavior can ensure an acceptable solution for all.

develop patience, compassion, genuine respect and care for your students

The classroom may not be conducive to learning if it is: overcrowded, poor lighting facilities and inadequate ventilation, disordered furniture and storage cabinets, near sources of noise.

unfavorable learning conditions

With varied abilities, they may greatly differ in expressing self-control, patience, and temper when challenged. Some may have special interests that must be attended to.

student's varied background

the literal meaning of the work " laissez faire "

let do

Students have no say since teachers have the total control

authoritarian discipline

Discipline is both a responsibility of the teacher and the students.

assertive discipline

Students can do as they please, there is no teacher control.

laissez faire

Ways of Dealing with Discipline Problems. (Acceptable and effective)

AOTA

Ways of Dealing with Discipline problems, (Unacceptable and ineffective)

AOTA

This type of questions is used to determine one's knowledge in understanding.

for assessing cognition

It determines the exactness or accuracy of the results on inactivity or performance

for verification

Probes into one's originality

for creative thinking

Elicits response that include judgements, value and choice.

for evaluating

- Include memory questions or those that require simple recall. (Example: Define energy. State the first law of motion. )

low level questions

Questions that call for a respondent's ability to analyze, evaluate and solve problems. (Example: Why does temperature rise towards noontime?)

high level questions

Questions that require a single predictable answer. (Example: Defining, stating, interpreting, and summarizing. )

convergent questions

Require the respondents to think in "different directions", to think of alternative actions or to arrive at own decision. (Example: Why are you voting for him? What will happen if you leave it under direct sunlight for a week?).

divergent questions

Ask convergent, divergent, and evaluative questions

varying type of question

Pose the question first, then call a student to answer

asking non-directed questions

Don't just call on those who raise their hands.

calling on non-volunteers

If the question is not understood, simplify it or ask in another way.

rephrasing

It is asking related questions one from simple to complex one after another

sequencing logically

Going beyond simple recall questions.

requiring abstract thinking

Asking divergent questions to develop higher-order-thinking skills.

asking open-ended questions

Wait time refers to the pause needed by the teacher after asking a question. Usually there is a need to revise or improve the question if it proves difficult at the moment. A longer pause would encourage the students to continue thinking.

allowing for sufficient wait time

Ask questions to test comprehension

assessing comprehension

Widen participation

involving as many as possible

The following are the tips on how to encourage questions from students, EXCEPT?

Allot an inappropriate time slot for open questioning.

In Handing pupils' response, what techniques give a hint or break down the question, if necessary, to guide the learner to the correct response. Explain the correct answer when the learners cannot arrive it.

Providing feedback on the correctness or incorrectness of a response.

In Handling pupils' response, what technique remember that a slow/insecure learner needs more praise than a fast/confident one. Match praise to the level of difficulty of the question answered.

Giving appropriate praise to high quality responses.

Follow up question should logically relate to the preceding questions and/or the learner's response. Clearly stated, short follow up questions elicit better responses from the students.

Making follow up questions

Certain questions deserve to be answered by more than one learner. Some students need a re-formulation of the question for better understanding

Redirecting questions

· Slowly repeating or replacing certain words in a question may help the student arrive at the right answer

Following up a student's response with related questions

Rephrasing unclear questions by using terms or idioms familiar to the students

Re-phrasing the seemingly unclear question

Management of most instructional interruptions is fully within the teacher's control. Transitions can either be anticipated or unanticipated. Orlich et al. (1994) shared some examples of anticipated and unanticipated transitions.

Transition

Orlich, et al (1994) offers the following suggestions: Delegate administrative tasks to students when possible. Attendance, announcements, material distribution and homework collection should be routinized. Use the first few minutes of the class and the last few minutes to encourage creative thinking activities

Solving Pre-lesson Transitions

· Give supplementary exercises for the fast workers · Get the fast workers to tutor students in need of help · Teachers may ask the learners to assist in preparing for the next learning episode

Solving Transitions during the Lesson

· The students will not pack up and get ready to leave minutes before the bell rings and instead, they will pause after the bell rings to make sure that all garbage is picked off the floor. · Materials were put away and the desks were cleaned. · The bell does not dismiss the students, the teacher do.

