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At the beginning of a lesson, a teacher must:

have enough learning materials for each student in the class


establish a positive mental set, or attitude of readiness, in students
fit the upcoming lesson into the context of what has been taught before about
the subject in question
test for what students already know about the subject at hand.

When setting learning objectives for a lesson, it behooves the teacher


to use a standard formula for all their lessons, this makes learning easier for
students and gives them a sense of security.
NOT to give the students too narrow a set of objectives, which may lead them to
devalue or ignore other meaningful aspects of a lesson.
to make the list as short as possible.
to use objectives couched in theoretically based terms.

When presenting a lesson, effective teachers:


will wander off the topic frequently to give humorous, but largely irrelevant
examples.
will talk slower at the points in the lesson that are particularly important.
will use a wide variety of visual aids and graphics to drive home important points.
will give clear indications about the most important elements of the lesson by
saying, for example, "It is particularly important to note that."

Teachers can check for understanding by:


stopping the lesson and administering a pop quiz.

using "learning probes" during the lesson.


testing them the next school day on the lesson material.
having students write what they recall from the lesson at the end of the school
day

Research has shown that teachers tend to give up too rapidly on


students whom they perceive to be low achievers. How long should a
teacher wait for answer?
Teachers who wait approximately 5 seconds after asking a student a question
obtain better learning results than do those who give up more rapidly.
Teachers who wait approximately 2 seconds after asking a student a question
obtain better learning results than do those who give up more rapidly.
Teachers who wait approximately 3 seconds after asking a student a question
obtain better learning results than do those who give up more rapidly.
Teachers who wait approximately 5 seconds after asking a student a question
obtain better learning results than do those who give up more rapidly.

When using independent practice time, a teacher should remember


to grade assignments done during independent practice time promptly.
to assign independent practice time before students have had a chance to master
the concepts involved in the lesson.
to let students work without teacher monitoring.
to keep the independent assignments short.

The research approach in which the teaching practices of effective


teachers are recorded through classroom observation is called:
a process-product study
direct instruction

a time-motion study
observational learning

Concepts are generally learned in one of two ways: most of what we


know is learned from
paired-associate learning
one-trial learning
classical conditioning
observation

Perhaps the most important thing that a teacher should know about
transfer of learning is:
that a student must be prepared for it by having the teacher present the
appropriate mnemonics beforehand
how to accomplish this with students whose first language IS NOT English
that it CANNOT be assumed
it needs a minimum of three students to be effective

Subjective and controversial topics can perhaps be best addressed by


framing the lesson in the simplest possible terms
having students research the topic on the Internet
having a lecture from an expert guest speaker
either whole-class or small group discussion of the learning material

In planning instruction, what 3 components are essential to


incorporate:
Computer assisted learning along with hands on learning
Technology theories, graphics, and seatwork
Learning theory, subject matter, and particular student development levels
Ways to integrate music, art and as many of the other disciplines as possible

What is meant by "rule-example-rule?"


Having the students set a rule, give an example of it, and follow the rule
Providing a rule for all to follow with non-examples that show opposites of the
rule
Presenting a rule, then having students provide examples, and then repeat the
rule again
Presenting a rule, then example(s), and then showing how the example illustrates
the rule

According to the research, what teaching strategy might be considered


to be least effective
Independent seatwork without feedback
No independent seatwork
Short independent practice assignments
Independent seatwork with too much feedback

Of the reasons below for having whole class discussion, which one is
the most appropriate curricular goal
Checking students behavior
Giving the instructor a time for listening
Giving students a chance to talk
A means of generating ideas about a topic

What of the following is recommended as effective in small group


discussions?
Four to six member groups
A group recorder to write down group's ideas
Members prepare a report their activities
All of the above

Methods used to organize classroom activities and instruction, creating


a happy and productive learning environment are known as:
methods of loci
lesson planning
cooperative learning
classroom management

According to your text, an observation of elementary school


mathematics classes showed that the time students actually spend
learning in class is about ________percent of the time allocated for
instruction.
40
60
20
80

According to your text, the best way to reduce wasted class time is:
to have all the lesson materials ready to go.
squeezing more minutes of instruction out of a classroom day
to start class promptly when the bell rings
to effectively communicate the value of learning to students.

If a student comes in late during a lesson, the best thing to do,


according to your text, is:
to bring the late student up to speed on what has transpired thus far.
to make sure the student has a tardy slip.
to remind the student to get to class on time.
continue with the lesson and deal with the tardiness later.

According to your text, the most important thing about discipline is:

that a code of discipline be rigorously enforced in the classroom.


that it not interrupt the flow of the lesson or the flow of student learning.
for the teacher to keep accurate records of disciplinary actions.
that it suppresses the unwanted behavior and encourages pro-social behavior.

To maintain momentum in the classroom, the best thing a teacher can


do is:
To avoid interruptions or slowdowns, keeping task engagement high.
To have all the lesson materials prepared in advance
To walk around and engage the students in their work.
To provide frequent breaks in the lesson, keeping task engagement high

A good way to maintain student accountability for task performance is:


Having all student hold up their work so the teacher can see it.
Briefly reviewing each student's progress with him or her on a daily basis.
To have frequent pop quizzes.
Having students turn in their last night's homework at the beginning of class.

When it comes to classroom management, teachers of older students


who are struggling in school should:

keep in regular contact with the student's parents or guardians in order to foster
their child's academic achievement.
use principles of operant conditioning to foster academic achievement

keep in regular contact with the student's guidance counselor.


focus on motivating them toward more self-regulation in observing rules and
procedures.

According to studies of teacher's actions, the most important time for a


teacher to define and implement his or her classroom management
plan:
is right after report cards come out.
is during the second week of school, once the composition of the class has
stabilized.
at the last day of each grading period.
is during the first few days of the school year.

Teachers can eliminate much routine classroom misbehavior without


breaking the momentum of the lesson:
by setting up a token economy whereby students are rewarded for staying on
task.
by talking fast and moving the lesson along
by the use of simple nonverbal cues to students.
by isolating potential troublemakers from the rest of the class.

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