PROFESSIONAL EDUCATION:
1. In the Education Act of 1982, which is NOT a teacher's right? a. Free ega ser!ice for cases connected with "rofessiona duties #. Fiing anon$%ous co%"ain against su"eriors c. Free e&"ression of o"inion and suggestions d. oining a#or organi(ations "ro%oting teachers' wefare 2. )hich "iar of earning is ai%ed at the hoistic de!eo"%ent of %an and co%"ete fufi%ent? a. *earning to #e #. *earning to i!e together c. *earning to do d. *earning to +now . Internationa educators "ro"ose a definition of the ter% go#a co%"etence. )hat is the -OT a""ro"riate characteristic of a go#a$ co%"etent indi!idua? a. /a!ing the "rofessiona co%"etence to s"ea+ a foreign anguage #. A#iit$ to #eco%e fa%iiar with a new cuture and wor+ en!iron%ent c. /a!ing the intercutura faciit$ of effecti!e two0wa$ co%%unication d. /a!ing an o"en %ind whie acti!e$ see+ing to understand nor%s and wor+ effecti!e$ outside one's en!iron%ent. . The hii""ine Educationa s$ste% was esta#ished on anuar$ 21, 1931 through Education Act of 1931. )ith the issuance of the act, resident -c4ine$ instructed the hii""ine 5o%%ission to ha!e Engish as t he co%%on anguage the "eo"e. The %ain reason for the one0 anguage "oic$ is to . a. ro%ote Engish as a anguage.
#. ro"agate the use of Engish as the anguage if the A%erican occu"$ing the hii""ines during the ti%e. c. Ac+nowedge that Engish is the anguage of #usiness, science and technoog$ and the technoog$ and higher education.
d. 6nif$ the regions since a great nu%#er of anguage were s"o+e throughout the countr$. 7. A father used to te her daughter ou are a wo%an. ou are %eant for the ho%e and so for $ou, going to schoo is not necessar$. Is the father correct? a. It de"ends on the "ace whe re the daughter and father i!e. #. No, there is no such thing as gender ine:uait$ in education. c. es, #ecause wo%en are %eant to #e %others. d. No, toda$ there are a ot of wo%en who do the ;o# of %en. <. The s"eciai(ation re:uired of e!er$ "rofessiona teacher for hi%=her to #e co%"etent is in ine with which "iar of earning? a. *earning to i!e together #. *earning to +now c. *earning to do d. *earning to #e >. In ine with the strengthening of ethica and s"iritua !aues, reigious instruction sha ta+e "ace in the "u#ic schoos with the foowing conditions E5ET one. )hich is the e&ce"tion? a. It is o"tiona. #. The instructors %ust #e designated or a""ro!ed #$ the reigious authorities of the reigion to which chidren=wards #eong. c. arents=guardians e&"ress their desire in writing that their chidren=wards #e taught reigion in schoo. d. The go!ern%ent shouders the e&"ense for such teaching. 8. )hich test ite% is in the highest e!e of @oo%'s ta&ono%$ of o#;ecti!es?
a. E&"ain how trees recei!e nutrients. #. E&"ain how a tree functions in reation to the ecos$ste%. c. ate three different %ethods of controing tree growth. d. )rite a "aragra"h that o#ser!es coherence unit$ and !ariet$
9. )hich according to A 9177 is considered the heart of the for%a education s$ste%? a. The schoo #. The "u"i c. The cassroo% d. The teacher 13. Transfor%ing certified s+is into "ersona co%"etence is the concern of which "iar of earning? a. *earning to #e #. *earning to do c. *earning i!e together d. *earning to +now 11. )hich "hioso"h$ "rocai%s the s"iritua nature of %an and stresses that the hu%an s"irit, sou or %ind are the %ost i%"ortant ee%ents in ife? a. /u%anis% #. erenniais% c. E"icureanis% d. Ideais% 12. "ecia Education cee#rates its 133th $ear as a thrust of Be"Ed. -eeting the educationa needs of gifted students is chaenging. )hich of these is NOT a s"eciaised "rogra% for the gifted? a. /onor 5asses #. *earning 5usters c. ef0directed *earning d. One 5urricuu% fits0a 1. )hich of these is NOT an indicator of a su""orti!e earning en!iron%ent?
a. Increase in student #onding to schoo. #. )ar% and friend$ at%os"here.
c. /igh dro"out rates. d. tudents ta+e "ersona res"onsi#iit$ for their earning and #eha!iour 1. )hat is the "ri%ar$ funda%enta :uestion in e&a%ining a curricuu%? a. )hat educationa e&"eriences can #e "ro!ided that is i+e$ to attain these "ur"oses? #. /ow can these educationa e&"eriences #e affecti!e$ organi(ed? c. )hat educationa "ur"oses shoud the schoo see+ to attain? d. /ow can we deter%ine whether these "ur" oses are attained or not? 17. ou woud i+e to assess students' a#iit$ to write a "ortfoio. )hat t$"e of test wi deter%ine their a#iit$ to organi(e ideas and thin+ critica$? a. *ong test #. Essa$ test c. u%%ati!e test d. For%ati!e test 1<. Identif$ as the ninth inteigence which is descri#ed as the a#iit$ to see+ connections in!o!ing one's "ace in the fa%i$, schoo, co%%unit$ and roe in the word . The$ as+ wh$ are we here? This inteigence is ter%ed C. a. E&istentia #. Inter"erson a c. Naturaist d. Intra"ersona
1>. The continuous "rogression sche%e introduced in the Ee%entar$ e!e in the hii""ines in the schoo $ear 19>3019>1 had its o#;ecti!eD a. -aster$ of 's #. -ass ro%otion c. Access to Education d. u"is "rogression according to ca"acit$
18. ou were tas+ed to test this h$"othesis. The %ore a teacher +nows a#out a s"ecific su#;ect %atter, the #etter he=she can teach it. )hich !aria#e coud #e used as the de"endent !aria#e? a. ersonait$ traits of the teacher #. -oti!ation fro% the schoo head c. Teacher's $ear$ "erfor%ance e!auation rating d. Incenti!es offered to teachers 19. A teacher is said to #e a trustee of the cutura and educationa heritage of the nation and is under o#igation to trans%it to earners such heritage. )hich "ractice %a+es hi%=her fufi such o#igation? a. 6se interacti!e teaching strategies. #. O#ser!e continuing "rofessiona education. c. tud$ the ife of Fii"ino heroes. d. 6se the atest educationa technoog$. 23. our cass has se!era I Indigenous eo"e chidren. )hich one wi faciitate "u"is' earning? a. Grou" the cass "er%anent$ #$ ethnic srcin. #. -a+e the cass fee that %ore is e&"ected of non0I chidren. c. -a+e the I chidren fee "roud of the%se!es. d. tress the idea that I chidren are different fro% the rest. 21. residentia Becree <3 rues a#outD a. Adut Education
#. "ecia Education c. @oard of rofessiona Teachers d. Education For A 22. Teacher F is con!inced that whene!er a student "erfor%s a desired #eha!ior, "ro!ided reinforce%ent and soon the student wi earn to "erfor% the #eha!ior on his own. On which "rinci"e is Teacher F's con!iction #ased?
a. 5ogniti!is% #. En!iron%entais%
c. @eha!ioris% d. 5onstructi!is%
2. Teacher @ #eie!es that the earner can choose what he can #eco%e des"ite his en!iron%ent. a. ationaist c. E&istentiaist #. @eha!iorist d. rogressi!ist 2. This %ethod reies hea!i$ u"on showing the earners a %ode "erfor%ance. a. Acti!it$ e"orting #. Be%onstration
c.
d. Fied tud$
27. The "rinci"e of indi!idua differences ena#es a teacher to
. a. ro!ide different acti!ities
to %eet student needs. #. educe studentsH engage%ent in earning. c. e:uires %uch ti%e to teach. d. Treat a earners ai+e whie inside the cassroo%. 2<. The schoo conducted a genera student eection for the u"re%e tudent 5ounci. The eection is "atterned after the 5O-E*E5 s$ste%. The schoo is using what +ind of techni:ue? a. $%"osiu%
c. ane
#. i%uation
d.
