St. Louis Review Center, Inc. 6th Flr. G. Tolentino Cor. España, Doña Aparo !l"#. Sapaloc $anila Tel. Tel. no. %&'( )*+-'/ or %&'( )*6)/-& )*6)/-& 0R1FESSI12AL ED3CATI12 0RETEST A0RIL '&-& -. 4hic 4hich h Rep Repu5 u5li lic c Act Act prov provi" i"es es #over overn nent ent assistance to stu"ents an" teachers in private e"ucation a. RA )7*6 c. RA 6728 5. RA ))7/ ". RA 66)+ '. In the the pre prea5l a5le e o8 the C1DE 1DE o8 ethi thics 8or 8or 0ro8essional Teachers, which o8 the 8ollowin# teacher "escriptions is inclu"e" in the Co"e o8 Ethics 8or 0ro8essional Teachers a. A. 4it 4ith h sat satis is8a 8ac ctor9 tor9 teac teach hin# in# per per8o 8orranc ance e 5. 0asse asse" " th the lic licen ensu surre e:a e:a s 8or 8or teach eacher ers s c. Dul9 lilicense" pr pro8essional d. Persons of dignity an and re reputatio tion *. 4hic 4hich h sta sta# #e acc accor or" "in# in# to to Eri Eric c;son ;son is the sta#e o8 trust an" istrust a. shoot o8 this an"ate a. In Inst stit itut utio iona nali li?a ?ati tion on o8 earl earl9 9 chil chil"h "hoo oo" " car care an" "evelopent 5. 0rincipal e epowerent pr pro#ra c. $ulti#ra"e te teachin# d. Practic tices of community-based learning ). Auth Author ors s clai lai tha that e"uc e"ucat atio ion n is #iven iven #reater in the -7) 0hilippine Constitution than in the past Constitution. 4hich article ar ticle provision on e"ucation is 8oun" onl9 in the -7) Constitution a. Support to teacher e"ucation
b. Provisio sion on on as assigning ing t te i igest budget priority to education c. The es esta5lishent o8 o8 th the in inte#rat rate" s9ste o8 e"ucation ". The creation o8 C@ED
7. Accor ccor"i "in# n# to @u @url rloc oc;, ;, stu" stu"ie ies s o8 chil chil"r "ren ens s pla9 reveale" that to9 pla9 reaches its pea; "urin# the a. $i""le chil"hoo" 9ears 5. Earl9 ch chil"hoo" 9e 9ears c. !a59hoo" d. !ate cildood . In a DECS ECS eo eora ran n"u "u issue" sue" las last - -7, the new nae 8or ulti#ra"e class isB a. A.Frien rien" "l9 school hool c. 0aara aarallan n# 5aha 5aha9 9 ". Escuela b. "cool-of-te-future nueva -&. -&. The The stu" stu"en ent tce cent nter ere" e" curr curric icul ulu u 5elo 5elon# n#s s to which #roup o8 e"ucators a. Recons onstructionistEssentialist 5. 0ro#ressivist, 0erennialist c. Perennialist# $ssentialist ". 0ro#ressivist, Recons onstruc ructionist --. --. Dani Daniel el Gole Golea an n tal tal;s ;s a5ou a5outt eo eoti tion onal al intelli#ence. intelli#ence. 4hich o8 the 8ollowin# characteri?e a stu"ent with a hi#h "e#ree o8 eotional intelli#ence a. "ensitive to to po points of of vi vie% an and feeling of oters 5. 0ro""e" 59 others c. 15sesse" with achievin# at an9 cost ". 3na5le to "ela9 #rati=cation -'. -'. The The his histo tor9 r9 o8 o8 cur curri ricu culu lu "ev "evel elop ope ent nt inclu"es the hi""en curriculu approach. 4hich is the content ephasis o8 the hi""en curriculu a. Stu"ents nts e: e:periences an an" ac activities b. Implicit pr processes an and so social no norms c. Stu"ent nee"s an" interest ". Introspection an" choice -*. -*. Teach eacher er T is is conc concer erne ne" " with with conc concep eptu tual al atters since realit9 is ental teacher Ts thin;in# is uite a. Realistic c. E:istential 5. 0ra#atic d. Idealistic -/. -/. The The auth author orit itari arian an sett settin in# # in in the the Filip ilipin ino o hoe is rein8orce" 59 a classroo teacher who a. As;s open en"e" uestions 5. Encoura#es pupils to as as; uestions c. Prescrib ribes %at pupils sould do ". Is open to su##estions -+. -+. A nu nu5e 5err o8 o8 res resea earrches ches 8oun 8oun" " tha thatt the the e>ects o8 aternal eplo9ent on chil"rens achieveent are
a. 5. c. ".
&ardly establised 0ositive an" ne#ative Full9 esta5lishe" 2e#ative
-6. 4hich one correctl9 "escri5es the phenoenon o8 latch;e9 chil"ren a. 'ey turn to empty omes after scool eiter to sit by te television or to roam te streets 5. The9 are truant school chil"ren c. The9 are en#a#e" in chil" la5or ". The9 are en#a#e" in chil" la5or -). Teacher re#ar"s the stu"ent as a spiritual entit9 an" as part o8 the lar#er spiritual universe. To what philosoph9 "oes teacher su5scri5e a. I"ealis c. Realis ". b. $(istentialism 0ra#atis -7. The -7) Constitution an"ates the state to assi#n the hi#hest 5u"#etar9 priorit9 to a. @ealth c. Social wor; ". De8ense b. $ducation -. $oral "evelopent in earl9 chil"hoo" is characteri?e" 59 a. uestionin# rules 5. 4ill8ul "iso5e"ience o8 rules c. Actin# out o8 conviction d. Acting %itout )no%ing %y tey do so '&. Accor"in# to 0ia#et, 59 a"olescence 5o9s an" #irls ust have reache" what sta#e a. Concrete operations sta#e 5. Sensoriotor sta#e c. Formal operations stage ". 0reoperational sta#e '-. Ruth "ances well. She can =#ure out how soethin# wor;s or how to =: soethin# that is 5ro;en, without as;in# 8or help. !ase" on Gar"ens theor9 o8 ultiple intelli#ence un"er what intelli#ence is she stron# a. $usical 5. Lo#icalatheatical c. Spatial intelli#ence d. *inestetic intelligence ''. 4ho aon# the 8ollowin# 5elieves that learnin# reuires "iscipline" attention re#ular hoewor;, an" respect 8or le#itiate authorit9 a. Reconstructionist c. Essetialist ". b. Perennialist 0ro#ressivist '*. 4hich "evelopental tas; is e:pecte" o8 the a"olescent accor"in# to havu#hurst
a. Acieving ne% and more mature relations %it age-mates of bot se(es 5. S;ille" #aes c. Gettin# starte" in an occupation ". Learnin# to #et alon# with a#eates
'/. $r. Ro9 wants his pupils to 5e creative. 4hich o8 the 8ollowin# will he REFRAI2 8ro "oin# a. @ei#hten the stu"ents sense o8 unusual b. +evelops students, ability to recognie and analye problems and relationsips c. Encoura#e sustaine" attention in an area o8 interest ". Develop solel9 s;ill aster9 '+. The creation o8 Stu"ents Loan Fun" to #ive eual opportunit9 to all persons who "esire to pursue hi#her e"ucation is the essence o8B c. RA 66++ a. RA 6/0 5. RA )7*6 ". RA ))7/ '6. In hisher teachin#, Teacher D oves 8ro particular instances to tentative #enerali?ations that are Su5ecte" to 8urther veri=cation . Teacher D en#a#es hisel8hersel8 inB a. Intuition b. Inductive logic c. De"uctive lo#ic ". 0hilosophical anal9sis '). 4hich o8 the correct stateent o8 eotional intelli#ence is 5ase" on Daniel Goleans theor9 a. $motional intelligence is feeling appro(imately and e1ectively 5. Eotional intelli#ence i" 5ein# nice to people c. Eotional intelli#ence is #ivin# 8ree rein to 8eelin# ". Eotional intelli#ence chan#es less consi"era5l9 than I throu#h li8e. '7. 4hich o8 the 8ollowin# is not a su5ect centere" curriculu a. 0erennialist c. aluescentered 5. !ac;to5asics ". Su5ect area '. 4hich pro#ra is assiste" =nanciall9 59 the 4orl" !an; an" 1ECF an" is eant 8or the iproveent o8 eleentar9 e"ucation in the SRA provinces a. Program for +ecentralied $ducation 5. First Eleentar9 E"ucation 0roect c. Hinesthetic intelli#ence ". Secon" Eleentar9 E"ucation 0roect