Solving Post-Lesson Transitions

HIS TEST REVIEWER

Claribelle Gomez · 76問 · 1年前

HIS TEST REVIEWER

76問 • 1年前

Claribelle Gomez

ANACHEM FINALS

Claribelle Gomez · 60問 · 1年前

ANACHEM FINALS

60問 • 1年前

Claribelle Gomez

PSTM FINALS

Claribelle Gomez · 50問 · 1年前

PSTM FINALS

50問 • 1年前

Claribelle Gomez

CPH FINALS

Claribelle Gomez · 68問 · 1年前

CPH FINALS

68問 • 1年前

Claribelle Gomez

HIS FINALS

Claribelle Gomez · 49問 · 1年前

HIS FINALS

49問 • 1年前

Claribelle Gomez

BIOCHEM ADDITIONAL

Claribelle Gomez · 22問 · 1年前

BIOCHEM ADDITIONAL

22問 • 1年前

Claribelle Gomez

LABMAN ADDITIONAL

Claribelle Gomez · 5問 · 1年前

LABMAN ADDITIONAL

5問 • 1年前

Claribelle Gomez

CYTOGENETICS

Claribelle Gomez · 52問 · 1年前

CYTOGENETICS

52問 • 1年前

Claribelle Gomez

MOLBIO

Claribelle Gomez · 20問 · 1年前

MOLBIO

20問 • 1年前

Claribelle Gomez

LABMAN

Claribelle Gomez · 7問 · 1年前

LABMAN

7問 • 1年前

Claribelle Gomez

BIOCHEM

Claribelle Gomez · 40問 · 1年前

BIOCHEM

40問 • 1年前

Claribelle Gomez

MT LAWS

Claribelle Gomez · 60問 · 1年前

MT LAWS

60問 • 1年前

Claribelle Gomez

問題一覧

This results in immobility or discomfort in moving around, especially when there is a need to operate instructional equipment and materials.

overcrowded

The teacher's lack of adequate knowledge and skills in handling occurrences of misbehavior likewise contribute to a trouble-prone setting.

teacher's poor management skills

employ more group-oriented methodologies

Teachers who are sensitive to possible misdirection of efforts and interactions are fast to switch from one technique to another as the need arises.

use varied teaching techniques

A calm and composed reaction in the midst of an untoward behavior can ensure an acceptable solution for all.

develop patience, compassion, genuine respect and care for your students

The classroom may not be conducive to learning if it is: overcrowded, poor lighting facilities and inadequate ventilation, disordered furniture and storage cabinets, near sources of noise.

unfavorable learning conditions

With varied abilities, they may greatly differ in expressing self-control, patience, and temper when challenged. Some may have special interests that must be attended to.

student's varied background

the literal meaning of the work " laissez faire "

let do

Students have no say since teachers have the total control

authoritarian discipline

Discipline is both a responsibility of the teacher and the students.

assertive discipline

Students can do as they please, there is no teacher control.

laissez faire

Ways of Dealing with Discipline Problems. (Acceptable and effective)

AOTA

Ways of Dealing with Discipline problems, (Unacceptable and ineffective)

AOTA

This type of questions is used to determine one's knowledge in understanding.

for assessing cognition

It determines the exactness or accuracy of the results on inactivity or performance

for verification

Probes into one's originality

for creative thinking

Elicits response that include judgements, value and choice.

for evaluating

- Include memory questions or those that require simple recall. (Example: Define energy. State the first law of motion. )

low level questions

Questions that call for a respondent's ability to analyze, evaluate and solve problems. (Example: Why does temperature rise towards noontime?)

high level questions

Questions that require a single predictable answer. (Example: Defining, stating, interpreting, and summarizing. )

convergent questions

divergent questions

Ask convergent, divergent, and evaluative questions

varying type of question

Pose the question first, then call a student to answer

asking non-directed questions

Don't just call on those who raise their hands.

calling on non-volunteers

If the question is not understood, simplify it or ask in another way.

rephrasing

It is asking related questions one from simple to complex one after another

sequencing logically

Going beyond simple recall questions.

requiring abstract thinking

Asking divergent questions to develop higher-order-thinking skills.

asking open-ended questions

allowing for sufficient wait time

Ask questions to test comprehension

assessing comprehension

Widen participation

involving as many as possible

The following are the tips on how to encourage questions from students, EXCEPT?

Allot an inappropriate time slot for open questioning.

Providing feedback on the correctness or incorrectness of a response.

In Handling pupils' response, what technique remember that a slow/insecure learner needs more praise than a fast/confident one. Match praise to the level of difficulty of the question answered.

Giving appropriate praise to high quality responses.

Follow up question should logically relate to the preceding questions and/or the learner's response. Clearly stated, short follow up questions elicit better responses from the students.

Making follow up questions

Certain questions deserve to be answered by more than one learner. Some students need a re-formulation of the question for better understanding

Redirecting questions

· Slowly repeating or replacing certain words in a question may help the student arrive at the right answer

Following up a student's response with related questions

Rephrasing unclear questions by using terms or idioms familiar to the students

Re-phrasing the seemingly unclear question

Transition

Solving Pre-lesson Transitions

· Give supplementary exercises for the fast workers · Get the fast workers to tutor students in need of help · Teachers may ask the learners to assist in preparing for the next learning episode

Solving Transitions during the Lesson

Solving Post-Lesson Transitions