2>. @a#$ ta+ or chidish %is"ronunciation is fre:uent$ regarded as cute #$ "arents and reati!es not +nowing that this attitude %ight create a s"eech ha(ard on the "art of the #a#$. If "arents hear their chidren %is"ronounce words, the$ %ustD a. 5orrect their %ista+es. #. As+ the chid to re"hrase the state%ent.
c. Ignore the state%ent unti the chid sa$s it correct$ on his own. d. es"ond to the content of the state%ent and ignore the error.
28. Teacher A #eie!es that the earner is the "roduct of his en!iron%ent. o%eti%es he has no choice. /e=she is deter%ined #$ his en!iron%ent. a. ationaist c. E&istentiaist #. @eha!iorist d. rogressi!ist 29. In ine with the "hioso"h$ of econstructi!is%, which of the foowing shoud #e gi!en e%"hasis in teaching? a. To see+ a #etter "osition in the societ$ #. To co%"are onesef with the ess fortunate c. To #eco%e econo%ica$ sef0reiant d. To designate oneHs su"eriorit$ o!er the others 3. According to 4aucha+ and Eggen this is the strategies curricuu%.teachers use to he" reach earning goas in a. Instructio n #. Techni:ue s c. -ethods d. 5ontent tandards 1. This is the "rocess of re:uiring students to de%onstrate understanding of the to"ics the$ stud$ as %easured #$ standardi(ed tests as we as hoding educators res"onsi#e for student's "erfor%anceD a. Aternate ector #. Accounta#iit $ c. Frag%entation d. O!era""ing
2. The de!eo"%ent of understanding during ear$ chidhood are as foows, e&ce"t D a. a#iities to reason and to see reationshi". #. sensor$ e&"eriences.
c. a#iit$ to e&"ore their en!iron%ent. d. a#iit$ to as+ :uestions. . )hich genera "rinci"es of de!eo"%ent is :uestiona#e? a. Be!eo"%ent is a continuous "rocess. #. The se:uence of de!eo"%ent is the sa%e for a chidren. c. -aturation has nothing to do with de!eo"%ent. d. 5ertain refe&es "resent at #irth antici"ate !ountar$ %o!e%ent. . Teacher rates the art wor+ of her students not ;ust on the %erit of its a""ea to the senses #ut aso considers its uni:ueness and the res"onsi#iit$ that e!er$ student has gi!en in acco%"ishing the tas+. This "ractice shows how Teacher u"hods this +ind of "hioso"h$D a. #. eais% econstructi!is%
Ideais% d.c. E&istentiais%
7. Teacher ensures to "ut a certain a%ount of his %onth$ earnings in the #an+. At the end of the schoo $ear, he used a his sa!ings in !isiting "aces rich of cutura heritages rather than of #u$ing e&"ensi!e cothes, ;eweer$, and atest gadgets. This shows that Teacher is an ad!ocate of what +ind of "hioso"h$? a. rag%atis% #. erenniais%
c. Naturais% d. Essentiais%
<. 5hidren in the ear$ chidhood e&"ress their interest in their #od$ #$D a. oo+ing at the%se!es in the %irror. #. oo+ing at the "icture of adut %en and wo%en. c. co%%enting on !arious "arts of the #od$ and as+ :uestions a#out the%. d. co%"aring the%se!es with others.
>. In esson "anning, is it ad!isa#e to ha!e a %enta "icture on how $ou are going to e!auate $our students' earning as $ou write $our esson o#;ecti!es?
a. No, #ecause e!auation is :uite different fro% o#;ecti!es. #. es, #ecause this wi ensure !a id e!auation too s since the esson o#;ecti!es are the #asis for e!auation. c. No, #ecause esson o#;ecti!e for%uation gets deraied. d. es, #ecause o#;ecti!e and e!auation are the Jrst and ast "arts of a esson "an. 8. If a reader is !ocai(ing his thoughts to #e a#e to understand the ne&t, what %etacogniti!e strateg$ is he using? a. e:uest rocedure #. Birected eading0 Thin+ing Acti!it$ c. Thin+0 Aoud trateg$ d. eci"roca Teaching 9. esearch on teacher0effecti!eness "ractices has shown that
.
a. Teaching "rocedures on cassroo% routines ear$ in the schoo $ear are essentia. #. Birections shoud #e few and #est dei!ered in a casua %anner. c. anning has itte i%"act on student earning. d. Kuestioning strategies are ineffecti!e %onitoring techni:ues. 3. Teacher B's esson o#;ecti!e isD To trace the causes of A(hei%er's disease. )hich is a !aid test for this "articuar o#;ecti!e? a. 5an an A(hei%erHs disease #e traced to od age? E&"ain $our answer. #. )hat is an A(hei%er Hs disease? c. Bo $oung "eo"e aso get attac+ed #$ A(hei%erHs disease? u""ort $our answer. d. To what factors can A(hei%er's disease #e traced? E&"ain.
1. )hich acti!it$ is idea for a chid entering the atenc$ "eriod? a. ;oining fied tri"s #. hanging out with the sa%e gender
c. "a$ing hide and see+ with aduts d. hanging out with the o""osite gender 2. Incucating the s"irit of e%"ath$ a%ong earners fufi which "iar of earning? a. *earning to +now #. *earning to #e c. *earning to do d. *earning to i!e together . One facet of understanding, an e!idence of earning is "ers"ecti!e. )hich is an indicator of "ers"ecti!e? a. A #right student refuses to consider that there is another corrects soution to the "ro#e% a"art fro% hers. #. A student e&"ains the argu%ents for and against the ac:uitta of /u%#ert )e## and grou". c. A teacher cannot acce"t o"inions different fro% hers. d. A %other cannot understand wh$ her chid's "erfor%ance is #eow "ar. . The #enefit of eading Aoud is that chidren earn C. a. To %a+e "redictions #$ e&a%ining "ictures and istening for cues. #. New !oca#uar$ in %eaningfu conte&ts. c. To !aue the "resence of their friends as the$ read together. d. To use their i%aginations to e&"ore new ideas as the$ istening to #oo+s. 7. )hich of the foowing issues t$"ica$ creates a ot of confict #etween %ost teens and their "arents? a. serious issues of drug and acoho use. #. tri!ia issues of hair, cothing, and %usic choices. c. issues of "ost con!entiona %orait$. d.
issues of achie!ing an identit$.
