You are on page 1of 24

# GENERAL & PROFESSIONAL EDUATION B PROFESSIONAL EDUCATION INSTRUCTIONS: 1. Get your brown envelope from the Room Watcher.

. Chec! "f the name pr"nte# on the brown envelope an# the content\$ "n\$"#e are your\$. %. &etach 'n\$wer Sheet No. ( an# procee# w"th the e)am"nat"on. *. +ar! Set ,o) -'. "f your Te\$t ,oo!let "\$ Set '/ Set ,o) -,. "f your Te\$t ,oo!let "\$ Set ,. 0. +ar! only one 112 bo) for each 3ue\$t"on on your an\$wer \$heet. Two or +ore bo)e\$ mar!e# w"ll "nval"#ate your an\$wer. 6. STRICKLY NO ERASURES. MULTIPLE CHOICE 1. -&o not teach too many \$ub4ect\$. What you teach5 teach thorou6hly.5 \$a"# one ph"lo\$opher. The pr"mary rea\$on beh"n# the a#v"ce "\$ to "n\$ure that teacher\$ '. ,. C. &. cover all the 789C\$:7SC9\$ relate the"r le\$\$on\$ to the"r \$tu#ent; #a"ly l"fe avo"# fa"l"n6 6ra#e\$ avo"# \$poon fee#"n6 the"r \$tu#ent\$

. ' \$tu#ent pa\$\$e\$ a boo! report poorly wr"tten but ornately pre\$ente# "n a fol#er to ma!e up poor 3ual"ty of the boo! report content. Wh"ch <"l"p"no tra"t\$ #oe\$ th"\$ pract"ce prove= '. -7orma. over \$ub\$tance ,. 'rt over aca#em"c\$ C. Sub\$tance over -7orma. &. 'rt over \$c"ence

%. 8)treme author"tar"an"\$m "n the home learner\$ to '. wor! creat"v"ty ,. #epen# on the other\$ for #"rect"on C. #"rect them\$elve\$ &. #o th"n6\$ on the"r own "n"t"at"ve *. Wh"ch #"# the 'mer"can\$ teach the <"l"p"no\$ wh"ch the Span"ar#\$ #"# not= '. the"r 6overnment C. the"r lan6ua6e ,. the"r art &. the"r rel"6"on C. 0. The bac!>to>ba\$"c curr"culum "\$ "n e\$\$ence a 1an2??????????. '. 8)"\$tent"al"\$t C. e\$\$ent"al"\$t ,. 7ro6re\$\$"v"\$t &. perenn"al"\$t @. In the mo\$t recent curr"culum "ntro#uce# "n (( 5 +a!abayan a\$ a \$ub4ect. '. \$"n6le\$ out Aalue\$ 8#ucat"on ,. \$erve\$ a\$ a pract"ce env"ronment for hol"\$t"c learn"n6 C. compartmental"Be\$ \$ub4ect\$ e)clu#"n6 8n6l"\$h5 <"l"p"no5 Sc"ence5 an# +ath &. "nte6rate\$ 8n6l"\$h5 <"l"p"no55 Sc"ence an# +ath

C. -'pproach every pup"l a\$ \$he:he "\$ w"thout allow"n6 your\$elf to be "nfluence# by your fore!nowle#6e of h"\$Dher home bac!6roun#. "\$ an a#v"ce from a 1an2 '. e\$\$ent"al"\$t ,. rat"onal"\$t C. po\$"t"v"\$t &. e)"\$tent"al"\$t phenomenolo6"\$t

E. The <"l"p"no learner env"\$"one# by the &epartment of 8#ucat"on "\$ one who "\$ embe# w"th the #e\$"rable value\$ of a per\$on who "\$ '. ,. C. &. ma!abayan5 ma!a\$ar"l"5 ma!a!al"!a\$an5 at ma!a>&"yo\$ ma!abayan5 ma!atao5 ma!ahalaman5 at ma!a>&"yo\$ ma!abayan5 ma!a!ara6atan5 ma!atao5 at ma!a>&"yo\$ ma!abayan5 ma!atao5 ma!a!al"!a\$an5 at ma!a>&"yo\$

F. Se) 8#ucat"on "n \$chool\$ "mpl"e\$ that l. man "\$ e#ucable ll. man "\$ free "n the cho"ce of h"\$ \$e)ual e)pre\$\$"on lll. +an ha\$ pure \$e)ual "n\$t"nct '. l5 ll5 lll ,. l5 ll C. ll5 lll &. l5 lll

1(. Gow "\$ the late\$t curr"culum "ntro#uce# "n the elementary an# \$econ#ary School\$ calle# '. The Re>\$tructure# ,a\$"c 8#ucat"on Curr"culum ,. (( 8lementary an# Secon#ary 8#ucat"on Curr"cula C. +"llenn"um Curr"culum &. (( ,a\$"c 8#ucat"on Curr"culum 11. -Somet"me\$ "t may be better to ma!e wron6 #ec"\$"on\$ when a #ec"\$"on "\$ ur6ent than to ma!e a -r"6ht. #ec"\$"on too late. "\$ a thou6ht encoura6e# by the '. rat"onal"\$t C. real"\$t ,. pro6re\$\$"v"\$t &. e)"\$tent"al"\$t 1 . Wh"ch #oe\$ pataa\$an n6 "h" mental"ty ne6ate= '. In"t"at"ve C. teamwor! ,. fle)"b"l"ty &. rel"6"ou\$"ty 1%. To whom #o <"l"p"no\$ owe the w"#e\$prea# 7h"l"pp"ne e#ucat"onal \$y\$tem to#ay= '. the f"r\$t <"l"p"no pol"t"cal lea#er\$ ,. the 'mer"can\$ C. the Hapane\$e &. the Span"ar#\$