*&. $r. , A =8t9=ve 9ear ol" Aerican citi?en, even thou#h ver9 e"ucationall9 uali=e" to 5e presi"ent an e"ucational institution in thir" countr9 cannot 5e appointe" as 0resi"ent 5ecauseB @eJJJJJ a. Does not 5elon# to a reli#ious #roup 5. Is nearin# retireent c. Is not Filipino 3itien ". Is not an oKcial o8 a corporation *-. 4hich o8 the 8ollowin# is not a ha?ar" to the aster9 o8 "evelopental tas;s a. 3n8avora5le social u"#ent 5. !9passin# o8 sta#e o8 "evelopent as a result o8 8ailure to aster the tas;s 8or that sta#e o8 "evelopent c. 3risis %en individuals pass from on stage to anoter ". Inappropriate or ipossi5le e:pectations *'. Teacher 3 ephasi?es to her stu"ents the iportance o8 "eep personal reection on ones coitents an" choices. Teacher 3 su5scri5es to which 0hilosoph9 a. Realis c. $(istentialism 5. I"ealis ". 0ra#atis **. The constitutional provision on lan#ua#e has the 8ollowin# ais, E:ceptB a. To a;e Filipino the national lan#ua#e an" e"iu o8 instruction an" oKcial counication 5. To a;e the re#ional "ialect as au:iliar9 e"ia o8 instructions in re#ional schools c. 'o ma)e Filipino te sole medium of instruction ". To aintain En#lish as a secon" lan#ua#e */. 4hich perio"s in the li8e span o8 an in"ivi"ual are characteri?e" 59 #rowth spurt a. $arly cildood and adolescence 5. 0renatal perio" an" earl9 chil"hoo" c. Earl9 chil"hoo" ". 0renatal an" pu5ert9 *+. The intro"uction o8 non8oral e"ucation in line with the Constitutional 0rovision onB a. 0rotection o8 teachers b. Promoting te rigts of all citiens to ma)e 4uality education accessible to all c. 1ptional reli#ious instructions ". 0rootin# the ri#hts o8 all citi?ens to ualit9 e"ucation at all levels *6. Teacher M is o8ten ties 8rustrate". The stu"ents in her class har"l9 volunteer to recite an" to "o other learnin#relate" tas;. This is a proo8 o8 the FilipinosB a. Sense o8 huor 5. Lac; o8 resource8ulness c. Lac; o8 reection d. Passivity and lac) of initiative
*). The ten"enc9 to ephasi?e so uch on school 5eauti=cation to the "etrient o8 pupils per8orance illustrate" theB a. Filipinos sense o8 huor 5. Filipinos lac; o8 reection c. Filipino,s love for 5 Porma at te e(pense of substance ". Filipinos lac; o8 seriousness *7. A presi"ent 5o"9 to stu"9 0hilippines e"ucation create" 59 virtue o8 E:ecutive 1r"er 2o. /6 "urin# the incu5enc9 o8 DECS secretar9 An"rew Gon?ales with an ai to stu"9 0hilippine E"ucation is theB a. Presidential 3ommission on $ducational Reform 5. 0hilippine Coission to Surve9 0hilippine E"ucation c. Surve9 to outcoes o8 eleentar9 E"ucation ". Coission on 0hilippine E"ucation *. 4hich is a "an#er si#nal o8 a"olescent ala"ustent a. Inappropriate 5o"95uil" b. Irresponsibility as so%n in neglect of studies in favor of aving a good time c. Attraction to the opposite se: ". 0rolon#e" treatent as chil"ren /&. To "eocrati?e access to secon"ar9 e"ucation, pu5lic secon"ar9 e"ucation was a"e 8ree. In whose presi"enc9 was this ipleente" a. Fer"inan" $arcos c. 3oraon A4uino 5. Noseph Estra"a ". Fi"el Raos /-. 4hich is not a characteristic o8 "eocratic "iscipline a. 3ild obeys blindly 5. Chil" un"erstan"s the eanin# o8 rules c. Chil" is #iven punishent us relate" to the is"ee" ". Chil" has opportunit9 to e:press hisher opinion /'. The three As o8 happiness accor"in# to @urloc; areB a. A"ustents, a>ection, altruis 5. Attitu"e, a5ilit9, a"ustent c. Acceptance# a1ection# and acievement ". A>ection, a5ilit9, attitu"e /*. !a59hoo" is o8ten re8erre" to as a O Critical perio"P in the "evelopent o8 personalit9 5ecauseB a. At tis time te foundations are laid upon %ic te adult personality structure %ill be built
5. Chan#es in the personalit9 pattern ta;e place c. The 5rain #rows an" "evelops at such an accelerate" rate "urin# 5a59hoo" ". At this tie the 5a59 is e:pose" to an9 ha?ar"s 5oth ph9sical an" ps9cholo#ical //. 4ho aon# the 8ollowin# stresse" the processes o8 e:periences an" pro5le solvin# a. 0lato c. +e%ey 5. @e#el ". Aristotle /+. Teacher L 5elieves that creation o8 ;nowle"#e in 59 wa9 o8 the learners interaction with their environent. Teacher L is ore o8B a. An i"ealist c. An e:istentialis 5. A pra#atist d. A realist /6. To reach out clientele who cannot 5e in the classroo 8or one reason or another, which o8 the 8ollowin# was esta5lishe" a. on-formal education 5. In8oral e"ucation c. 0reschool e"ucation ". 8oral e"ucation /). The encoura#eent o8 sel8learnin#, in"epen"ent, an" outo8school stu"9 pro#ras as state" in the -7) constitution has #iven rise toB a. 'e implementation of open universities and distance learning programs 5. Institutionali?ation o8 earl9 chil"hoo" care an" "evelopent c. The con"uct o8 2EAT an" 2SAT ". The claor 8or a Gra"e QII /7. 4hich o8 the 8ollowin# stateent on "evelopental tas;s is wron# a. Failure to aster "evelopental tas;s at a certain "evelopental sta#e has 8ar reachin# conseuences in a persons "evelopent 5. The aster9 o8 "evelopent tas;s is a result o8 ph9sical aturation, societal pressure an" in"ivi"uals aspiration c. There are essential s;ills e:pecte" to 5e acuire" an" astere" in each "evelopental sta#e d. Retirees are not e(pected to %or) on mastering certain develop mental tas)s /. The -7) 0hilippines Constitution states the 8ollowin#, E:ceptB a. 'e ocial languages of te Pilippines are Filipino and $nglis 5. The national lan#ua#e o8 the 0hilippines is Filipino c. Filipino is the Ta#alo# o8 the Ta#alo# spea;in# provinces ". The #overnent shall initiate an" sustain the use o8 Filipino as a e"iu o8 oKcial