<. -r. 5ru( e&e%"ifies an idea tea cher and son. /e is co%"etent in his fied #ased on the !arious recognitions that he recei!ed fro% his schoo. As a dutifu son, he assu%es a the res"onsi#iities of raising his fa%i$ this incudes his "arents, si#ings, and their own fa%iies L gi!ing a their needs and wants. The fufi%ent of these is the negect of the res"onsi#iities to hi%sef. This attitude of -r. 5ru( is against what +ind of "h ioso"h$? a. E&istentiais% rag%atis% #. 5onstructi!is% /u%anis%
c. d.
>. MEducation is a continuous "rocess of e&"eriencing and of !isiting or reorgani(ing e&"eriences Maccording to a rogressi!ist. )hat does it %ean? a. Education #egins and ends in schoo. #. Education ta+es "ace an$ti%e and an$where. c. Education ha""ens for%a$ and infor%a$. d. Education goes on throughout ife. 8. egarding adoescence, which of the foowing state%ent shoud #e o%itted? a. it #egins with the onset of "u#ert$. #. it is a ti%e where the $oung "erson is no onger a chid #ut is not $et an adut. c. it ends when "u#ert$ is co%"ete. d. it is a ti%e of "reoccu"ation with one's own thought. 9. Foowing iaget's Theor$ of 5ogniti!e Be!eo"%ent, -s. a%ire( "ro!ides her students !aried acti!ities that ena#e the% to cassif$ o#;ects according to %ore than one !aria#e, ran+ order ite%s in ogica series and understand that a%ount of %ass or i:uid do not change #ecause their sha"e does. These de!eo"%ents can #e e&"ected to #e "erfor%ed #$ .
a. reschooers #. 5oege students c. /igh schoo students d. Ee%entar$ schoo chidren
73. )hich "s$choogica theor$ states that the %ind insists on finding "atterns in things that contri#ute to the de!eo"%ent of insight? a. @runnerHs theor$ #. Gestat "s$choog$ c. iaget's "s$choog$ d. 4oh#erg's "s$choog$ 71. )hat is an a""ication of @F +inner's o"erant conditioning theor$? a. 6se of I5T in the cassroo% #. 5onstructi!ist teaching c. Action research d. 5o%"uter0#ased sef instruction 72. The conce"t of @F +inner as to the rewards and "unish%ent, what coud occur if too %uch e%"hasis on "unish%ent for %is#eha!ior and too itte e%"hasis on rewards for good #eha!ior can ead to . a. sef0"it$ #. insecurit$ c. re#eion and deter%ined to get e!en d. inferiorit$ co%"e& 7. There is a negati!e correation #etween a%ount of "ractice and nu%#er of errors in tennis. )hat does this %ean? a. The decrease in the a%ount of "ractice so%eti%es affects the nu%#er of errors. #. The increase in the a%ount of "ractice does not at a affect the nu%#er of errors. c. Becrease in the a%ount of "ractice goes with decrease in the nu%#er of errors.
d. As the a%ount of "ractice increases, the nu%#er of errors decreases.
7. A curricuu% shoud on$ incude those that ha!e sur!i!ed the test of ti%e and co%#ine the s$%#os of iterature, histor$, and %at he%atics. Thus, curricuu% i+e this contains !aues that are constant and uni!ersa. )hat "hioso"h$ descri#es this +ind of curricuu%? A. Ideais% @. erenniais%
5. /u%anis% B. Essentiais%
77. In the ocia cience cass of Teacher G, students identif$ the !arious socia and econo%ic "ro#e%s that re:uire urgent soutions. The$ not on$ discuss the wa$s to address it #ut aso agreed to "artici"ate in so!ing the%. )hat +ind of "hioso"h$ does this cass u"hod? A. Naturais% @. 5onstructi!is%
5. rogressi!is% B. econstructi!is%
7<. -ar+ing on a nor%ati!e #asis %eans that
. a. Fewer students
%ust get high %ar+s. #. Grades show how a student achie!es reati!e to others students. c. o%e students %ust fai. d. The nor%a cur!e of distri#ution shoud #e foowed. 7>. A "h$sica or %enta i%"air%ent that su#stantia$ i%its or restricts the condition, %anner, or duration under which an a!erage "erson in the "o"uation can "erfor% a %a;or i fe acti!it$, such as wa+ing, seeing, hearing, s"ea+ing, #reathing, earning, wor+ing, or ta+ing care of o nesef. a. /andica " #. Bisorder c. I%"air%e nt d. Bisa#iit$
78. The decision to foow a criterion0referenced orientation in inter"reting test scores wi co%%unicate . a. the s"read of scores in a cass.
#. the o!er0a "erfor%ance of a "articuar cass. c. how %uch of the test content the chidren were a#e to hande. d. the ran+ing of the students in a section. 79. )hat is the @ET %eaning of coa#oration in schoos? a. It is su""ort for the #eginning teachers #. It is wor+ing inde"endent$ to deter%ine i%"act of "ractice c. It is identif$ing %entors a%ong the e&"erienced teachers d. It is wor+ing interde"endent$ to ana$(e "rofessiona "ractice <3. If we want chidren to treat each other with courtes$ and dignit$, then we %ust do the sa%e to the%. I f we $e at chidren, the$ wi soon #e shouting at each other. These #eha!iors are i+e$ to #e de%onstrated #$ chidren #ecause a. The$ are i%itati!e. #. The$ earn #est #$ o#ser!ing a %ode. c. The$ are he"ess and entire$ de"endent on aduts. d. The$ are afraid of their teachers if the$ fai to foow. <1. Teacher / cass is engage in "ro#e% so!ing acti!it$ which in a wa$ is a refection of the "ersona and socia e&"eriences. The "ur"ose of this acti!it$ is for the students to ac:uire the s+is that can he" the% in so!ing their own rea0ife "ro#e%s. )hat "hioso"h$ can #est descri#e this? a. eais% c. rogressi!is% #. Ideais% d. E&istentiais% <2. )hat coud #e an a""ro"riate research a""roach to deter%ine the factors that contri#ute to schoo effecti!eness?
a. Esta#ish #ench%ar+s fro% a case of schoo that is consistent$ to""ing the nationa e&a%inations. #. 5onduct an in!entor$ of instructiona resources #eing in a schoos. c. Introduce an inter!ention "rogra% in schoos consistent$ "erfor%ing ow in nationa assess%ent tests.
d. 5o%"are the achie!e%ent scores of students fro% the ur#an centers with those fro% the rura areas. <. -r. and -rs. 5ru( gi!e their chid the freedo% to run, go #i+ing, s+ate and side. )hat is the cou"e aowing their chidren to de!eo"? a. Autono% $ #. Inferiorit $ c. Initiati!e d. Guit <. E!er$ %orning, -rs. Trisha woud scod her son for not J&ing his #eddings cai%ing that her son was od enough to do so. @ut when -rs. T risha's son as+ed "er%ission to attend a "art$, she cai%ed that he was sti too $oung to do so. )hat coud #e the effect of the situation to -rs. Trisha's son? a. Guit #. Initiati!e c. oe confusion d. ef0estee% <7. ou want $our #etter students to o!er earn what the$ ha!e earned and at the sa%e ti%e he" others to %aster the esson. )hich acti!it$ is #est? a. ound o#in #. ractice c. eer tutoring d. i%uation <<. 4e$ factors in de!eo"ing effecti!e earning en!iron%ents are cassroo% disci"inar$ ci%ate and teachers' sef0efficac$. )hich concusion c an #e deri!ed fro% this state%ent?