1*. Wh"ch "\$ NOT a character"\$t"c of the (( ,a\$"c 8#ucat"on Curr"culum= '. ,. C. &. more "nte6rate# more hol"\$t"c more compartmental"Be# ma!e\$ u\$e of "nter#"\$c"pl"nary approach

10. 'll of the\$e prevent the emer6ence of the truth wh"ch learner\$ an# teacher\$ are "n \$earch of 8IC87T a 1an2 '. +"n#\$et ,. -ma\$!. C. open m"n# &. #efen\$e

1@. Teach"n6 of health "n \$chool\$ "\$ bac!e# up by the concept that '. ,. C. &. man ha\$ non>tan6"ble an# tran\$cen#"n6 #"men\$"on\$ man;\$ bo#y "\$ the e)pre\$\$"on of h"\$ \$oul man ha\$ a #ual nature man "\$ noth"n6 but matter

1C. ,efore the Thoma\$"te\$ arr"ve# "n the 7h"l"pp"ne\$5 who \$erve# a\$ teacher\$ a tot eh colon"al\$ #ur"n6 the 'mer"can re6"me= '. ,. C. &. The 8lementary Teacher;\$ Cert"f"cate 6ra#uate\$ of the normal \$chool The 'mer"can \$ol#"er\$ The \$electe# Gra#e C 6ra#uate\$ The 6overnment off"c"al\$

1E. Who were the Thoma\$"te\$= '. The \$ol#"er\$ who #oubte# the \$ucce\$\$ of the publ"c e#ucat"onal \$y\$tem to be \$et "n the 7h"l"pp"ne\$ ,. The f"r\$t 'mer"can teacher recru"t to help e\$tabl"\$h the publ"c e#ucat"onal \$y\$tem "n the 7h"l"pp"ne\$. C. The f"r\$t rel"6"ou\$ 6roup who came to the 7h"l"pp"ne\$ on boar# the US tran\$port Thoma\$. &. The #evotee\$ to St. Thoma\$ '3u"na\$ who came to be evan6el"Be#. 1F. The 'mer"can teacher\$ who were recru"te# to help \$et the publ"c e#ucat"onal \$y\$tem "n the 7h"l"pp"ne\$ #ur"n6 the 'mer"can re6"me were calle# Thoma\$"te\$ becau\$e '. ,. C. &. They arr"ve# "n the 7h"l"pp"ne\$ on the fea\$t of St. Thoma\$. They f"r\$t tau6ht at the Un"ver\$"ty of Sto. Thoma\$. They were #evotee\$ of St. Thoma\$ '3u"na\$. They #"\$embar!e# from the CIS Tran\$port calle# Thoma\$.

(. ' 6roup of <"l"p"no ch"l#ren \$erve# a\$ re\$pon#ent\$ "n a re\$earch con#ucte#. The ch"l#ren were a\$!e# to tell what they wante# to be5 "f 6"ven the cho"ce. None of them \$a"# -to be an 'mer"can5 to be a Hapane\$e5 to be a Jorean5 etc.. What #oe\$ th"\$ f"n#"n6 \$how= '. ,. C. &. "nfer"or"ty of other nat"onal"t"e\$ \$uper"or"ty of the <"l"p"no \$uper"or"ty of other nat"onal"t"e\$ <"l"p"no lac! of a \$en\$e of nat"onal pr"#e

1. 'n -I>thou. relat"on\$h"p e)"\$t\$ between teacher an# \$tu#ent\$ when there "\$ '. <avor"t"\$m ,. 7reten\$"on C. re\$pect &. pre4u#"ce

. Wh"ch e#ucat"onal tren# "\$ occurr"n6 "n all mo#ern \$oc"et"e\$ a\$ a re\$ult of Jnowle#6e e)plo\$"on an# rap"# \$oc"al5 technolo6"cal5 an# econom"c chan6e\$= '. "nternat"onal e#ucat"on C. nuclear e#ucat"on ,. l"felon6 learn"n6 &. team teach"n6 %. One learn\$ by a\$\$oc"at"on an# al\$o by "n\$"6ht. Th"\$ \$how\$ that the a\$\$oc"at"on 'n# co6n"t"ve theor"e\$ of learn"n6 are '. #"ametr"cally oppo\$e# C. partly wron6 ,. complementary &. partly correct *. ' pup"l who ha\$ #evelope# a love for rea#"n6 !eep\$ on rea#"n6 for her en4oyment. G"\$ mot"vat"on for rea#"n6 "\$ '. both "ntr"n\$"c an# e)tr"n\$"c C. "ntr"n\$"c ,. e)tr"n\$"c &. "n\$uff"c"ent 0. Wh"ch "\$ the mo\$t effect"ve way 1\$2 of reta"n"n6 learner mater"al= l. hear"n6 ll. \$ee"n6 "t lll. note\$ complementat"on '. l an# ll ,. ll only C. 'll of the\$e &. ll an# lll

@. Where are mult"me#"a re\$ource\$ an# computer\$5 wh"ch "\$ the mo\$t favorable re\$ult of the opt"mal u\$e of e#ucat"onal me#"a technolo6y= '. "ncrea\$e# learn"n6 ,. \$pee# learn"n6 C. "nteract"ve learn"n6 &. more "ntere\$t"n6 learn"n6

C. The r"6ht hem"\$phere of the bra"n "\$ "nvolve# w"th the follow"n6 funct"on\$ 8IC87T '. nonverbal funct"on\$. ,. "ntu"t"ve funct"on\$. C. #eta"l>or"ente# funct"on\$. &. v"\$ual funct"on\$

E. What funct"on\$ are a\$\$oc"ate# w"th the r"6ht bra"n= '. v"\$ual5 "ntu"t"ve5 lo6"cal ,. v"\$ual5 "ntu"t"ve5 non>verbal C. v"\$ual5 non>verbal5 lo6"cal &. v"\$ual5 lo6"cal5 #eta"l>or"ente#

F. Hohn Wat\$on \$a"#: -+en are bu"lt not born.. What #oe\$ th"\$ \$tatement po"nt to= '. ,. C. &. The "neffect"vene\$\$ of tra"n"n6 on a per\$on;\$ #evelopment. The effect of here#"ty. The ab\$ence of 6enet"c "nfluence on a per\$on;\$ #evelopment. The effect of env"ronmental \$t"mulat"on on a per\$on;\$ #evelopment.