counication an" as a lan#ua#e o8 instruction in the e"ucation s9ste +&. 4hich aon# the 8ollowin# has 5een sai" to pla9 an irreplacea5le role in the e"ucation o8 the 9oun# a. Counit9 c. Church 5. School d. &ome +-. For the "rill etho" to 5e e>ective there shoul" 5eB a. 9uc practice on a fe% s)ills 5. Little practices on 8ew s;ills c. $uch practice on an9 s;ills ". Little practice on an9 s;ills +'. 4hich o8 the 8ollowin# classroo ana#eent practices runs counter to the realit9 therap9 approach o8 4illia Glasser a. 'e teacer as)s a misbeaving student %at e or se is doing 5. Teacher reuires the stu"ents to prepare a plan in writin# an" si#n it as eans o8 increasin# personal otivation to aintain an" 8 ul=ll the plan c. The teacher evaluates pupils 5ehavior as #oo" or 5a" ". Teacher assists the stu"ents in a;in# realistic plans to chan#e 5ehavior +*. 4hich o8 the 8ollowin# "oes not appl9 to aster9 learnin# a. It a;es use o8 varie" instructional tie 8or "i>erent #roups o8 stu"ents b. It ma)es use of norm-reference tests c. It is e>ective in teachin# 5asic s;ills ". It reuires the use o8 care8ull9 cra8te" instructional o5ective +/. The teachers role in pro5le solvin# etho"s isB a. To test the conclusions 5. To set up the pro5le c. To propose wa9s o8 o5tainin# the nee"e" "ata d. 'o elp te learners %at is it tat is being solved ++. To nurture creativit9 in stu"ent, teacher shoul"B a. ary te lengt and diculty of 4uestion 5. Allow 8or oneinute waittie c. As; conver#ent uestions ". Ephasi?e the necessit9 o8 #ivin# ri#ht answers +6. The content o8 a #oo" lesson plan is sel8 suKcient. This eans thatB a. The content shoul" atch with stu"ents aptitu"e
b. 'e content sould elp students learn o% to learn c. The content shoul" 5e 5roa" an" treate" thorou#hl9 ". The content shoul" 5e veri=a5le
F. $a#ers principle, which "oes this lesson o5ective lac; c. a. 3riterion measure 0er8orance 5. Con"ition ". tie eleent
+). 4hich one can 21T help in"ivi"uals re"uce their own 8ears a5out chan#e a. Reect on the e:tent o8 chan#e in ones li8e so 8ar an" how it has cope" with 5. I"enti89 short8alls in s;ills or ;nowle"#e an" ta;e action to ree"9 the c. I"enti89 s;ills which will 5e use8ul in a new situation d. *eep feeling of an(iety to temselves
6/. a. b. c. ".
+7. s;ills, a. 5.
The 8ollowin# are #eneratin# thin;in# E:ceptB Connectin# new i"eas c. 3lassifying 0re"ictin# ". In8errin#
+. $rs. Qal"e? wants to #enerates as an9 i"eas as she can as the class is a5out to e5ar; on a counit9 outreach pro#ra. 4hich o8 the 8ollowin# will she eplo9 a. role pla9in# c. 5rainwashin# ". siulation b. brainstorming
4hich is a 8ocusin# thin;in# s;ill I"enti89in# ;e9 concepts "ummariing 15tainin# in8oration Clari89in# throu#h inuir9
6+. In the use o8 television in the classroo, which o8 the 8ollowin# shoul" 5e avoi"e" a. The TQ pro#ra lasts the whole class perio". b. 'ere is a pre-vie%ing orientation c. Select pro#ras that atch the learners level o8 interest an" aturit9 ". Li8e shoul" 5e le8t on i8 stu"ents are to ta;e notes
6&. 4hich teachin# practice will ost li;el9 "ecrease learners attention a. uestionin# 5. Assessin# learnin# as an inte#ral part o8 instruction c. Assessin# learnin# as an inte#ral part o8 instruction d. 'eacing by telling
66. !ase" on Qictor Lowen=el"s classi=cation, which seuence in the "evelopental sta#es o8 chil"ren in art is 8ollowe" a. "cribbling stage# pre-scematic stage# scematic stage# da%ning realism stage# pseudo-realistic stage 5. Scri55lin# sta#e, prescheatic sta#e, scheatic sta#e, pseu"orealistic sta#e, "awnin# realis sta#e c. 0rescheatic sta#e, scheatic sta#e, scri55lin# sta#e, pseu"orealistic sta#e, "awnin# realis sta#e ". 0rescheatic, scheatic sta#e, scri55lin# "awnin# realis sta#e, pseu"orealistic sta#e
6-. For eKcienc9, i8 in the process o8 teachin# a teacher reali?es that too little has 5een planne", which o8 the 8ollowin# a9 she 21T "o a. Discuss possi5le pro5les o8 the new assi#nent. 5. 0ose a""itional uestions to e:plore various 8acets o8 the content c. Drill the stu"ents on the aor points o8 the lesson. d. :ive a 4ui
6). In relation to teachers ratin#s research su##ests the 8ollowin#, E:cept oneB a. Teachers 8avor sel8evaluation over all other 8ors o8 evaluation b. Peer and supervisory evaluation are not reliable c. Stu"ent raters o8 teachers are ore relia5le an" vali" than other raters ". Stu"ent wor; an" test outcoes are suppleentar9 sources 8or evaluatin# teachers
6'. Correct practice a;es per8ect. This a:i is 5ase" on Thorn"i;es law o8 e:ercise an" the =n"in# that rein8orceent o8 a response increases the li;elihoo" its occurrence. 4hose research =n"in# is the un"erline" stateent c. 0alo a. ")inner 5. !runer ". Lewin
67. Suppose "e=ne" * levels o8 coputer assiste" instructionB "ialo#ue, tutorin#, pr actice "rill. 4hich ones are two hi#her levels in the correct or"er a. Tutorin# an" "ialo#ue b. Practices-drill and tutoring c. Dialo#ue an" tutorin# ". 0ractice"rill an" "ialo#ue
6*. @ere is a lesson o5ectiveB Given a icroscope an" a sli"e, the stu"ents ust 5e a5le to 8ocus the prepare" sli"e. Appl9in# Ro5ert
6. In what con"ition is the use o8 the lecture etho" appropriate a. @i#her co#nitive learnin# is sou#ht b. 'e information is not available
c. ".
The su5ect atter is uite eas9 Lon# ter learnin# is "esire"
)&. 4hich re8ers to the tie when stu"ents learn at a a:iu level c. Allocate" tie a. ;ait time 5. En#a#e" tie ". Aca"eic learnin# tie )-. 4hat is a si#n o8 the un"erachiever in the classroo a. Resist authorit9 an" carr9 on a power stru##le with a teacher. b. &olds bac) from class participant unless sure of self c. Frustrate" a5out ualit9 o8 wor; ". $iniu wor; output. )'. I8 a8ter callin# on a nu5er o8 stu"ents, a teacher is una5le to o5tain the "esire" response, what shoul" teacher "o a. As; lea"in# uestions 5. Reteach parts o8 the lesson that nee" re teachin# c. 0ro5e stu"ents answers. d. Reprase te 4uestions )*. For #lo5al copetitiveness, a school ust e5ar; on a proactive chan#e. 4hich one is a characteristic o8 proactive chan#e c. late in the a. radical and inventive #ae 5. iitative o8 others ". pro5le"riven )/. 4hich #ui"eline on the use o8 the chal;5oar" shoul" a teacher AQ1ID a. Esta5lish routine uses 8or the chal;5oar" 5. 4hile writin#, procee" 8ro ri#ht to le8t c. Dont tal; to the chal;5oar" while writin# on it ". Liit 9our 5oar" writin# to aor i"eas )+. To teach the "eocratic process to the pupils, $a5uha9 Eleentar9 School "eci"e" that the election o8 class an" school oKcers shall 5e patterne" a8ter local election o8 the class an" school oKcers shall 5e patterne" a8ter local election process. There are uali=cations set 8or can"i"ates, liite" perio" 8or capai#n an" rules 8or postin# capai#n aterials, etc. 4hich o8 the 8ollowin# "i" the school use c. Role pla9in# a. "imulation 5. 0hilips 66 ". S9posiu )6. 4hich is 21T a characteristic o8 preventive "iscipline. a. 0roactive c. Inventive 5. Anticipator9 d. Reactive. )). 1ne criterion that has 5een propose" in the selection an" or#ani?ation o8 content in the "evelopent section o8 a lesson plan is 5alance. 4hen "oes lesson content possess 5alance.