a. tudents who are su#;ected to disci"inar$ %easures contri#ute to an effecti!e earning en!iron%ent. #. A disci"inarian teacher creates a fa!oura#e en!iron%ent. c. The teacher is the +e$ to an effecti!e earning en!iron%ent.
d. The disci"ine fro% an authoritarian teacher $ieds a conduci!e earning at%os"here. <>. rinci"a 5 shares this thought with his teachersD u#;ect %atter shoud he" students understand and a""reciate the%se!es as uni:ue indi!iduas who acce"t co%"ete res"onsi#iit$ for their thoughts, feeings, and actions. Fro% which "hioso"h$ is this thought #ased? = Teacher teaches her students to a""reciate the%se!es as uni:ue indi!iduas and are to acce"t the res"onsi#iit$ to their feeings, actions and thoughts. he u"hods the "hioso"h$ of C. a. erenniais% c. E&istentiais% #. Essentiais% d. rogressi!is% <8. A Grade < twe!e0$ear0od #o$ co%es fro% a d$sfunctiona fa%i$ and has #een a#used and negected. /e has #een to or"hanages and three different ee%entar$ schoos. can decodeora$ at the second grade e!e, #ut he can/e co%"rehend %aterias at the fourth or fifth grade e!e. The %ost "ro#a#e causes=s of this student's reading "ro#e% is=are . a. Neuroogica factors #. I%%aturit$ c. oor teaching d. E%otiona factors <9. Teacher F narratesD I went through a test where I was as+ed how the in+ #ots a""eared to %e. )hat test did Teacher F "ro#a#$ undergo? a. orschac h #. @oo%#er g c. )echser
d. @enton >3. )ho a%ong the foowing %anifests %otor de!eo"%ent? a. Gina who +nows how to contro his e%otions #ecause he coud not ride the %otorc$ce. #. O"rah who recogni(es the different si(es of to$s gi!en to hi%.
c. *eonard who has "a$%ates within the neigh#orhood and is "o"uar a%ong +ids. d. Bennis who earns how to wa+, run, steer, and ;u%". >1. )ho coined the ter% Eectra 5o%"e&? a. ean iaget #. 5ar Gusta! ung c. ig%und Freud d. George -ier >2. Teacher asserts that he needs to %a+e his students get interested in the su#;ect whether the$ i+e it or not or %a$ not get interested at a. This is %ore the thin+ing of a=an . a. Essentiaist #. econstructi!ist c. @eha!ioris t d. erenniai st >. our teacher is of the o"inion that the word and e!er$thing in it are e!er changing and so teaches $ou the s+i to co"e with the changes. )hich in his go!erning "hioso"h$? a. E&"eri%entais% c. Ideais% #. E&istentiais% d. eais% >. )ho a%ong the foowing is a true fe%ae? a. Tri&ie, secretes testosterone and has nocturna e%issions. #. Bo$, found and chro%oso%es after a BNA test. c. Gia, secretes estrogen and "rogesterone.
d. att$, who ad%itted to # e a for%er Artificia Inse%ination donor. >7. )hich acti!it$ shows a chid ess than a $ear od can attend to %ore than one sti%uus at a ti%e?
a. 5an oo+ at a #oo+ whie istening to a stor$. #. 5an cr$ whie shouting at the %other. c. 5an see" whie drin+ing %i+. d. 5an "a$ !ideo ga%e whie ta+ing o!er the "hone. ><. )hen schoo chidren #eco%e %ischie!ous, e&"osi!e, re#eious or a"athetic, the teacher shoud Jrst oo+ into the "re!aiing cassroo% %anage%ent "ractice. )hat shoud #e the Jrst ste" for the teacher to do? a. -a+e a ho%e !isit of a the chidren to Jnd out ho%e #ac+ground #. esearch on the #eha!ior of the chidren at ho%e and co%%unit$ c. 5hec+ on the a""ro"riate tas+ assigned for each earner. d. 5hange the cassroo% decoration, e:ui"%ent and audio0!isua. >>. It is the distance #etween the actua de!eo"%enta e!e as deter%ined "ro#e% "ro#e% so!ing and the e!e of "otentia#$ asinde"endent deter%ined through so!ing under adut guidance or in coa#oration with %ore ca"a#e "eers. a. one of ro&i%a Be!eo"%ent #. 5r$stai(ed Inteigence c. O#;ect er%anence d. E&tinction @urst >8. )hich order foows the #asic rue in fra%ing interaction? a. 5a on a studen t, as+ the :uestion, "ause. #. As+ the :uestion, "ause, ca on a student. c. 5a on a student, "ause, as+ the :uestion. d. As+ the :uestion, ca on a student, "ause.
>9. /ow can -rs. Gue!arra he" a chid who a""ears sh$ and aoof #ecause she was se&ua$ a#used? a. As+ the chid to #e in the co%"an$ of friend$ and %ore acco%%odating cass%ates. #. As+ the schoo nurse to "ro!ide hi% with good su""$ of !ita%ins.
c. Ta+ to the chid's "arents on the "ossi#iit$ of ha!ing the o#!ious disa#iit$ corrected. d. Ad!ice his "arents to "ro!ide hi% %ore e&ercise and #aanced diet. 83. )hich of the foowing !iews of the curricuu% does NOT #eong? a. A earning e&"erience organi(ed #$ the schoo that the earners undergo #. A #od$ of su#;ects "re"ared #$ the teacher c. tudents course re:uire%ents d. *ist of courses re:uired of students 81. -artin has the a#iit$ to +now where he is in reati!e and J&ed ocations. /e aso "ossesses the a#iit$ to acco%"ish tas+s re:uiring three0di%ensiona !isuai(ation and "ace%ent of hands on other "arts of the #od$. )hich %uti"e inteigence is do%inant in hi%? a. *inguisti c #. "atia c. Naturaistic d. *ogica 82. The re"resentation in the %ind of a set of "erce"tions, ideas, and=or actions, which go together. a. che%a #. O"eration c. Egocentris % d. Assi%iatio n 8. )hich of these state%ents is the effecti!e wa$ of co%%unicating the !ision0 %ission state%ent of the schoo?
a. Aign acti!ities, "rogra% and "ro;ects to the schoo !ision0%ission. #. hare !ision0%ission a%ong sta+ehoders. c. -e%ori(e the !ision0%ission state%ent. d. For% co%%ittees to de!eo" and=or re!ise the !ision0 %ission state%ent.