%(. Un#er wh"ch type of 6u"#ance \$erv"ce #oe\$ the concern of \$chool\$ put \$tu#ent\$ "nto the"r mo\$t appropr"ate cour\$e\$ fall= '. re\$earch \$erv"ce ,. "n#"v"#ual "nventory \$erv"ce C. placement \$erv"ce &. "nformat"on \$erv"ce

%1. Wh"ch "\$ an a#vanta6e of teacher>ma#e te\$t\$ over tho\$e \$tan#ar#"Be# te\$t\$= Teacher>ma#e te\$t\$ are '. h"6hly rel"able ,. better a#apte# to the nee#\$ of the \$tu#ent\$ C. h"6hly val"# &. more ob4ect"vely \$core

% . W"th the number of \$en\$e\$ to be \$t"mulate# a\$ a cr"ter"on5 wh"ch one \$houl# be the f"r\$t "n the l"\$t= '. au#"o a"# ,. au#"o>v"\$ual a"# C. v"\$ual a"# &. mult">\$en\$ory a"#

%%. Wh"ch refer\$ to the <"l"p"no tra"t of pract"c"n6 confl"ct"n6 venue\$ "n #"fferent an# w"th #"fferent \$oc"al 6roup\$= '. crab mental"ty ,. -!anya>!anya. mental"ty C. procra\$t"nat"on &. \$pl"t>per\$onally

%*. R"char# e)cel\$ "n cla\$\$"fy"n6 #"fferent type\$ of leave\$ an# roc!\$. Ge love\$ to Collect \$pec"men an# catalo6\$ them. G"\$ \$tren6th "\$ '. natural"\$t"c "ntell"6ence ,. "ntraper\$onal "ntell"6ence C. \$pat"al "ntell"6ence &. e)"\$tent"al "ntell"6ence

%0. Stu#ent C cay\$ -bahala na. an# brave\$ the \$torm for a te\$t. In th"\$ \$"tuat"on Wh"ch "\$ e)pre\$\$e# by the \$tu#ent;\$ -bahala na.= '. 9ac! of \$elf>rel"ance C. lac! of fore\$"6ht ,. W"ll"n6ne\$\$ to ta!e r"\$!\$ &. "n#olence %@. It "\$ ea\$y for ch"l#ren to learn lan6ua6e becau\$e each per\$on "\$ a lan6ua6e 'c3u"\$"t"on &ev"ce that pre#"\$po\$e\$ one to ac3u"re lan6ua6e. Th"\$ theory "\$ e\$pou\$e# by?????????????. '. Wat\$on ,. Gar#ner C. Chom\$!y &. 7"a6et

%C. +"\$\$ CorteB "\$ teach"n6 a three year>ol# but hot to put on h"\$ \$h"rt. She m"6ht <"r\$t rewar# h"m for plac"n6 h"\$ r"6ht arm "n the r"6ht \$leeve5 then the left arm "n the left \$leeve5 then button"n6 the front of the \$h"rt then tuc!"n6 the \$h"rt "nto h"\$ pant\$. Th"\$ techn"3ue "\$ calle# '. Con#"t"on"n6 ,. <a#"n6 C. cha"n"n6 &. re"nforcement

%E. 'ccor#"n6 to 8r"!\$on;\$ theory5 the ch"l# a6e# three to f"ve "\$ lar6ely '. +"\$ch"evou\$ ,. 86ocentr"c C. laBy &. altru"\$t"c

%F. Teacher S want\$ to \$how to the cla\$\$ a ma6n"f"e# p"cture of +ayon Aolcano mounte# on a bon#paper. Wh"ch one w"ll \$he u\$e= '. overhea# pro4ector ,. opa3ue pro4ector C. \$l"#e &. f"lm\$tr"p

*(. Teacher A want\$ to chec! pr"or !nowle#6e of h"\$ pup"l\$ about water pollut"on. She wr"te\$ the ma"n top"c water pollut"on "n the center of the chal!boar# an# enc"rcle\$ "t. Then \$he a\$!\$ the pup"l\$ to prov"#e "nformat"on that can be clu\$tere# aroun# the ma"n top"c. Wh"ch techn"3ue #"# the teacher employ= '. #e#uct"ve teach"n6 ,. #emon\$trat"on C. \$emant"c mapp"n6 &. vocabulary bu"l#"n6

*1. 'fter hav"n6 been hum"l"ate# by the teacher/ \$tu#ent , evaluate\$ that teacher very poorly #e\$p"te the teacher;\$ e)cellent performance. Wh"ch tra"t "\$ #emon\$trate# by the \$tu#ent;\$ behav"or= '. Rat"onal"\$m ,. Imper\$onal"\$m C. per\$onal"\$m &. part"cular"\$m

* . In her #e\$"re to help the ch"l#ren bu"l# the"r vocabulary5 \$he ma"nta"n a \$mall boar# at the corner of her cla\$\$room for the Wor# of the #ay to teach the ch"l#ren one new wor# each #ay. Wh"ch metho# of vocabulary bu"l#"n6 #oe\$ \$he employ= '. "nc"#ental attent"on to bu"l#"n6 mean"n6 ,. all of the\$e C. #"rect vocabulary "n\$truct"on &. w"#e rea#"n6

