1.

Research indicates that when they plan, beginning teachers write much more on paper
than do veterans (Zahorik, 1991). Does this suggest that beginning teachers plan more
eectively than veteran teachers! "#plain.
$our %nswer&
'eteran teachers tend to have more things internali(ed than beginning teachers. %s a
teacher, in the beginning ) wrote down the standards or every lesson and even
transitions. ) elt better knowing that ) could look up what ) was going to do. %s a more
e#perienced teacher, ) could tell you o o the top o my head what the ob*ective and
standards are that are being covered and ) have my transitions rehearsed to the point that )
could do them in my sleep. +hat,s not to say ) don,t do lesson plans. +hey,re *ust not as
detailed as they were my irst year teaching. -or e#ample, instead o writing out the
entire standard, ) use the numbers and letters, since ) have them memori(ed now. ) think
beginning teachers write more so that it,s there as a back.up, it provides security. 'eteran
teachers don,t eel that it,s as necessary.
+his doesn,t suggest that beginning teachers plan more eectively than veterans. +he
key to eective planning is clear teacher thinking. -or beginning teachers, clariying
thinking oten re/uires that the teachers write inormation on paper. -or veterans, clear
thinking doesn,t re/uire as much inormation in writing.
0.
1lassiy the ob*ective 2to know what the term equivalent fraction means2 into one o the
cells o the ta#onomy.
$our %nswer&
),d put it in cell %.1. http&33www.bobbyelliott.com3+a#onomy.htm
4nowing what the term equivalent fraction means would be best classiied into the cell
where 2actual knowledge2 intersects with 2remember.2
5.
"#plain why low.eicacy teachers are likely to spend less time on learning activities than
high.eicacy teachers.
$our %nswer&
% low.eicacy teacher spends less time because they do not believe every child will
succeed, so why try!
6ince high.eicacy teachers believe they,re able to get all students7regardless o
ability7to learn, and low.eicacy teachers don,t believe they,re able to get all students to
learn, low.eicacy teachers are likely to e#pend less eort in their teaching. )n addition,
low.eicacy teachers may have more problems with classroom management.
8.
)dentiy the single most important indicator o caring that e#ists. 9se this indicator to
e#plain why you are likely to react badly when an instructor arrives 1: minutes late to an
appointment.
$our %nswer&
+he single most important indicator o caring that e#ists is the attention that the instructor
is paying to teach.)t ells like a lack o attention when an instructor arrives 1: minutes
late to an appointment.
+ime is the most important indicator o caring that e#ists. "veryone has 08 hours a day,
so choosing to allocate some o the 08 hours to another person indicates that the other
person is important. 6imilarly, an instructor arriving late to an appointment
communicates that you,re not important enough to be sure to be on time. $ou understand
what the late arrival communicates, and you resent it.
:.
1ould a lesson be thematic i the teacher inter*ected unplanned or unrelated content or
topics during instruction! "#plain.
$our %nswer&
$es it could, because by doing that it would increase the attention o his students and
would eect positively on their capacity o storaging inormation.
;o, 2thematic lessons2 does not imply that teachers should avoid inter*ecting additional
material into lessons. )t does mean, however, that the teacher should be clear about how
the additional material relates to the topic the students are studying.
<.
6uppose some students in a classroom are rarely called on. "#plain what is likely to
happen with these students.
$our %nswer&
+hey are rarely called on because probably they had been called on at a speciic period o
time and their response has been unsatisying or has not been at all and their response has
had no eect to the rest o the students so nobody would gain anything by them being
called on.
6tudents who are rarely called on are likely to become less involved in lessons, and
gradually they stop paying attention to what is going on. )n time, they begin to eel less
welcome in the class, and may even come to believe that they,re not as bright as those
who are called on more re/uently.
=.
Review the episode rom 6hirley,s classroom presented at the beginning o this section,
does 6hirley base her management on an obedience model or on a responsibility model!
1ite speciic evidence rom the episode to support your answer.
$our %nswer&
6hirley bases her management on a responsibility model despite the predecesor o her
that was an 2ignorant tyrant who used methods many years that were out o date2.
6hirley based her management on a responsibility model. -or e#ample, in response to
6ondra,s protest, 6hirley said, 2>hen we talked about our rules at the beginning o the
year, we agreed that it was important to listen when other people are talking.2 %greeing
on rules and providing rationales or them encourages students to accept responsibility
or their own behavior.
?.
% geography teacher assesses her students, understanding o longitude and latitude by
having them identiy the longitudes and latitudes o several cities around the world. )s
this a traditional or an alternative assessment! "#plain.
$our %nswer&
+his is a traditional assessment because the students understand better when they are
given e#amples.
+his is an alternative assessment. @eing able to ind the longitude and latitude o cities
around the world is a 2real.lie2 task, and directly measuring student perormance through
2real.lie2 tasks is characteristic o alternative assessment.
9.
Aive an e#ample o the use o punishment in Be,s interaction with his students. "#plain
why it is an e#ample o punishment.
$our %nswer&
+he use o punishment is mandatory because without it the students would not learn rom
their mistakes.
>hen Connie was asked to decide i 2he2 or 2she2 was correct in the sentence, 2>ill
%ntonio and (she, her) run the concession stand!2 Connie replied 2her.2 Be then said,
2;ot /uite, Connie. +his one is a little tricky, but it,s the nominative case.2 +his is an
e#ample o punishment, because Connie is less likely to say 2her2 in a similar situation in
the uture, which is a decrease in behavior.
1D.
Relection is the process o asking ourselves /uestions, such as >hat am ) doing in my
class! and >hy am ) doing that! ) Be had been a relective teacher, would he have
conducted his lesson as he did! "#plain.
$our %nswer&
;o he would not because by asking himsel these /uestions listed above, he could have
start that process o ensuring his ocus is directed toward building on what he
accomplished and what heEs learned rom his e#periences
) Be had careully relected on his teaching, he probably wouldn,t have conducted his
lesson as he did. Fis goal was or students to be able to use pronouns correctly in writing,
as indicated by his comment, 2+his is important, because we want to be able to use good
"nglish when we write, and this is one area where people get mi#ed upG 6o, when we,re
inished with our study here, you,ll all be able to use pronouns correctly in your writing.2
Fowever, his lesson ocused on the isolated sentences, so his lesson and his goal were not
consistent with each other.
11.
%ssess Ceslie,s teaching using the eective teaching characteristics outlined in -igure
11.1.
$our %nswer&
there is no igure 11.1
+eacher planning, teaching strategies, and assessing learning are the three dimensions
or which the most evidence e#ists. Ceslie was well planned. 6he had her e#amples
(actually, an e#ample and a none#ample) prepared on transparencies and ready to be
displayed. %nd she made arrangements to have a second overhead in her room, so she
could display the two transparencies at the same time. 6he was well planned. Ceslie used
eective teaching strategies. 6he was well organi(ed, her language was clear, and she
/uestioned eectively, particularly in the area o e/uitable distribution. 6he used high.
/uality e#amples and she developed her lesson with high levels o interaction. 6he
provided eective eedback during the course o the lesson. Ceslie,s assessment was
aligned with her learning ob*ective and her learning activity. >e don,t have direct
evidence or her personal characteristics or classroom management. Fowever, because
her instructional strategies were eective, the likelihood o her having classroom
management problems was signiicantly reduced.