a. The content shoul" have practical application 8or the learners 5. The content is not cluttere" 59 asses o8 ore trivial content c. 'e content sould enable te learners to e(perience te broad s%eep of content and give tem te opportunity to go deeper ". The content shoul" help stu"ent learns how to learn )7. The 5urnout ala"9 #ets worse i8 a teacher "oesnt intervene to chan#e whatever areas he or she can control. 4hich one can renew a teachers enthusias. a. En#a#e in sel8pit9 5. Stic; to the o5 c. Nu"#e soeone else as wron# d. Initiate canges in ective classroo ana#eent practices, E:cept 1ne. a. Teachers a;e sure stu"ents un"erstan" an" 8ollow rules an" proce"ures b. +isruptive beavior is andled every %ee)end c. Teachers clearl9 esta5lish conseuences 8or not 8ollowin# rules ". Teachers spen" ore tie in the 5e#innin# o8 the 9ear e:plainin# an" rein"in# stu"ents o8 rules. 7-. A teachers suar9 o8 a lesson serves the 8ollowin# 8unctions e:cept a. It lin;s the parts o8 the less b. It ma)es provisions for full participation of te students c. It clinches the 5asic i"eas or concepts o8 the lesson ". It 5rin#s to#ether the in8oration that has 5een "iscusse" 7'. a. 5.
4hich ones are proecte" visuals Graphs on a 5oo; c. Realias $o"els d. "lides
7*. The lesson is on the pros an" cons o8 capital punishent. $r. $ilan wants to "o hi#h level thin;in# an" to "evelop a view o8 capital punishent 8ro a "i>erent perspective. 4hich techniue will 5e ost appropriate a. Lecture c. Role pla9in#
5.
Siulation
d. Panel discussion
7/. 4hich is use" to ephasi?e in"ivi"uali?e" instruction c. Inuir9 #roup a. 'utorial group 5. 0hilips 66 ". Tas; #roup 7+. @ere a uestionB FR1$ T@E DATA 0RESE2TED F1R$ GE2ERALIATI12S T@AT ARE S3001RTED !< T@E DATA. 3n"er what t9pe o8 uestion "oes this test ite 8all c. Diver#ent a. $valuate 5. Conver#ent ". Application 76. $s. Estira cannot 5rin# her pupils to the sea 8or a lesson on arine counit9. 4hich o8 the 8ollowin# will 5e closest to an actual e:perience o8 arine counit9 a. 9otion picture on marine community 5. Description o8 arine counit9 c. 0ictures o8 arine counit9 ". Tape" lesson o8 arine counit9 7). 4hich can 2oT help or#ani?ations re"uces 8ears a5out chan#e a. !9 trainin# people in new s;ills 5. !9 ;eepin# people in8ore" a5out plans c. =y cladestine moves ". !9 consultation 77. A8ter a lesson in air pollution, teacher C #ives each pupil ieo#raphe" sheets, which contain stateents to which each is e:pecte" to react. E:aples o8 these stateents are. Do 9ou in an9 wa9 contri5ute to air pollution 4hat solutions "o 9ou propose to inii?e, i8 not eliinate, air pollution. Then the stu"ents are #roupe" 8or sharin#. In this case what "oes the teacher a;e use o8 c. Ran; or"erin# a. alue seet 5. Conict stor9 ". Contrive" inci"ent 7. 4hich or"ers consist o8 the #oaloriente" instructional o"el a. 0reassessent, speci=cation o8 o5ectives, preassessent, instruction, evaluation 5. Speci=cation o8 o5ectives, pre assessent, instruction evaluation c. Pre-assessment# speci>cation of ob
cae up with all her usti=cations. At the en", however, she a"e clear her stan" on a5ortion. 4hich "i" the teacher use a. She a"e use o8 value clari89in# "iscussion 5. She a"e use o8 contrive" inci"ent c. She a"e use o8 siulation d. "e played te role of te devil,s advocate -. In on o8 the pa#es o8 her re8erence aterial, $s. Estra"a =n"s the li8e c9cle o8 a 8ro#. Assuin# that the 8ollowin# are availa5le to her, the uic;est wa9 to e>ectivel9 present the li8e c9cle o8 a 8ro# to the class is 59 wa9 o8 a. An overhea" proector 5. An opaue proector c. Descri5in# the li8e c9cle d. A dra%ing on te cal)board '. !elow are uestions that ust 5e consi"ere" in "evelopin# appropriate learnin# activities e:perience, E:cept one a. Do the e:periences encoura#e pupils to inuire 8urther b. +o te e(periences save te pupils from learning diculties? c. Can 5e e:periences pro=t the pupils ". Are the e:periences in accor"ance with an increasin# aount o8 learnin# *. 4hich or"er o8 the senses #oes with an increasin# aount o8 learnin# a. Si#ht, hearin#, touch, taste an" sell 5. Taste an" sell, si#ht , touch, hearin# c. Taste an" sell, touch, si#ht, hearin# d. 'aste and smell# touc# earing# sigt /. 4hich o8 the 8ollowin# stateents on peer tutorin# is true a. 'eacer as time %it more severe learning problems 5. The atosphere is threatenin# c. The social s;ills o8 pear tutors are not enhance" ". the peer tutors achieveent #oes "own +. A lesson in 0hilippines histor9 was presente" 59 $rs. 0alaroan 59 a;in# her class view a vi"eotape on EDSA revolution. The vi"eotape which $rs. 0alaroan use" in class points to what propert9 o8 instructional e"ia a. $anipulative c. Fi:ative ". Distri5utive b. 9ulti-sensory 6. Rea" the 8ollowin# teacherstu"ent situation. TeacherB 4h9 is the process calle" photos9nthesis Stu"entB I "ont ;now. 4hich uestionin# techniue shoul" the teacher use
a. Concept 3lari>cation 5. 0roptin#
c.