*%. Con#uct"n6 follow>up \$tu#"e\$ of 6ra#uate\$ an# #rop out "\$ 6u"#ance \$erv"ce that fall\$ un#er '. "n#"v"#ual "nventory \$erv"ce ,. re\$earch \$erv"ce C. coun\$el"n6 \$erv"ce &. placement \$erv"ce

**. Teacher < help\$ pup"l\$ #eterm"ne the pronunc"at"on an# mean"n6\$ of wor#\$ by analyB"n6 root\$5 aff")e\$5 an# #er"ve# form\$. Th"\$ proce\$\$ "\$ calle# '. conte)tual attac! ,. phonet"c analy\$"\$ C. blen#"n6 \$oun#\$ &. \$tructural analy\$"\$

*0. Re\$earcher\$ con#ucte# \$how that teacher;\$ e)pectanc"e\$ of \$tu#ent\$ often ,ecome \$elf>fulf"ll"n6 prophec"e\$. What "\$ th"\$ phenomenon calle#= '. R"pple effect ,. Gawthorne effect C. 7y6mat"on effect &. Galo effect

*@. '6e two1 2 "\$ u\$ually #e\$cr"be# a\$ the -terr"ble ;\$. becau\$e5 accor#"n6 to 8r"!\$on5 at th"\$ \$ta6e the ch"l# ten#\$ to be '. In3u"\$"t"ve ,. S"c!ly C. playful &. a\$\$ert"ve "n wor#\$ an# act"on\$.

*C. 7eter "\$ ale to 6a"n a lot of fr"en#\$. Ge "\$ well>l"!e# an# popular amon6 other \$tu#ent\$. Ge ha\$ a natural flare for ma!"n6 people lau6h an# "\$ almo\$t alway\$ rea#y to help them. Ge po\$\$e\$\$e\$ what "\$ calle# '. natural"\$t"c "ntell"6ence ,. \$pat"al "ntell"6ence C. "ntraper\$onal "ntell"6ence &. "nterper\$onal "ntell"6ence

*E. Hone\$5 a6e C5 wa\$ foun# from her cla\$\$ for fre3uent f"6ht\$ w"th other ch"l#ren. She refu\$e# to be #"\$c"pl"ne# an# wa\$ to focu\$ "n cla\$\$ only for a very \$hort t"me. She al\$o ha\$ fre3uent tantrum\$. She "\$ \$uffer"n6 from '. ,. C. &. mental retar#at"on &own;\$ \$yn#rome 'ttent"on>&ef"c"t>Gyperact"v"ty #"\$or#er 9earn"n6 #"\$ab"l"ty

*F. Wh"ch one are two>#"men\$"on repre\$entat"on\$ of the earth;\$ 6eo6raph"c an#:or pol"t"cal feature\$= '. moc!>up\$ ,. mo#el\$ C. 6lobe\$ &. map\$

0(. Stu#"e\$ "n the area of neuro\$c"ence #"\$clo\$e# that the human bra"n ha\$ l"m"tle\$\$ capac"ty. What #oe\$ th"\$ "mply= '. 7up"l\$ can po\$\$"bly reach a po"nt where they have learne# everyth"n6. ,. 8very ch"l# "\$ a potent"al 6en"u\$. C. 8very pup"l ha\$ h"\$ own nat"ve ab"l"ty an# h"\$ learn"n6 "\$ l"m"t to th"\$ Nat"ve ab"l"ty. &. Some pup"l\$ are a#m"tte#ly not capable of learn"n6 01. Upon whom #oe\$ the ch"ef re\$pon\$"b"l"ty of 6u"#ance re\$t= '. home an# church ,. \$chool an# church C. home an# \$chool &. home an# commun"ty

0 . Wh"ch \$tatement "\$ wron6= '. One \$houl# rea# "#ea\$ not wor#\$. ,. Span of reco6n"t"on can be w"#ene# throu6h phra\$e rea#"n6. C. ' per\$on who ma!e\$ fewer f")at"on\$ "\$ a 6oo# rea#er. &. One who ma!e\$ many re6re\$\$"on\$ "\$ a 6oo# lea#er. 0%. 7avlov;\$ e)per"ment "nvolv"n6 the #o6;\$ \$al"vat"on a\$ a react"on to the \$oun# of the ball pave# the way for \$tu#"e\$ "n '. \$oc"al learn"n6 C. operant con#"t"on"n6 ,. cla\$\$"cal con#"t"on"n6 &. re"nforcement C. 0*. <er#"e ha\$ a h"6h level of \$elf>awarene\$\$. Ge alway\$ \$pen#\$ t"me reflect"n6 'bout h"\$ \$tren6th\$ an# wea!ne\$\$e\$ an# "\$ able to u\$e \$trate6"e\$ to further "mprove h"m\$elf. G"\$ \$tren6th l"e\$ "n h"\$ '. emot"onal "ntell"6ence C. e)"\$tent"al "ntell"6ence ,. "ntraper\$onal "ntell"6ence &. "nterper\$onal "ntell"6ence 00. Stu#ent\$ ten# to re\$ort to the ea\$y mean\$ of pa\$\$"n6 a \$ub4ect. Th"\$ pr"nc"ple "\$ calle# '. pr"nc"ple of #"\$cr"m"nat"on ,. pr"nc"ple of m"n#\$et 0@. Wh"ch cam "mprove recall= '. ab\$tract concept\$ ,. "nteract"ve v"\$ual "ma6ery C. ran#om"Be# lon6 l"\$t of "tem\$ &. lo6"c an# har# fact\$ C. pr"nc"ple of e)t"nct"on &. pr"nc"ple of lea\$t effort

0C. ,y wh"ch proce\$\$ #o ch"l#ren become part"c"pat"n6 an# funct"on"n6 member\$ of \$oc"ety by f"tt"n6 "nto an or6an"Be# way of l"fe= '. '\$\$"m"lat"on ,. 'cculturat"on C. accommo#at"on &. \$oc"al"Bat"on

0E. The teacher;\$ role "n the cla\$\$room accor#"n6 to co6n"t"ve p\$ycholo6"\$t\$ "\$ to '. ,. C. &. f"ll the m"n#\$ of the learner w"th "nformat"on ma!e the learn"n6 ta\$! ea\$y for the learner #"ctate what to learn upon the learner. Gelp the learner connect what \$:he !now\$ new "nformat"on from the teacher.