8. The %arriage of an A%erican %ining engineer and a Fii"ino Grade choo teacher is an e&a%"e ofD a. A%aga%ati on #. Accuturatio n c. Assi%iation d. Acco%%odation 87. -rs. e$es atte%"ts to de!eo" her "u"i's %etacogniti!e s+is, hence which of the foowing does she e%"hasi(e? a. Thin+ing a#out thin+ing #. 5o%"are and contrast c. eca the facts d. aise the "ro#e% 8<. )hich is not a atent function of education? a. Be!eo" socia networ+s #. Trans%itting cuture c. 5reation of generation ga" d. estrict so%e acti!ities 8>. Of the foowing, who is identified as the Father of @ureaucratic Thought and stated that the co%"onents of socia stratification are econo%ic resources, "ower and "restige? a. E%ie Bur+hei% #. -a& )e#er c. 4ar -ar& d. Tacott arson
88. Of the foowing, which wi not he" a teacher understand his %uticutura earners? a. Get to +now each student as a uni:ue indi!idua.
#. *earn as %uch a#out the racia, ethnic, cutura and gender grou"s other than $our own. c. tereot$"e so that the teacher coud ado"t a unifor% teaching strateg$=a""roach=techni:ue. d. E&a%ine $our own #iases and "re;udices and stri!e to do so%ething a#out the%. 89. The foowing are #asic assu%"tions that coud he" and enhance teacher's understanding and a""reciation of his=her students, e&ce"tD a. No two earners are e&act$ the sa%e. #. 5hidren in a cassroo%s are heterogenous. c. 6nifor% strategies shoud #e e%"o$ed in order to assure unifor% and :uait$ education. d. tudent's #ac+ground and e&"eriences shoud #e considered when teaching. 93. )hen as+ed a#out her order, a itte gir tes the waiter ung +aga$a +aha"on . )ith iaget's theor$ in %ind, what is the itte gir's #eha!ior caed? a.Transducti!e reasoning #. 5onser!ation c. e!ersi#iit$ d. re0o"erationa egocentris% 91. Teacher does not agree with one egiti%ate schoo "oic$ in a %e%orandu% of the schoo head. )hat is ethica for hi% to do? a. ee+ audience with schoo head to "ersuade the% to a#andon such "oic$. #. O"en$ e&"ress his disagree%ent against that egiti%ate "oic$ for he cannot #e h$"ocrite. c. Biscuss the "oic$ in cass and insinuate to the students his senti%ent against the "oic$. d. E&ert an honest effort to understand, su""ort the egiti%ate "oic$ and
re:uest for an audience with the schoo head.
92. Teacher N sees to it that her cassroo% is cean and order$ so her "u"is wi ess i+e$ disarra nge seats and itter on the oor. On which thought is her action #ased? a. rogressi!is % #. E&istentiais % c. @eha!ioris % d. E"icureanis% 9. )hich is NOT a%ong the %a;or targets of the 5hid0 Friend$ choo $ste% 5F? a. A chidren <012 $ears od are enroed in ee%entar$ schoos. #. A grade si& students "ass the di!ision, regiona nationa tests.education c. A chidren co%"eteand their ee%entar$ within si& $ears. d. A schoo chidren are friend$. 9. )i $ou #e %ore student0centered or teacher0 centered if $ou use the cogniti!e a""roach? a. Be"ends on the nature of the su#;ect %atter. #. Teacher0 centered c. tudent0centered d. Be"ends on the a#iit$ of $our students 97. Technoog$ integration is using earning technoogies to introduced, reinforce, su""e%ent and e&tend s+is. )hich "ractice !ioates this state%ent? a. Education T is su#stitute for the teacher. #. The dri cards in ta#e of %uti"ication are used for the esson %aster$.
c. Teacher writes notes on the cha+#oard d. The go#e is used to teach anet Earth. 9<. There is state%ent that sa$s, No a%ount of good instruction wi co%e out without good cassroo% %anage%ent. )hich of the foowing #est e&"ains this state%ent?
a. Good instructions is e:ua to effecti!e cassroo% %anage%ent. #. There %ust #e cassroo% %anage%ent for instruction to $ied good outco%es or resuts. c. 5assroo% %anage%ent %eans good instruction d. 5assroo% %anage%ent is i%"ortant to effect good instruction. 9>. )hich is an effecti!e techni:ue in teaching chidren in the e%ergent iterac$ stage? a. I%"osing the use of correct s"eing when writing. #. Gi!ing of isoated word dris and %e%ori(ation of rues. c. ro!iding acti!ities that et the% en;o$. d. /a!ing a "rint0 rich cassroo%. 98. It is ad!isa#e to "ro%ote %ani"uati!e %aterias to chid in his ear$ chidhood to de!eo"D a. ost0con!entiona %orait$. #. @etween con!entiona and "ost0con!entiona %orait$. c. re0con!entiona %orait$. d. 5on!entiona %orait$. 99. rofessor @ once saidD )e ta+ of de!eo"ing critica thin+ing a%ong our students, #ut when the$ disagree with us we get offended. To which Fii"ino trait does this "oint? a. E&tre%e authoritarianis% #. *ac+ of su#;ecti!it$ c. In:uisiti!eness of the Fii"ino outh d. The ac+ of seriousness a%ong Fii"in os 133. )atson a""ied cassica conditioning in his e&"eri%ents and the resuts showed that #eha!ior is earned through sti%uus0res"onse associations,
s"ecifica$ the de!eo"%ent of e%otiona res"onses to certain sti%ui. This he"s us in . a. 5onnecting o#ser!a#e #eha!iora sti%uus.
#. 6nderstanding fears, "ho#ias and o!e. c. Inter"reting refe&es as e%otions. d. understanding the roe of o!ert #eha!ior. 131. A negati!e discri%ination inde& of a test ite% tes that "articuar test ite% ac+s . a. O#;ecti!it $ #. eia#iit$ c. 5ontent !aidit$ d. 5onstruct !aidit$ 132. After scoring, Teacher G got the difference of the highest and owest score in each cass. )hat did she co%"ute? a. -ean #. ange c. -edian d. tandard de!iation e. -ode 13. If $ou want $our students to de!eo" reading co%"rehension and earning strategies, which one shoud $ou e%"o$? a. eer tutoring #. -aster$ earning
c. eci"roca teaching d. 5oo"erati!e earning 13. )hich is a cassroo% a""ication of $gots+$'s idea of scaffoding? a. Gi!e the earner a tas+ that chaenges her a#iit$. #. Fro% the start ea!e the earner to hersef #ecause she has the "ower for sef0 earning. c. BonHt s"oi the earner #$ doing what she ought to do. d. Gi!e the earner the necessar$ assistance unti she can #e on her own.