". $ultiple response
). $iss Lees o5ective is to 8ocus stu"ents attention on an" uic;l9 create interest in a pro5le or concept. She a;es use o8B a. Tas; #roup c. Tutorial #roup ". 0hilips 66 b. Panel discussion 7. The content o8 the lesson ust 5e 8easi5le. This eans thatB a. The lesson shoul" 5e interestin# to the stu"ent b. 'e lesson must be %itin te capacity of te students c. The teacher ust consi"ere" the tie nee"e" an" resources availa5le ". The lesson ust 5e use8ul . 4hich uestionin# 5ehavior is appropriateB a. 2ot allowin# a stu"ent to coplete a lon# response 5. Repeatin# all stu"ents response c. Allowin# choral responses d. As)ing varied 4uestions -&&. Research on teacher e>ective practices has shown the 8ollowin# e:ceptB a. 0lannin# has title ipact on stu"ent learnin# 5. uestionin# strate#ies are ine>ective onitorin# techniue c. 'eacing procedures on classroom routines early in te scool year are essential ". Directives shoul" 5e 8ew an" 5est "elivere" in a casual anner -&-. Teacher < wants to easure stu"ents a5ilit9 to or#ani?e thou#hts an" i"eas. 4hich t9pe o8 test is ost appropriate a. 15ectives test 5. Liite" response essa9 c. $(tended response essay ". Short answer t9pe o8 test -&'. 4hich o8 the 8ollowin# re8ers to or#ani?e" services speciall9 "esi#ne" to iprove the a"ustent o8 stu"ents a. Group #rowth sessions c. Cuulative recor"s 5. Test pro=les d. :uidance program -&*. 4hich tests surve9 e:istin# pro5les o8 aca"eic pro#ress a. Achieveent tests c. Problem cec)list 5. Interest inventories ". Aptitu"e tests
-&/. 4hich o8 the 8ollowin# stateents a5out #ui"ance is 21T true a. Gui"ance is a continuous process 5. Gui"ance is concerne" with O 4holeP stu"ent, not onl9 with his or her intellectual an" aca"eic aspect c. :uidance is telling a student %at is best for im# and advising im about %at e sould do ". Gui"ance is priar9 concerne" with prevention rather than cure -&+. 4hich o8 the 8ollowin# is 21T a #ui"ance service a. 0s9cholo#ical testin# 5. Counselin# c. 15servation ". E"ucation placeent -&6. 4hich o8 the 8ollowin# tests is #iven at the en" o8 instruction a. Suative c. 8orative test 5. 0laceent test ". "ia#nostic test -&). Special or e:ceptional stu"ents are such in certain aspects, E:cept 8or oneB a. Sensor9 a5ilities 5. Gen"er orientation c. $ental characteristics ". Counication a5ilities -&7. In8oration 8ro achieveent tests can 5e use" in the 8ollowin#, E:cept inB a. Gra"in# a stu"ent 5. La5elin# pupils c. Esta5lishin# pro=cienc9 ". Givin# 8ee"5ac; re#ar"in# e>ectiveness o8 learnin# -&. 4hich o8 the 8ollowin# occurs when the teachers have a #eneral ten"enc9 to rate all in"ivi"uals per8orance at appro:iatel9 the sae position on the ratin# scale a. 0ersonal 5ias error c. Lo#ical error 5. @alo e>ect ". Severit9 error --&. The environent ust 5e interactive to 8acilitate learnin#, which o8 the 8ollowin# situations is an e:aple o8 this a. The class copies a list o8 8acts concernin# the ha5itat o8 insects 5. The teacher lectures on the ha5itat o8 insects c. The class #oes out an" "iscovers the ha5itat o8 insects ". The teacher shows posters o8 the ha5itat o8 insects
---. 4hen teachers, a"inistrators an" counselors coe to#ether to s9nthesi?e or coor"inate in interpretin# "ata a5out a stu"ent 8or the purpose o8 a ore intensive stu"9, this is calle" a. Lon#itu"inal stu"9 c. Case con8erence 5. Case stu"9 ". Case anal9sis --'. 4hich t9pe o8 test can help teachers pre"ict the pro5a5ilit9 o8 success o8 stu"ents in certain areas or en"eavors a. Achieveent c. Aptitu"e 5. Intelli#ence ". 0ersonalit9 --*. 4hich o8 the 8ollowin# correctl9 "escri5es "9sle:ia a. A. It is a "evelopental e:pressive writin# "isor"er 5. It is a "evelopental arithetic "isor"er c. It is a "evelopental rea"in# "isor"er ". It is a "evelopental articulation "isor"er --/. Free an" copulsor9 e"ucation as an"ate" in the -7) constitution hol"s true 8orJJJJJJJJJJJJJ a. Eleentar9 an" secon"ar9 e"ucation 5. E"ucation in the priar9 #ra"es c. All chil"ren o8 school a#e ". Gra"e QI pupils --+. Rea"iness pretests is #ive at the 5e#innin# o8 an instructional unit is aB a. Suative tests c. 0laceent test 5. Forative test ". Dia#nostic test --6. The "istri5ution o8 the scores is ne#ativel9 s;ewe". This eans thatB a. $ost o8 the score are low 5. $ost o8 the scores are hi#h c. The score are concentrate" on the le8t o8 the "istri5ution curve an" ost o8 the score are low ". The scores are concentrate" on the le8t o8 the "istri5ution curve --). Asi"e 8ro pro8essional copetence, what other iportant uali=cation ust a teacher have 8or #ui"ance wor; a. Siilar cultural 5ac;#roun" with the stu"ents 5. 0ersonal ualities, such as warth, open in"e"ness, interest in people c. AKliation with a pro8essional #roup ". Several 9ear o8 e:perience as teacher --7. 4hich o8 the 8ollowin# is eant to "eterine stu"ent per8orance at the 5e#innin# o8 instruction
a. 5. c. ".
Dia#nostic assessent 0laceent assessent Suative assessent Suative assessent
--. $ean is to central ten"enc9 as stan"ar" "eviation is toB a. Discriination c. Correlation 5. Level o8 "iKcult9 ". Qaria5ilit9 -'&. The 8ollowin# characteri?e school #ui"ance pro#ras, E:cept oneB a. A part o8 ever9 school activit9 5. Separate 8ro the #eneral li8e o8 the school c. A 8unction sheare" 59 all ". Locate" in ever9 part o8 the school -'-. 4hich 8actor is ost li;el9 to a;e a schools #ui"ance pro#ra succee" a. A"inistrative support 5. The availa5ilit9 o8 the specialist c. The 8avora5le attitu"e o8 teachers towar" #ui"ance ". Locate" in ever9 part o8 the school -''. The results i8 this t9pe o8 test serve as 5asis 8or ree"ial instruction. 4hat is the t9pe o8 test re8erre" to a. 0ro#notic test c. Dia#nostic test 5. Spee" test ". Achieveent test -'*. The "iKcult9 in"e: o8 a test ite is -. This iplies thatB a. The test ite ust 5e o"erate in "iKcult9 5ecause +& #ot the ite correctl9 an" +& #ot it wron#l9 5. The test ite ust 5e ver9 "iKcult 5ecause no5o"9 #ot the ite correctl9 c. The test ite ust 5e neither "iKcult 5ecause nor eas9 5ecause this "epen"s on the a5ilit9 o8 the stu"ents ". The test ite ust 5e ver9 eas9 5ecause ever95o"9 #ot the ite correctl9 -'/. In his con"uct o8 ite anal9sis $r. $ilanes "iscovere" that a si#ni=cant #reater nu5er 8ro the lower #roup o8 the class that 8ro the upper #roup #ot ite nu5er -& correctl9. This iplies thatB a. The test ite is relia5le 5. The test ite has a ne#ative "iscriinatin# power c. The ite has a positive "iscriination power ". The tests ite is vali" -'+. Gui"ance is concerne" with a. All stu"ents, even i8 soe see not to have pro5les