0F. Stu#ent\$ "n \$chool ten#\$ to 6roup them\$elve\$ by re6"on of or"6"n an# th"n! of them\$elve\$ a\$ f"r\$t an# above all a\$ A"\$aya\$5 Ilocano5 Ta6alo6. Th"\$ \$how\$ that <"l"p"no\$ are 6enerally '. ,. C. &. more un"ver\$al"\$t"c than part"cular"\$t"c more per\$onal than "mper\$onal. more part"cular"\$t"c than un"ver\$al"\$t"c more "mper\$onal than per\$onal

@(. The ba\$"c nee#\$ "n the h"erarchy of nee#\$ mu\$t be met \$o that learn"n6 w"ll effect"vely ta!e place. Th"\$ e)pre\$\$e\$ the theory of '. Ro6er\$ ,. +urray C. Gorney &. +a\$low

@1. The follow"n6 are \$ynonymou\$ to performance ob4ect"ve5 8IC87T: '. learner;\$ ob4ect"ve ,. "n\$truct"onal ob4ect"ve C. teacher;\$ ob4ect"ve &. behav"oral ob4ect"ve

@ . The proce\$\$ of ta\$! analy\$"\$ en#\$ up "n the formulat"on of '. "n\$truct"onal ob4ect"ve\$. ,. 8nabl"n6 ob4ect"ve\$ C. behav"oral ob4ect"ve\$. &. 6oal\$ of learn"n6.

@%. When a \$chool #ec"#e\$ to wor! on a thermat"c curr"culum wh"ch \$houl# be>out of the p"cture= '. Inte6rat"on ,. 7eer collaborat"on C. Compet"t"on &. Team teach"n6

@*. Teacher K want\$ to teach h"\$ pup"l the techn"3ue on rea#"n6 for "nformat"on. Wh"ch techn"3ue \$houl# he u\$e= '. pr"or !nowle#6e ,. \$tory map C. SL%R &. te)t \$tructure

@0. One a"m of 9a 9"6a <"l"p"na5 ".e.5 to encoura6e popular e#ucat"on5 "\$ "n l"ne w"th the pre\$ent 7h"l"pp"ne 6overnment "n e#ucat"on to promote '. l"felon6 an# 3ual"ty ,. effect"vene\$\$ an# eff"c"ency C. relevance an# 3ual"ty &. acce\$\$ an# e3u"ty.

@@. Teacher T want\$ 6roup member\$ to 6"ve the"r full attent"on to what one In#"v"#ual want\$ to e)pre\$\$. Th"\$ "\$ #one by the whole 6roup \$eate# "n a c"rcle wh"le cha"r\$ are place# "n the center of the c"rcle for two member\$ to conver\$e wh"le the other\$ l"\$ten. What "\$ th"\$ techn"3ue calle#= '. roun# table ,. \$ympo\$"um C. forum &. f"\$h bowl techn"3ue

@C. Confuc"u\$ a\$\$erte# that "n teach"n6 there \$houl# be no #"\$t"nct"on of cla\$\$e\$. Confuc"u\$; teach"n6 "\$ "n \$upport of '. +oral Recovery 7ro6ram C. 8#ucat"on of all 18<'2 ,. ,ac!>toMthe>ba\$"c\$ &. Aalue\$ 8#ucat"on @E. The f"r\$t 'mer"can teacher\$ "n the 7h"l"pp"ne\$ were?????????? '. elementary 6ra#uate\$ C. m"\$\$"onar"e\$ ,. 6ra#uate\$ of the normal \$chool &. \$ol#"er\$ @F. wh"ch "n\$truct"onal a"# re3u"re\$ pup"l to perform= '. moc!>up C. pantom"me ,. f"lm &. com"c boo!\$ C(. Wh"ch amon6 the follow"n6 ob4ect"ve\$ "n the p\$ychomotor #oma"n "\$ h"6he\$t "n level= '. to contract a mu\$cle ,. to run a 1((>meter #a\$h C. to #"\$t"n6u"\$h #"\$tant an# clo\$e \$oun#\$ &. to #ance the ba\$"c \$tep\$ of the waltB C1. The pro4ect metho# "\$ con\$"#ere# valuable for the follow"n6 rea\$on\$ e)cept '. 7up"l\$ #evelop alertne\$\$5 open>m"n#e#ne\$\$5 an# tolerance. ,. 7up"l\$ are tra"ne# to be re\$pon\$"ble C. +ot"ve for learn"n6 "\$ #evelope#. &. +ovement amon6 pup"l\$ "\$ not free an# #"\$cu\$\$"on "\$ almo\$t n"l. C . The u\$e of #r"ll\$ "n the cla\$\$room "\$ roote# on Thorn#"!e;\$ law of ???????? '. ,elon6"n6ne\$\$ ,. Rea#"ne\$\$ C. e)erc"\$e &. effect

C%. <or hol"\$t"c learn"n65 "t "\$ ur6ent to ut"l"Be both \$"#e\$ of the bra"n5 the effect"ve a\$ well a\$ the co6n"t"ve5 alon6 w"th the ???????????? '. ,ehav"oral C. mu\$"cal ,. Intu"t"ve &. rat"onal C*. Wh"ch "n\$truct"onal a"# re3u"re\$ pup"l\$ to verbal"Be= '. &"orama ,. ,ra"n\$torm"n6 C. \$oc"o#rama &. 6raph

C0. 8#ucat"on #ur"n6 the revolut"onary per"o# "n the 7h"l"pp"ne\$ then wa\$ focu\$e# on the '. ,. C. &. ma\$tery of the Span"\$h lan6ua6e. \$tren6then"n6 of the moral f"ber of the people. +a\$tery of the ba\$"c \$!"ll\$. 8\$tabl"\$hment of nat"onhoo#.