137. )iggins and -cTighe 1998 %aintain that in 6nderstanding #$ Besign 6@B, the theor$ of understanding and #ac+ward design "rocesses are co%"ati#e with "ro#e%0#ased earning. The$ su""ort the idea that the de!eo"%enta e!e of student wi deter%ine how %uch conce"tuai(ation is a""ro"riate. a. genera #. concret e c. a#stract d. in0 de"th 13<. Bo not cheat. 5heating do es not "a$. If $ou do, $ou cheat $oursef sa$s the !oiceess !oice fro% within $ou. In conte&t of Freud's theor$, which is=are at wor+? a. Id #. Id and Ego interact c. Ego d. u"erego
13>. -iss 5aros is an ee%entar$ grades teacher in a rura co%%unit$ not reached #$ eectricit$ $et, #ut she has so%e ta"es which can #e usefu to teach the to"ics on weather. )hat "ractica audio0!isua %ateria shoud she use instead? a. ictures #. oweroint "resentation c. Trans"arenc ies d. Fi%s 138. -iss e$es o#ser!ed that one of her students e&ces in acti!ities re:uiring strength, s"eed, fe&i#iit$, #aance, and hand0e$e coordination. According to
/oward Gardner, such natura inteigence can #e identified as C. a. inter"ersona #. !er#a0inguistic
c. #odi$0 +inaesthetic d. !er#a0ogica 139. Teacher or$ discourages her students to watch T e&cessi!e$. The a!erage student s"ends a#out twent$0 four hours watching tee!ision in a wee+. According to research, how is earning affected #$ e&tensi!e T !iewing? a. I%"ro!ed co%%unication s+is #. horter attention s"an c. Enhanced creati!it$ d. I%"ro!ed thin+ing a#iit$ 113. If the su#;ects are interdisci"inar$, interacti!e, this curricuu% is #ased on which educationa "hioso"h$? a. rogressi!is% #. c. econstructi!is% Essentiais % d. erenniais % 111. The Ear$ 5hidhood 5are and Be!eo"%ent Act "ro!ides for the "ro%otion of the rights of chidren for sur!i!a and de!eo"%ent. )hich of the foowing state%ents is NOT a%ong its o#;ecti!es? a. Assist the *G6s in their endea!our to "re"are the chid for aduthood. #. Faciitate a s%ooth transition fro% care and education "ro!ided at ho%e to co%%unit$ or schoo0#ased setting and "ri%ar$ schoos. c. Enhance the roe of "arents as the "ri%ar$ caregi!ers and educators of their chidren fro% #irth onwards. d. Enhance the "h$sica, socia, e%otiona, cogniti!e, "s$choogica, s"iritua and
anguage de!eo"%ent of $oung chidren.
112. Teachers are re:uired to %a+e an Indi!idua an for rofessiona Be!eo"%ent IB. This is #ased on the "hioso"h$ that the teacher is a ifeong earner. The N5@T "ro!ides the ste"s for assess%ent in %a+ing the IB.
a. coegia #. sef c. "eer d. need 11. The hii""ine 5onstitution %andates that reigion sha #e aowed to #e taught in the "u#ic ee%entar$ and high schoos. )hat is re:uired fro% "arents=guardians for the earners to attend reigious instruction? a. er#a "er%it #. Te&t "er%it c. No "er%it needed d. )ritten "er%it 11. ero%e @runer's idea that interest in the %ateria #eing earned is the #est sti%uus for earning. This is in su""ort of our efforts to de!eo" in our studentsH %oti!ation. a. su"erJci a #. endess c. e&trinsic d. intrinsic 117. )hich %ethod iustrates this state%ent? That which can #e thought of can #e s"o+en what can #e written read. a. Ora0Gra"hics $%#oic *anguage #. A"ha#et -ethod
c. *anguage E&"erience A""roach d. 40)0* 11<. In de!eo"%ent a curricuu%, a E5ET ONE ee%ents shoud #e considered. )hich one does NOT reate to curricuu% de!eo"%ent. a. e:uence #. -odernit $ c. @aance
d. 5ontinuit$ 11>. A #ig stor$ #rea+s in $our oca news"a"er. ou want to use the headine as an in:uir$ de!ice. ou %ight #egin #$ C. a. showing the headine and then as+ing for a !ounteer to read the stor$ to the cass and inter"ret the %eaning. #. as+ing the cass to infer connotations and denotations fro% the headine. c. e&"aining what $ou #eie!e to #e the under$ing causes. d. descri#ing the #ac+ground of the stor$ as $ou +now it. 118. At the "reo"erationa stage of iaget's cogniti!e de!eo"%ent, the chid can see on$ his "oint of !iew and assu%es that e!er$one aso has his sa%e " oint of !iew. )hat is this ten denc$ caed? a. Ani%is% #. c. Transducti!e reasoning 5onser!atis % d. Egocentris % 119. a$ e&hi#its fear res"onse to free$ roa%ing dogs #ut does not show fear when a dog is on a eash or confined to a "en. )hich conditioning "rocess is iustrated? a. E&tinction #. Ac:uisitio n c. Generai(ati on d. Biscri%inati on
123. our "ercentie ran+ in cass is <3P. )hat does this %ean? a. ou scored #etter than <3P of the cass. #. ou got 3P of the test i te%s wrong$. c. ou got <3P of the test ite%s correct$ scored ess than <3P. d. of ou the cass.
121. )hich test wi the Guidance OfJce of choo gi!e if it wants to he" students in "redicting their "ro#a#e success in s"ecific educationa and !ocationa Jeds? a. IK test #. Biagnostic test c. A"titude test d. Achie!e%ent test 122. The faciit$ inde& of a test ite% is .73. This %eans that the test ite% is . a. %oderate in difJcut$ #. !er$ eas$ c. reia#e d. !aid e. !oid 12. )ith an increasing !ariet$ of fa%i$ situations, a teacher needs to
. a. #roaden students'
reai(ation of different earning st$es #. encourage students to i%"ro!e their fa%i$ situations c. #e carefu not to inad!ertent$ offend so%e students d. assu%e that a students want to +now a !ariet$ of fa%i$ situations 12. The "rofessiona teacher is not the sage on stage #ut the guide fro% the side. This i%"ies that teachers C. a. cing to their "ower to i%"ose rues. #. act as faciitators of earning
c. "ro;ect an A%ight$0 O%niscient i%age d. ser!e dis"ensers of +nowedge 127. ou ha!e the right to ad;ust saar$, #ut which is $our corres"onding dut$? a. To enro in graduate studies #. To wor+ in schoo ei ght hours fro% -onda$ to Frida$
c. To tutor e!er$ chid in need of %$ assistance outside cass hours d. To teach to the #est of %$ a#iit$ 12<. )h$ is there %ore iustration in ee%entar$ #oo+s than in the u""er e!es? a. Ee%entar$ "u"is are sow in the reading "rocess. #. /igh schoo students are %ore %ature and i%aginati!e. c. There is no need to %oti!ate the ee%entar$ "u"is a the ti%e. d. Ee%entar$ "u"is are ess i%aginati!e $et, the$ need %ore e&"osure. 12>. To teach the students to e&"ore, which of the foowing shoud $ou used? a. ro;ect #. ro#e% c. efectio n d. Bisco!er $ 128. )hich of the foowing is the %a;or contri#ution of education technoog$ to the earning "rocess in curricuu% de!eo"%ent? a. -ini%i(ed student's effort in the acco%"ish%ents of education goas. #. 6"dated the used of audio0 !isua %aterias in the cassroo%s. c. Introduced co%"uter assisted education in the technoog$ courses. d. -atched the earner and the %ost a""ro"riate technoog$ for instruction. 129. A criterion0referenced test is designed to deter%ine whether or not a student has C.
a. "erfor%ed higher than the other %e%#ers of a grou". #. reached a "erfor%ance e!e on a s"ecific s+i. c. "erfor%ed we in a wide content co!erage. d. reach a "resent target. 13. /ow can a teacher he" student with different earning and thin+ing st$es continue to earn %ore effecti!e$?