5. Stu"ents who ani8ests un"esira5le 5ehavior onl9 c. 3n"erachievin# stu"ents onl9 ". Stu"ents with eotional pro5les onl9 -'6. 4hich stateent e:plains the priar9 8ocus o8 the non"irective approach in counselin# a. It 8ocuses in the persons responsi5ilit9 an" capacit9 to "iscover ore appropriate 5ehavior 5. It places con="ence in a persons a5ilit9 to "eal with his or her nee"s throu#h a realistic process c. it helps con="ence to "evelop a ore rational to "eal with his or her nee"s throu#h a realistic process ". it o"i=es 5ehavior 59 provi"in# appropriate learnin# con"itions an" e:periences -'). An al#e5ra test was "esi#ne" to easure what the stu"ents learne" at the en" o8 the course. It was also to pre"ict success in 8uture atheatics su5ects. This al#e5ra test 8unctione" as a. Dia#nostic an" placeent test 5. An aptitu"e test c. An achieveent test ". An aptitu"e an" an achieveent test -'7. Gi8te"ness is a 8or o8 e:ceptionalit9. Stu"ents who 8all un"er this cate#or9 "eonstrate hi#h per8orance in special areas, such as those 5elow a. Athletic prowess c. General intellectual a5ilit9 5. Creative thin;in# ". Qisual an" per8orin# arts -'. 4hich o8 the 8ollowin# is the least sta5le easure o8 central ten"enc9 a. $e"ian an" o"e c. $e"ian 5. $o"e ". $ean -*&. 4hich assessent is concerne" with i"enti89in# learnin# "iKculties "urin# instruction a. Suative assessent 5. 0laceent assessent c. Forative assessent ". Qisual an" per8orin# arts -*-. These are si#ni=cant in8oration a5out a stu"ent, #athere" throu#h the use o8 various techniues, asse5le", suari?e" an" or#ani?e" in such a wa9 that the9 a9 5e use" e>ectivel9B a. Cuulative recor"s 5. Test pro=le c. 0ersonal inventories ". Case stu"ies
-*'. Research =n"in#s show that autis is a. Either ore prevalent aon# #irls or aon# 5o9s "epen"in# on their nationalit9 5. Euall9 prevalent aon# 5o9s an" #irls c. $ore prevalent aon# 5o9s than aon# #irls ". $ore prevalent aon# #irls than aon# 5o9s -**. In interpretin# test results which stateents are true I. A raw score itsel8 is eanin#less 5ut 5ecoes eanin#8ul once it is interprete" II. An anal9sis o8 test results is useless without interpretation III. Test result interpretation is possi5le without anal9sis IQ. The use o8 statistical techniues #ives eanin# to stu"ents scores a. I, II, IQ c. I, III, IQ 5. I, II, III ". II, III, IQ -*/. This #ui"ance service to help stu"ents carr9 out their plans an" act on their choices so that the9 5ecoe a"uste" to their chosen =el" or career is calle"B a. Counselin# c. placeent 5. in8oration ". 8ollowup -*+. The ten"enc9 8or the rather to use onl9 the lower en" o8 ratin# scale in ratin# per8orance is re8erre" to as a. 0ersonal 5ias error c. Generosit9 error 5. Severit9 error ". lo#ical error -*6. 4hat ust 5e eplo9e" to continuousl9 stren#then a school #ui"ance pro#ra a. Assi#nent o8 responsi5ilities 5. research c. Evaluation ". 0ro#ra 0lannin# -*). a. 5.
4hich tests are #iven 5e8ore instruction 0laceent c. Suative Forative ". Achieveent
-*7. The operation OReturn to the 5asicsP saw its e5o"ient in the JJJJJJJJJ a. 2ational Eleentar9 Achieveent Test 5. 2ew Secon"ar9 E"ucation Curriculu c. 2ational Secon"ar9 Achieveent Test ". 2ew Eleentar9 School Curriculu -*. The 8ollowin# are copute" "iKcult9 in"icesB -, . 7&, .+&, .*& which one in"icates the ost "iKcult9 ite a. *& 5. +& c. ". 7& -/&. 4hich o8 the 8ollowin# e:plains wh9 the plateau phenoenon o8 ten 8oun" in huan 5ein# "oes 21T e:ist in anial learnin# e:perients
a. Anials are una5le to pro=t 8ro errors 5. The incentive in anial learnin# is constant c. Anials have wea; incentive in learnin# ". Anials are una5le to spurt in learnin# -/-. in the a. 5. c. ". plans
All are coponents o8 ree"ial #ui"ance classroo, E:ceptB Dealin# with "iscipline pro5les Dealin# with poor stu"9 ha5its an" s;ills Dealin# with un"erachieveent Dealin# with career choices or vocational
-/'. 4hich etho" provi"es a ore or less o5ective assessent o8 "i>erent aspects o8 an in"ivi"ual a. @oe visits 5. Counselin# interview c. 15servations ". Stan"ar"i?e" testin# -/*. 4hich o8 the 8ollowin# 5ehavior in"icates that a chil" has "evelope" conventional aturit9 The 5ehavior is 5ase" on JJJJJJJJJ a. The "esire to avoi" severe ph9sical punishent 59 a superior authorit9 5. 0ersonal "ecisions 5ase" on his satis8action c. The e:pectations o8 the #roup or societ9 in #eneral to #ain approval ". Internali?e" i"eals to avoi" sel8 con"enation rather than social censure -//. A school #ui"ance pro#ra shoul" arise ainl9 out o8B a. The curriculu an" other pro#ras o8 the school 5. The school a"inistrators "irectives 8ro hisher perceptions c. The stu"ents nee"s an" the pro5les ". The availa5ilit9 o8 #ui"ance resources in the schools -/+. A test in which the options are "epen"ent upon a 8oun"ation o8 soe sort such as #raphical representation, para#raph, an" pictures isB a. Containe"options test 5. Settin#an"options t est c. Structure"response ". Stean"options test -/6. In the scorin# o8 essa9 tests, e:perts a"vise teachers to score all answer to an eas9 uestion 5e8ore #oin# to the ne:t uestion 8or which reason a. It re"uce the chances that ratin#s will 5e inuence" 59 a halo e>ect 5. It is ore convenient c. It is easier to appl9 the criteria ore uni8orl9 when consi"erin# onl9 a sin#le tas; at a
tie when #oin# 8ro tas; to tas; 8or each stu"ent ". Chec;in# is 8aster this wa9 -/). 4hose per8orance "oes stanine o8 + represent a. 0er8orance o8 the upper /& 5. 0er8orance o8 the upper '& c. 0er8orance o8 the lower '& ". 0er8orance o8 the i""le '& -/7. In a;in# an" reportin# o5servations o8 stu"ents 5ehavior, which ones shoul" 5e avoi"e" a. Descriptions o8 stu"ents #estures an" e:pressions 5. The naes o8 other stu"ents with who the one 5ein# o5serve" interact c. 1pinions an" u"#ent a5out stu"ents ". Direct uotations o8 stu"ents stateents -/. This is the sta#e when the learner 5ecoe con8use" an" starts to e:perience i"entit9 crisis. This is the JJJJJJJJJJJJ a. Late chil"hoo" sta#e 5. Earl9 chil"hoo" sta#e c. Earl9 a"ulthoo" sta#e ". A"olescent sta#e -+&. All are 5asic 8unctions o8 ps9cholo#ical tests EMCE0T 12E. a. For selection or a"ission 5. I"enti=cation o8 stu"ents who nee" special attention c. For prootion or acceleration ". Inte#ration o8 li8e e:periences an" 8uture "irections o8 stu"ents -+-. 3pon what shall a teacher 5ase the evaluation o8 the learners scholarship a. $erit, learners scholarship 5. $erit, ualit9 o8 per8orance c. $erit, atten"ance ". ualit9 o8 per8orance, learners scholarship -+'. The 8ollowin# are soe o8 what a pro8essional teachers a9 21T "o EMCE0TB a. Accept reuneration 8ro tutorials other than what is authori?e" 8or such service 5. $a;e "e"uctions 8ro stu"ents scholastic ratin#s as a punishent c. !ase the evaluation o8 the learners wor; on erit an" ualit9 o8 aca"eic per8orance ". Inict corporal punishent an o>en"in# learners -+*. The value o8 e"ucation, "e8erence to authorit9, an" =lial piet9 in the 0hilippines in an inuence" o8 a. Taoist tra"ition c. !u""hist tra"ition
5. Con8ucianist tra"ition tra"ition
". @in"u