C@. Ga6ne &el"neate\$ F e)ternal event\$ "n \$e3uent"al "n\$truct"onal plann"n6. wh"ch are the f"r\$t an# la\$t "n the \$e3uence= '. Inform"n6 the \$tu#ent of the le\$\$on ob4ect"ve\$ N enhanc"n6 the retent"on an# tran\$fer of learn"n6. ,. Inform"n6 \$tu#ent\$ of the le\$\$on ob4ect"ve\$ N a\$\$e\$\$"n6 \$tu#ent performance C. Ga"n"n6 attent"on N enhanc"n6 the retent"on an# tran\$fer of learn"n6. &. St"mulat"n6 recall of prev"ou\$ learn"n6 N a\$\$e\$\$"n6 \$tu#ent performance. CC. Stu#ent\$; non>verbal behav"or affect\$ \$tu#ent>teacher "nteract"on. 'n e)ample "\$ a \$tu#ent;\$ cho"ce of \$eat at the be6"nn"n6 of the year "nfluence\$ the teacher;\$ "mpre\$\$"on of how re\$pon\$"ve the \$tu#ent "\$. Un#er wh"ch cate6ory of non>verbal commun"cat"on #oe\$ the e)ample fall= '. 'ttent"vene\$\$ C. t"m"n6 ,. locat"on:pro)"m"ty &. #"\$rupt"ve behav"or CE. In "n\$truct"onal plann"n65 wh"ch amon6 the\$e three/ un"t plan5 cour\$e plan5 le\$\$on plan "\$ 1are2 mo\$t \$pec"f"c= ???????????? plan\$. '. Cour\$e C. le\$\$on ,. Un"t &. cour\$e an# le\$\$on CF. If a \$tu#ent th"n!\$ about th"n!"n65 he "\$ "nvolve# "n a proce\$\$ calle# ???????? '. creat"ve th"n!"n6 C. h"6her>or#er th"n!"n6 ,. meta co6n"t"on &. cr"t"cal th"n!"n6 E(. The follow"n6 are \$ome #r"ll techn"3ue\$5 8IC87T '. '\$\$"6n"n6 e)erc"\$e\$ from a wor!boo!. ,. Challen6"n6 \$tu#ent\$ to be above the level of the cla\$\$. C. G"v"n6 \$hort 3u"B an# hav"n6 \$tu#ent\$ 6ra#e paper\$. &. '\$!"n6 pup"l\$ to repeat an\$wer\$. E1. <or "n\$truct"on to be effect"ve "t mu\$t be "nteract"ve. Wh"ch5 then \$houl# be avo"#e# by teacher\$= '. teacher ep"\$o#e ,. teacher a\$!"n6 3ue\$t"on\$ C. non>verbal cue\$ &. teacher monolo6ue

E . Wh"ch "\$ NOT a ba\$"c component of a le\$\$on plan= '. 8valuat"on C. re\$ource\$ ,. '\$\$"6nment &. content E%. One cr"ter"on for content to be #evelope# "n a le\$\$on "\$ 98'RN',I9ITO. What #oe\$ the cap"tal"Be# letter wor# mean= '. ,. C. &. The content \$houl# be worthwh"le. The content \$houl# be w"th"n the capac"ty of the \$tu#ent\$ to learn. Re\$ource\$ an# mater"al\$ for the #evelopment of the content are ava"lable. The content \$houl# be u\$eful or pract"cal "n \$ome \$"tuat"on.

E*. 9earn"n6 "\$ enhance# when '. ,. C. &. the learner compete\$ w"th h"\$ cla\$\$mate\$. The teacher e)pre\$\$e\$ h"\$ #"\$appo"ntment w"th low \$core\$. The e)pectat"on of \$ucce\$\$ "\$ h"6h. The learner "\$ un#er \$tre\$\$ an# "\$ challen6e#.

E0. Teacher A teache\$ the pup"l\$ to ma"n "#ea5 \$e3uence event\$5 f"n# the #eta"l\$ an# rea# creat"vely an# cr"t"cally. What \$!"ll\$ #oe\$ Teacher A teach= '. ut"l"Bat"on \$!"ll\$ ,. \$tu#y \$!"ll\$ C. comprehen\$"on \$!"ll\$ &. wor# reco6n"t"on \$!"ll\$

E@. Ay6ot\$!y cla"me# that \$oc"al "nteract"on "\$ "mportant for learn"n6. What #oe\$ th"\$ "mply= '. ,. C. &. ch"l#ren are "n#epen#ent problem \$olver\$. Ch"l#ren learn from a#ult\$ an# other ch"l#ren. S"nce they are not capable of "nteract"on5 ch"l#ren "n the cr"b ha\$ no learn"n6 yet. Ch"l#ren learn well by pa\$\$"ve pre\$entat"on of "nformat"on.