a. 6se :uestions of a t$"es to sti%uate !arious e!es of thin+ing and !auing. #. Aow sufJcient ti%e for "rocessing different t$"es of infor%ation. c. 6se a !ariet$ of refection strategies. d. ro!ide a genera o!er!iew of the esson. 11. The #est wa$ to assess earning is to use rea0ife situations, o#;ects and %aterias e&isting in the en!iron%ent. /ence, teachers are encouraged to useD a. rating scae #. authentic assess%ent c. "enci0and 0"a"er test d. o#ser!ation techni:ue 12. The test in Engish and -athe%atics showed "oor resuts in co%"rehension and "ro#e%0so!ing :uestions. /ow %an$ the data #e used for #etter earners "erfor%ance? a. 6se conte&t cues in !oca#uar$ #uiding. #. Gi!e %ore e&ercise or situations on co%"rehension :uestion. c. In!o!e "arents in guiding earners' de!eo"ing good stud$ ha#its. d. Beter%ine wea+ness in gra%%atica structures. 1. Ana$tic scoring uses the
;udg%ent of
the student's wor+. a. standard #. e!auation c. "erfor%an ce d. criterion 1. @ac+ to @asics %o!e%ent was auched #$ the then Be"art%ent of Education 5uture and "orts, now Be"Ed, not on$ to u"grade "u"i achie!e%ent #ut aso to C. a. de!eo" thin+ing s+is.
#. encourage "u"is to stud$. c. ser!e as the #asics for a earning continuu% d. e%"hasi(e the i%"ortance of the s
17. Bes"ite o""osition fro% so%e schoo ofJcias, Be"Ed has continuous $ enforce the no coection of fees "oic$ during enro%ent "eriod for "u#ic schoos. Is this " oic$ in accordance with EFA goas? a. es, it so%ewhat ei%inates gender dis"arities. #. es it su""orts e:uita#e access to #asic education. c. No, it does not su""ort "arent or adut education. d. No, it !ioates the %andate of e:uait$ of education. 1<. The s"eciai(ation re:uired of e!er$ "rofessiona teacher for hi%=her to #e co%"etent is in ine with which "iar of earning? a. *earning to +now #. *earning to do c. *earning to #e d. *earning to i!e together 1>. )hich state%ent a""ies correct$ to Edgar Bae's 5one of E&"erience? a. The farther $ou are fro% the #otto%, the %ore direct the earning e&"erience #eco%es. #. The farther $ou are fro% the #ase, the %ore direct the earning e&"erience #eco%es. c. The farther $ou are fro% the #ase, the %ore indirect the earning e&"erience #eco%es. d. The coser $ou are to the #ase, the %ore direct the earning e&"erience #eco%es. 18. ou were assigned to hande a %utigrade cass. )hat instruction %aterias %ust #e utii(ed to "ro!ide for the needs of each e!e?
a. -utisensor$ %aterias #. -aterias of high e!e thin+ing s+is c. 5oorfu, usefu and dura#e %aterias d. Bifferentiated %aterias to cater to different e!es
19. ode ga!e a wrong answer in a cass discussion. Teacher said )rongQ ou are wa$ off. As a conse:uence, other students in the cass were afraid to answer :uestions. )hich of the foowing is iustrated #$ the e!ent? a. i""e effect #. e!erit$ error c. /ao effect d. 5entra tendenc$ error 13. A criterion0referenced test is designed to deter%ined whether or not a student has C. a. "erfor%ed higher than the other %e%#ers of a grou". #. "erfor%ed we in a wide content co!erage. c. reached a "erfor%ance e!e on a s"ecific s+i. d. reach a "resent target. 11. The fourth $ear high schoo student is in the de!eo"%enta stage of C. "re0adoescence a. adoescence #. ear$ chidhood c. ate chidhood d. "u#ert$ 12. An entering student in coege woud i+e to deter%ine which !ocation is #est suited for hi%. )hich of the foowing tests is %ost a""ro"riate for his "ur"ose? a. A"titude test #. Biagnostic test c. Achie!e%ent test d.
ace%ent test
1. )hat trend a""ears as %aes and a. The difference in iterac$ rates #etween %aes and fe%aes tends to disa""ear as the$ grow oder. #. There are %ore #eonging to the 1702 age range than those in <01 $ears. c. No a""arent trend can #e noted. d. -aes #eco%e increasing$ do%inant in iterac$ rate o!er their fe%ae counter"arts. 1. )hen a faiing student co%es to $ou for he" and as+ $ou for e&tra wor+ so he can "ass, what is ethica for $ou to do? a. Gi!e hi% the e&tra wor+ he is as+ing then if he "asses :uait$ wor+, gi!e hi% a "assing %ar+. #. Find out wh$ he is dein:uent and e&tend the needed assistance in so!ing his difJcuti es. c. -a+e for thehi% e&tra wor+a that he is as+ing e&tre%e$ difJcut to earn esso n. d. Gi!e an eas$ e&tra wor+ so he can rea$ #e he"ed to "ass. 17. To create a creati!it$0inducing en!iron%ent one shoud encourage #. rues of confor%it$ c. recognition of
. a. co%"etition and di!ision
faiures d. s"ontaneit$ #$ "u#icit$ 1<. Aside fro% 5onfuciu s, who ese MGoden ueR to %an+ind? a. -encius
taught the
1. )hat trend a""ears as %aes and #. *ao T(u c. hi /uang Ti d. esus 5hrist e. -oha%%e d
1>. )hich is not a characteristic of a a. eca0 oriented #. E!o+es %uti"e res"onses c. @road foci d. *onger res"onse 18. )hich a%ong the as"ects of "ersona cassroo% %anage%ent great$ affects the rate of earning a#sor"tion of +nowedge? a. oice of the teacher #. ersona graciousness c. ersona groo%ing d. -anner of dressing 19. Ti%e0tested %ethods are as effecti!e as %odern %ethods of teaching e!en if these are traditiona. )hich of the foowing %ethods is ti%e0tested? a. Integraded teaching #. Inducti!e %ethod c. 5oo"erati!e earning %ethod d. ro#e%0@ased *earning 173. In curricuu%, the #asic "rinci"e is "an, teach and test, and the three shoud awa$s #e aigned. This "rinci"e i%"ies that . a. what has #een taught de"ends on the a!aia#e %ateria. #. testing is an o"tiona co%"onent of curricuu%. c. what to test is #ased on what has #een taught. d. the o#;ecti!e of the esson can stand #$ itsef. 171. )hat do the schoo ca%"us e&"ressions "ro%di and #arriotic indicate?