-+/. 4hich stateent re#ar"in# teachers ethical 5ehavior is wron# a. A teacher a9 not 8all in love with hisher stu"ents 5. Teachers shall support one another at all ties when the 5est interest o8 the learners, the school, or the pro8ession at sta;e c. A teachers a9 su5it to the proper authorities an9 usti=a5le criticiss a#ainst an associate ". It is ever9 teachers responsi5ilit9 to see; correctives 8or an9 unpro8essional an" unethical con"uct o8 an9 associate -++. 4hich is the =rst an" 8oreost concern o8 a teacher The interest an" wel8are o8B a. Learners 5. Collea#ues c. 0arents ". The teachin# pro8ession -+6. The i"eal societ9 in the conte:t o8 0lato is one whereB a. There is hope c. Nustice rei#ns 5. Love prevails ". Faith atters -+). The survivors o8 a shipwrec; are now pac;e" in a li8e5oat which a9 capsi?e unless partl9 "eloa"e". 4hich o8 the 8ollowin# acts will 5e orall9 usti=a5le a. 0ushin# the 9oun# an" ol" ones an" leavin# the 5ehin" to "rown 5. Tr9in# to save ever9one as uch as possi5le c. Shootin# soe passen#ers an" leavin# the 5ehin" ". Doin# nothin# an" waitin# 8or the 5oat to capsi?e -+7. For the a"vocates o8 value clari=cation, values are a. 3niversal c. 15ective 5. 0ersonal ". 3nchan#in# -+. 4ith re#ar" to 5usiness, which "oes the Co"e o8 Ethics 21T sa9 a5out teachers a. A teacher shall aintain a #oo" reputation with respect to "e5ts loans an" other =nancial atters 5. 2o teachers shall 5e =nanciall9 intereste" in an9 coercial venture involvin# te:t5oo;s an" other school coo"ities where heshe can e:ercise oKcial inuence c. no teacher shall act as a#ent o8 te:t5oo;s an" other school coo"ities where heshe can e:ercise oKcial inuence ". a teacher a9 not en#a#e in an9 ;in" o8 5usiness
-6&. The ore consueristics a person is, the ore heshe #ets attache" to this aterial worl", the 8arther he is 8ro the universal sel8, the ore isera5le heshe 5ecoes. This is a teachin# a. Con8ucianis c. @in"uis 5. Taois ". !u""his -6-. 4ho 5elieve" that there shoul" 5e less reliance on the school, an" the worl" o8 wor; a. 0aolo Freire c. 0aul Goo"an 5. Ivan Illich ". Nean 0aul Sartre -6'. @uan "i#nit9 is inherent in ever9 person. This eans that a. The inner worth o8 a person "epen"s on what he has 5. The inner worth o8 a person "epen"s on how heshe loo;s c. The inner worth o8 a person "epen"s on what he can "o ". The inner worth o8 a person is in hiher she loo;s -6*. 4hich o8 the 8ollowin# runs counter to the "evelopent o8 honest9 an" accounta5ilit9 a. !ein# vi#ilant a5out wei#hts an" easures use" in the ar;ets 5. Eual pa9ent o8 #overnent eplo9ees pro"uctivit9 pa9 c. 0a9ent o8 ust wa#es to wor;ers an" eplo9ees ". Transparent in operations o8 the 5aran#a9 an" other or#ani?ations throu#h pu5lic reportin# -6/. 4hich are sai" to 5e our wellsprin# o8 e:cellence a. Thir" lar#est En#lishspea;in# nation, ti#er econo9, inventor o8 peoples power revolution 5. Ti#er econo9, superior huan resources c. Ti#er lar#est En#lishspea;in# nation, superior huan resources, inventor o8 peoples power revolution ". Ti#er econo9, the inventor o8 peoples power revolution, superior, huan resources -6+. 4hich aon# these #oals 8or chan#e was propose" 59 the oral Recover9 0ro#ra a. A sense o8 ustice an" outra#e over its violation, a sense o8 national pri"e, a sense o8 seriousness 5. A sense o8 national #ui"e, a sense o8 seriousness, sense o8 coon #oo" c. A sense o8 national #ui"e, a sense o8 seriousness, sense o8 national ustice an" outra#e over its violation ". A sense o8 national #ui"e, a sense o8 the coon #oo", a sense o8 ustice an" outra#e over its violation
-66. The co"e o8 ethics 8or teachers states that school oKcials shall encoura#e an" atten" to the pro8essional #rowth o8 all teachers. Accor"in# to the Co"e school oKcials can "o this 59B a. Givin# the "ue reco#nition 8or eritorious per8orance 59 allowin# the to participate in con8erences an" trainin# pro#ras ecoen"in# teachers 8or prootion 5. Recoen"in# teachers 8or prootion, or#ani?in# teachers in a pro8essional or#ani?ation c. Allowin# the to participate in con8erences an" trainin# pro#ras ". 1r#ani?in# teachers into a pro8essional or#ani?ation, #ivin# the "ue reco#nition 8or eritorious per8orance an" recoen"in# teachers 8or prootion -6). 4hich thrust on value 8oration is inten"e" to help the stu"ents i"enti89 an" 5e aware o8 their values a. Anal9sis c. Qalue inculcation 5. Qalue clari=cation "evelopent
". $oral
-67. The i"ea that there shoul" 5e less reliance on the school an" #reater use o8 e"ucation potential o8 the counit9 an" the worl" o8 wor; is the essence o8B a. Counit95ase" e"ucation 5. Foral e"ucation c. $ulti#ra"e teachin# ". $o5ile teachin# -6. It is sai" that the 5i# "raa "evelopent is pla9e" out in sall scenes. 4hich one "oes not serve as a 8urther e:planation o8 this stateent a. 1r"inar9 thin#s "one 59 or"inar9 people are the soli" 5uil"in# 5loc;s on which a nation "evelops 5. Details can a;e a si#ni=cant "i>erence c. $uch o8 our personal "evelopent an" pro#ress o8 the nation "epen"s on how e:traor"inar9 well we "o the or"inar9 thin#s ". Let us #ive attention to aor thin#s 5ecause the9 are the ones that atter -)&. 4hich o8 the 8ollowin# characteristics "oes not appl9 to 0latos ust societ9 a. The artists are creative 5. The lea"ers are wise c. The sol"iers are coura#eous ". The wor;in# class are teperant -)-. $artin !u5ers O "ialo#ic principleP reuires as restructurin# o8 societ9 which can 5e achieve" 59B a. Counis which cannot tolerate ultiplicit9 an" 8ree"o 5. Fascis which cannot allow "ialo#ue c. Deocrac9 which reuires centralistic political set up
". Deocratic socialis which a"vocates a #enuine "ialo#ue li8e -)'. 4hich o8 the 8ollowin# stateents a5out societ9 is TR3E a. Revolution pro"uce the opposite o8 their #oals 5. Ethnic cleansin# lea"s to social unaniit9 c. O Social e"ucation O lea"s to a ature societ9 ". Cooperative e"ucation is a eans to Social e"ucation -)*. 4hich o8 the 8ollowin# stateents "e=nes ethics a. The science o8 correct thin;in# 5. The stu"9 o8 5ein# a #eneral c. The stu"9 o8 the nature o8 huan ;nowle"#e ". The stu"9 o8 ri#htness or wron#ness o8 huan ;nowle"#e -)/. 4hich o8 the 8ollowin# "ose not characteri?e 8ascis a. A #overnent o8 laws an" not o8 en 5. Ri#i" hierarch9 an" authorit9 o8 sin#le lea"er c. $ilitarist, nationalist an" "ictatorial re#ie ". It usti=es an9 o8 its eans 59 its en" -)+. 4hich o8 the 8ollowin# is not Anarchis a. Free"o an" responsi5ilit9 5. Social or#ani?ation without hierarch9 c. E:tree view o8 in"ivi"ual 8ree"o ". Destruction o8 the state an" its supportin# institution -)6. In which o8 the 8ollowin# acts woul" 9ou attri5ute responsi5ilit9 a. A 5ar;eeper sells liuor to a inor not ;nowin# he is an a"ult 5. A 5ar;eeper sells liuor to a inor not ;nowin# it is ille#al to "o so c. A 5ar;eeper sells liuor to a client not ;nowin# it is containate" with poison ". A 5ar;eeper sells liuor not ;nowin# it woul" cause the "eath o8 a "ia5etic person -)). The values o8 the people are reveale" in the 8ollowin# approaches, E:cept 1ne a. 4hen the9 are as;e" to choose 8reel9 aon# alternative 5. 4hen the9 act out what the9 choose 5ut 8or a short while an" not repeate"l9 c. 4hen the9 act out what the9 choose ". 4hen the9 are as;e" to choose aon# alternatives -)7. To attain haron9 in societ9 people ust rule their su5ects with 5enevolence . whose teachin# was this
a. 5.