EC. Teacher K ha\$ a var"ety of "n\$truct"onal mater"al\$ at her #"\$po\$al for a le\$\$on on mar"ne l"fe. Wh"ch one \$houl# \$he con\$"#er f"r\$t an# foremo\$t= '. pup"l;\$ ab"l"ty ,. le\$\$on ob4ect"ve C. pup"l;\$ "ntere\$t &. top"c

EE. Wh"ch were feature\$ of the 8#ucat"onal &ecree of 1E@%= l. The Church;\$ act"ve "nvolvement "n the publ"c e#ucat"onal \$y\$tem. ll. Se6re6at"on of boy\$ an# 6"rl\$ "n the \$chool. lll. <ew benef"t\$ an# pr"v"le6e\$ for teacher\$. lA. 'b\$ence of a \$y\$tem of teacher promot"on. '. ll5 lll ,. l5 ll C. l5 lA &. l5 lll

EF. Wh"ch one e)pla"n\$ curr"culum al"6nment correctly= '. Teacher\$ empha\$"Be #"fferent learn"n6 e)per"ence\$ ba\$e# upon the"r \$!"ll\$ an# "ntere\$t. ,. Teacher\$ plan act"v"t"e\$ con\$"#er"n6 learner;\$ mult"ple "ntell"6ence an# var"e# learn"n6 \$tyle\$. C. Ob4ect"ve\$ match w"th a\$\$e\$\$ment. &. Ob4ect"ve\$ match w"th "n\$truct"on an# a\$\$e\$\$ment. F(. 7o\$"t"ve "nter#epen#ence a\$ an element of collaborat"ve learn"n6 mean\$ that the \$tu#ent\$ mu\$t '. ,. C. &. help one another "n the "n#"v"#ual te\$t for everyone to pa\$\$. &epen# on the #"l"6ent \$tu#ent. ,e 6roupe# hetero6eneou\$ly. 9earn to #epen# on each other to ach"eve a 6oal.

F1. Teacher 8 want\$ to encoura6e collaborat"ve learn"n6 "n her cla\$\$. Wh"ch one Shoul# \$he #o to he"6hten po\$"t"ve "nter#epen#ence= '. ,. C. &. 8mpha\$"Be the "#ea that the \$ucce\$\$ of the 6roup #epen#\$ on the #"l"6ent \$tu#ent. Wor!\$ for homo6enou\$ 6roup"n6. 7rov"#e each \$tu#ent w"th one \$et of re\$ource\$. 7rov"#e only one an\$wer \$heet.

F . Wh"ch one can help \$tu#ent\$ #evelop the hab"t of cr"t"cal th"n!"n6= '. ,. C. &. '\$!"n6 low level 3ue\$t"on\$. ' w"ll"n6ne\$\$ to \$u\$pen# 4u#6ment unt"l \$uff"c"ent ev"#ence "\$ pre\$ente#. '\$!"n6 conver6ent 3ue\$t"on\$. ,l"n# obe#"ence to author"ty.

F%. Wh"ch mater"al\$ con\$"\$t of "n\$truct"onal un"t\$ that cater to the #"fferent nee#\$ an# the vary"n6 mental level\$ of pup"l\$= '. ,. C. &. m"n"mum learn"n6 competenc"e\$ mult">level mater"al\$ plant"lla mult">6ra#e mater"al\$

F*. Wh"ch "\$ a teach"n6 approach for !"n#er6arten\$ that ma!e\$ real worl# e)per"ence\$ of the ch"l# a focal po"nt of e#ucat"onal \$t"mulat"on= '. +onte\$\$or" approach ,. Tra#"t"onal approach C. 8clect"c approach &. S"tuat"on approach

F0. Gray #ef"ne\$ rea#"n6 a\$ a four>\$tep proce\$\$= In wh"ch or#er #o the four \$tep\$ come= l. "nte6rat"on ll. percept"on '. l>ll>lll>lA ,. ll>lll>lA>l lll. react"on lA. Comprehen\$"on C. lll>lA>l>ll C. ll>lA>lll>l

F@. Teacher + want\$ to #evelop "n her pup"l\$ comprehen\$"on \$!"ll\$. What or#er of \$!"ll\$ w"ll \$he #evelop= 9 l"teral comprehen\$"on ll. "nterpretat"on '. ll>lll>lA>l ,. lA>lll>ll>l lll. cr"t"cal evaluat"on lA. Inte6rat"on C. lll>lA>l>ll &. l>ll>lll>lA

FC. 'n "nte6rat"ve5 conceptual approach "ntro#uce# y Rol#an ha\$ a\$ "t\$ h"6he\$t level "\$ the #evelopment of ??????????? th"n!"n6 \$!"ll\$. '. Interpretat"ve C. creat"ve ,. 9"teral &. cr"t"cal FE. The u\$e of mnemon"c\$ help\$ a pup"l ??????????? "nformat"on. '. 'nalyBe C. apply ,. Un#er\$tan# C. remember 1((. Wh"ch \$chool\$ are \$ub4ect to \$uperv"\$"on5 re6ulat"on an# control by the \$tate= '. ,. C. &. publ"c5 pr"vate \$ectar"an an# non>\$ectar"an \$chool\$ publ"c \$chool\$ pr"vate \$chool\$ \$ectar"an an# non>\$ectar"an \$chool\$