1>. )hich is not a characteristic of a a. The "oweressness of the "oor #. *ow iterac$ rate of the countr$ c. The "ower of the rich d. The "re!aence of ethnocentris%
172. isua i%ager$ he"s "eo"e store infor%ation in their %e%or$ %ore effecti!e$. )hich is one teaching i%"ication of this "rinci"e? a. ou wi not o#;ect when $our students da$drea% in cass. #. Te the% to read %ore iustrated co%ics. c. Instruct students to ta+e notes whie $ou ecture. d. Encourage $our students to i%agine the characters and situations when readi ng a stor$. 17. The difJcut$ inde& of a test ite% is 1. This %eans the test is C. a. !er$ eas$ #. !er$ difJcut c. a :uait$ ite% d. %issed #$ e!er$#od$ 17. )hich of the foowing inter!entions reduces stig%a #etween socia status and socia seection in the educationa s$ste%? a. Education er!ice 5ontracting che%e #. Nationa Achie!e%ent Test c. Nationa 5oege Ad%ission E&a%ination d. Education For A 177. )hich of these is not a :uait$ of an engaging earning en!iron%ent? a. tudent0centered earning acti!ities. #. Inno!ations in enhancing earning for a t$"es of earners. c. 5entrai(ed go!ernance. d. O"en co%%unication a%ong schoo head, teachers, "arents, and students. 17<. A student co%"ains to $ou a#out his faiing grade in the Jrst grading "eriod. ou reco%"uted and indeed $ou find a significant error in his grade co%"utation. our
decision is not to acce"t the erroneous co%"utation for fear that $ou ose credi# iit$. Is this %ora$ right? a. es, as a teacher $ou %ust %aintain $our cred i#iit$.
#. es, the end ;ustifies the %eans. c. No, the reason for not acce"ting the error #efore the student is fi%s$. d. No, the end does not ;ustif$ the %eans. 17>. The 5ounci for )efare of 5hidren, with the Nationa Ear$ 5hidhood 5are and Be!eo"%ent 5oordinating 5ounci "assed a resoution a""ro!ing the Guideines in $ear od chidren. The Be"Ed, B)B, BO/, and "ri!ate indi!iduas who are E55B e&"erts co%"ose the e!auation co%%ittee of the E55B %aterias. )hich are not 5onsidered E55B earning %aterias? a. To$s that %a$ #e hand0%ade, co%%ercia$ %anufactured or in their natura state. #. 5hidren's #oo+s that is s+i0 and !aue0oriented. c. ongs, art and craft %aterias for chidren to e&"ress the%se!es. d. )or+#oo+s for chidren #eow fi!e $ears od. 178. )here do $ou %a+e the correction of $our notes whie using the o!erhead "ro;ector? a. On the o!erhead "ro;ector #. On the "ro;ection wa c. On the side d. On the screen 179. These are earning aids and resources used in the teaching 0 earning "rocess. a. *earning guides #. isua aids c. Gra"hic organi(ers d. Instructiona %aterias 1<3. In treat%ent for acohois%, onnie was %ade to drin+ an acohoic #e!erage and then %ade to ingest a drug that " roduces nausea. E!entua$, he was nauseated at the sight and s%e of acoho and sto""ed drin+ing acoho. )hich theor$ e&"ains this?
a. Attri#ution theor$ #. Associati!e earning
c. ocia earning theor$ d. O"erant conditioning 1<1. )hich characteristic #eha!ior of a Grade I "u"i %a+es $ou concude he is #ehind in his de!eo"%ent in co%"arison with the a!erage Grade I "u"i? a. /as not achie!ed socia$ res"onsi#e #eha!iour. #. /as not achie!ed a fe%inine and %ascuine socia roe. c. /as not earned to get aong with his age %ates. d. /as no achie!ed e%otiona inde"endence fro% "arents. 1<2. @runer's theor$ on inteectua de!eo"%ent %o!es fro% enacti!e to iconic and s$%#oic stages. A""$ing @runer's how shoud $ou teach? a. @egin with the concrete. #. @egin with the a#stract. c. @e interacti!e in a""roach. d. Bo direct instruction. 1<. coring guides for rating o"en0ended :uestions are caed #. scaes c. ru#rics d. out"uts
. a. outco%es
1<. )hich is the #asic "rinci"e under"inning the "erfor%ance0#ased grading s$ste%?
a. It is a too to deter%ine "rere:uisite +nowedge. #. It is e!auati!e and ;udg%enta. c. It is a too for i%"ro!ing teaching and earning. d. It is diagnostic, for%ati!e and su%%ati!e. 1<7. )hich iustrates a de!eo"%enta a""roach in guidance and counseing? a. "otting on students in need of guidance.
#. Teaching students how to interact in a "ositi!e %anner. c. Acting as a %ediator. d. -a+ing the decision for the confused student. 1<<. In which the docu%ent are the contents of each su#;ect in the ee%entar$ e!e contained? a. Ee%entar$ *earning 5o%"etencies E*5 #. Be"Ed 5o%"etencies c. -ini%u% *earning 5o%"etencies -*5 d. hii""ine Ee%entar$ *earning 5o%"etencies E*5 1<>. )hich acti!it$ is characteri(ed #$ a reationshi" of %utua trust and res"ect, with indi!iduas agreeing to o#ser!e each other's teaching and so!ing "ro#e%s together? a. eer e!auation #. Grou" d$na%ics c. @rainstor%in g d. -entoring 1<8. ohn Bewe$'s %a;or contri#utions to the socioogica foundations of education which are sti !er$ recognised toda$ are the foowing EET ONE. a. Education is a socia "rocess #eginning unconscious$ at #irth #. True education is trans%ission of +nowedge c. choo is a continuation of ho%eS acti!ities at ho%e continue at schoo d. Faciitating education %eans #eing aware of socia condition of the chid 1<9. Fro% the e&istentiai st "oint of !iew, schoos e&ist for chidren to . a. ac:uire "roducti!e s+is #. de!eo" their cogniti!e and %etacogniti!e "owers to the fuest
c. +now the%se!es and their "ace in societ$ d. re0engineer societ$
1>3. @ased on the contri#ution of t he J!e senses to earning, which instructiona %ateria wi #e %ost effecti!e? a. Audio0 !isua aid #. isua aid c. Audio Aid d. -utisensor$ aid 1>1. In the "reschoo cass, which %aterias wi great$ he" in de!eo"ing %anua de&terit$? a. @ig #oo+s #. Fashcards and "ictures c. @uiding #oc+s = %odes d. 5oorfu iustrations = drawings 1>2. )hich IO*ATE this #rain0#ased "rinci"e of teaching0earningD Each chid's #rain is uni:ue and !ast$ different fro% one another. a. -a+ing a eft 0handed "u"i write with his right hand as this is #etter. #. E%"o$ing -I teaching a""roaches. c. Aowing o"en diaogue a%ong students. d. Gi!ing a%"e o""ortunit$ for a "u"i to e&"ore e!en if the cass creates noise. 1>. A %other gi!es her son his fa!orite snac+ e!er$ ti%e the #o$ ceans u" his roo%. Afterwards, the #o$ ceans his roo% e!er$da$ in antici"ation of the snac+. )hich theor$ is iustrated? a. a!o!ian conditioning #. O"erant conditioning c. Associati!e earning d. 5assica conditioning
1>. The hii""ine Ee%entar$ choo 5urricuu% gi!es greater e%"hasis on the de!eo"%ent of #asic s+is i+e reading, writing, and arith%etic. )hat is the "hioso"hica #asis for this? a. rag%atis% c. Essentiais% #. erenniais% d. E&istentiais% 1>7. )hen a teacher e%"hasi(es that %anHs sense shoud #e trusted #ecause the$ are the on$ wa$ to ac:uire +nowedge, the teacher can #e regarded asC C. a. Naturaist c. E%"iricist #. eaist d. rag%atist
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icko reyes