$ohaa" Hun#8u?u
c. !u""ha ". Lao T?u
-). The concept that school 8aile" to encoura#e positive learnin# an" were oppose" to the pro"uction o8 in"epen"entl9in"e" a"ults was populari?e" 59B a. 0aolo Freire c. 0aul Goo"an 5. Nohn Dewe9 ". Ivan Illich -7&. 4hich t9pe o8 conscience is possesse" 59 one who is e:treel9 ri#orous an" is constantl9 a8rai" o8 coittin# evil a. Scrupulous c. Certain conscience 5. La: conscience ". Certain conscience -7-. The 8ollowin# EMCE0T 12E are the stren#th o8 Filipino character a. 0a;i;ipa#;apwatao c. Fran;ness 5. Fail9 orientation ". No9 o8 huor -7'. 4hich o8 the 8ollowin# is the Aristotlelian "e=nition o8 happiness a. 1nes ultiate achieveents in li8e 5. A state a"e per8ectl9 the a##re#ation o8 #oo" thin#s c. The satis8action o8 all "esires an" the a5sence o8 pain ". The e:perience o8 the 8ul=llent o8 possi5ilities -7*. 1ne o8 the 8ollowin# stateents a5out passion is 21T TR3E a. 0assion "oes not a>ect voluntariness 5. 0assion a9 copletel9 "estro9 8ree"o c. passion ten"s to 5lin" the u"#ent o8 the intellect ". passion cannot a>ect 8ree"o -7/. 4hich "oes not characteri?e a nonviolent societ9 a. Solves pro5les in nona"versarial wa9 5. 0re8ers in"i#enous wa9s o8 solvin# pro5les c. A passive societ9 ". Solves pro5les in a noncon8rontational wa9 -7+. 4hich stateent hol"s true o8 values clari=cation a. Qalues are o5ective no person has the ri#ht set o8 values to pass on to others 5. It is eant to help stu"ents #et at their own 8eelin#s, i"eas, an" 5elie8s no person has the ri#ht set o8 values to pass on to others c. 2o person has the ri#ht set o8 values to pass on to others values are in"epen"ent o8 tie ". Qalues are in"epen"ent o8 tie, place, an" persons eant to help stu"ents #et at their own 8eelin#s an" i"eas
-76. !ase" on the Co"e o8 Ethics 8or teachers, which o8 the 8ollowin# a9 teachers 2ot "o a. 4elcoes the opportunit9 to lea" in 5aran#a9 5. Stu"ies an" un"erstan"s local custos an" tra"itions c. De"ucts points 8ro stu"ents scholastic ratin#s as a 8or o8 punishent ". Atten"s church an" worship o8 his choice o9 an" huor -7). 4hich t9pe o8 ustice iplies the "ut9 o8 one in"ivi"ual to #ive another what he is "ue a. International ustice 5. Distri5utive ustice c. Social ustice ". Coutative ustice -77. It is sai" that our level o8 achieveent is alwa9s lower than our level o8 aspiration. This su##ests thatB a. 4e shoul" ai hi#h 5. 4e shoul" not 5e over a5itious c. 4e shoul" thin; an" act local ". 4e shoul" set over aspirations 5ecause it is "aa#in# i8 we cannot reali?e the -7. Nohn Dewe9 a"vocates which o8 the 8ollowin# a. Soethin# is true i8 it wor;s 5. $oralit9 is 8or persons c. Ever9thin# in this worl" is tentative, a series o8 eans an" en"s ". 4hat is ri#ht or wron# "epen"s on the situation -&. 4hich is 21T the #oal o8 true authorit9 a. To 5rin# out the 5est in others 5. To set the e:aples 8or others c. To coerce others to "o what people in authorit9 "esire the to "o ". To help, 8ro an" #ui"e others --. In oral li8e, responsi5ilit9 "epen"s on ones ;nowin#l9 an" 8reel9 "oin# an act. In which o8 the 8ollowin# situations woul" 9ou attri5ute responsi5ilit9 a. A nurse a"inisters a e"icine "espite stron# "ou5ts a5out it 5. A 8our 9ear ol" =res a loa"e" #un ;illin# his own 8ather c. A person un;nowin#l9 passes counter8eit one9 ". An insane person stri;es soeones hea" with a haer -'. O Li8e is what 9ou a;e itP. 4hat 9ou 5ecoe is up to 9ou. This thou#ht coes 8ro theB a. E:istentialist c. I"ealist
5. Realist 0hilosophical anal9st
".
-*. Accor"in# to 0lato, the #oo" 8or o8 #overnent is a. 1li#arch9 c. eocrac9 5. Aristocrac9 ". $onarch9 -/. 4hich o8 the 8ollowin# wa9s o8 li8e re8er to Taois a. 0ractice an alle5racin# love 5. 0ractice the #ol"en rule c. Love one another ". !e natural -+. O 4ithout a vision, a people perish.P Sa9s the !oo; o8 0rover5s. This shows how iportant a vision is. 4hat "oes a vision 2ot "o to a persons li8e a. It #ui"es hiher to 8ollow the ost eKcient route 5. It "ilutes hisher attention c. It ;eeps hiher 8ocuse" on one "irection ". It ;eeps hiher inspire" -6. a. 5.
4hich lie is the worst o8 all lies An oKcious lie c. A alicious lie A aterial lie ". A ocose lie
-). 4hich o8 the 8ollowin# "oes not re8er to e:istentialis a. Each an shapes his own li8e an" "estin9 5. E:istence eans sel8choice an" sel8 "eterination c. E:istence eans creativit9 an" uniueness
". Social e:istence eans anarch9 an" violence -7. 4hich is ethical 8or a teacher to "o in a situation where shehe 8alls in love with a stu"ent or when a stu"ent 8alls in love with hisher teacher a. The teacher avoi"s that learner 5. The teacher e:ercise "iscretion to avoi" scan"al an" #ossip an" pre8erential treatent o8 that learne" c. The teacher resi#ns 8ro hisher teachin# o5 ". The teacher a"vises the stu"ent to "iscontinue with hisher stu"ies -. 4hich o8 the 8ollowin# stateents is 21T TR3E o8 an i"eal social principle a. Restructure societ9 to crates a union o8 counities 5. A"vocate "irect li8erelations 5etween en an" en c. Deephasi?e centrali?ation o8 power ". A"vocate an ethics o8 anipulation '&&. I8 a ruler wants to aintain hisel8 in power he ust #overn 59 oral power. 3pon whose teachin# is this 5ase" a. Hun#8ut?u c. !u""ha 5. Lao T?u ". $ohaa" OLearn 8ro 9our critics an" #row. Accept criticiss #la"l9. Let it in one ear an" out at the other.P Stevie Sith
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