1(1.Wh"ch 6raph"c or6an"Ber\$ arte u\$e# to \$how event "n chronolo6"cal or#er= '. \$er"e\$ of event\$ chart an# \$tory map ,. t"me l"ne an# cycle C. t"me l"ne an# \$er"e\$ of event\$ chart &. t"me l"ne an# \$tory map 1( . Wh"ch pro6ram wa\$ a#opte# to prov"#e un"ver\$al acce\$\$ to ba\$"c e#ucat"on to era#"cate "ll"teracy= '. -7aaralan>\$a>,awat>,aran6ay. ,. 8#ucat"on for 'll C. Aalue 8#ucat"on framewor! &. Sc"ence an# 8#ucat"on &evelopment 7lan 1(%. Teacher + "n\$truct\$ her cla\$\$ to refer to the #"ct"onary "n correct"n6 the"r \$pelle# wor#\$/ Wh"ch pract"ce "\$ e)empl"f"e#= '. curr"culum "n#"6en"Bat"on C. mult">level "n\$truct"on ,. computer>a\$\$"\$te# "n\$truct"on &. \$elf>evaluat"on 1(*. Wh"ch note>ta!"n6 techn"3ue "nclu#e\$ the u\$e of var"ou\$ \$"Be\$ of c"rcle to "n#"cate the #e6ree of the "mportance an# connecte#ne\$\$ of "#ea\$= '. Aenn #"a6ram C. compar"\$on matr") ,. <"\$hbone #"a6ram &. Webb"n6 1(0. The free publ"c elementary an# \$econ#ary e#ucat"on "n the country "\$ "n l"ne w"th the 6overnment effort to a##re\$\$ e#ucat"onal problem\$ of??????? '. effect"vene\$\$ an# eff"c"ency ,. relevance an# 3ual"ty C. pro#uct"v"ty &. acce\$\$ an# e3u"ty

1(@. Cla\$\$room #"\$cu\$\$"on \$houl# en# w"th a f"nal \$ummary al\$o !nown a\$ ??????????????? '. "nternal \$ummar"e\$ ,. me#"al \$ummar"e\$ C. or6an"Ber\$ &. po\$t or6an"Ber\$

1(C. Teacher want\$ h"\$ pup"l\$ to ma\$ter the \$!"ll "n a##"n6 unl"!e fract"on\$. Wh"ch metho# \$houl# he u\$e= '. un"t metho# ,. #r"ll metho# C. laboratory metho# &. #"\$covery metho#

1(E. wh"ch "\$ the correct \$tatement about teach"n6 metho#= '. ,. C. &. There "\$ one be\$t metho# for teach"n6 In#"rect "n\$truct"onal metho# "\$ teacher>centere#. There "\$ a be\$t metho# of teach"n6 No one teach"n6 metho# can accompl"\$h every 6oal.

1(F. Sc"ence Teacher C "ntro#uce\$ a top"c on earth3ua!e\$5 then help her \$tu#ent\$ #eterm"ne what they nee# to !now about earth3ua!e\$ an# the act"v"t"e\$ an# re\$ource\$ that help them learn. Wh"ch techn"3ue #oe\$ Teacher C employ= '. "n#"v"#ual"Be# "n\$truct"on ,. computer>a\$\$"\$te# "n\$truct"on C. \$elf>#"recte# learn"n6 &. collaborat"ve learn"n6

11(. Teacher I a\$\$e\$\$e\$ her pup"l;\$ nee#\$ then create\$ an act"v"ty that allow\$ everyone to \$hare an# learne# from one another. What "\$ the teacher prepar"n6 the cla\$\$ for= '. buBB 6roup"n6 ,. reme#"al "n\$truct"on C. peer tutor"n6 &. 'b"l"ty 6roup"n6

111. Teacher a\$!e# the pup"l\$ the\$e 3ue\$t"on\$ after rea#"n6 ' New Gome for Ruben5 -What 6l"mp\$e of rural l"fe #"# you 6et from the \$tory= Gow #o you compare them w"th your\$= The\$e 3ue\$t"on\$ are cate6or"Be# un#er ?????????= '. cr"t"cal evaluat"on C. Interpretat"on ,. appl"cat"on &. l"teral comprehen\$"on 11 . In the J>W>9 techn"3ue\$ J \$tan#\$ for what the pup"l alrea#y !now\$. W for he want\$ to !now an# 9 for what he ??????????= '. <a"le# to learn C. nee#\$ to learn ,. Ge l"!e\$ to learn &. learne# 11%. Teacher K \$how\$ a h"\$to6ram on <"l"p"no populat"on 6rowth from 1FF( to ((1. See"n6 the pattern of 6rowth5 pup"l "\$ a\$!e# to tell what w"ll happen "n the ne)t two year\$. What \$!"ll "\$ the pup"l a\$!e# to #"\$play= '. Inferr"n6 C. "ntrapolat"n6 ,. pre#"ct"n6 &. #raw"n6 conclu\$"on 11*. Wh"ch theory \$tre\$\$e\$ the "mportance of u\$"n6 a pre>rea#"n6 \$trate6y that encoura6e\$ \$tu#ent\$ to u\$e the"r own e)per"ence\$ to pre#"ct an# evaluate the problem\$ an# act"on\$ of the character\$ "n the \$tor"e\$ they rea#= '. +eta co6n"t"on theory C. vocabulary theory ,. te)t \$tructure theory &. Scheme theory 110. Wh"ch 3ue\$t"on"n6 techn"3ue woul# be appropr"ate for "n#uct"ve le\$\$on\$= '. ,. C. &. U\$e 3ue\$t"on\$ re3u"r"n6 only memory re\$pon\$e\$. 8)pect part"c"pat"on only amon6 the mot"vate# \$tu#ent\$. Involve \$tu#ent\$ act"vely "n the 3ue\$t"on"n6 proce\$\$. '\$ teacher5 you a\$! no 3ue\$t"on\$.

11@. The 7h"l"pp"ne Con\$t"tut"on #"rect\$ the teach"n6 of rel"6"on "n publ"c \$chool\$ on the follow"n6 con#"t"on\$ 8IC87T '. opt"on "\$ e)pre\$\$e# "n wr"t"n6. ,. W"thout co\$t to the 6overnment. C. W"th co\$t \$houl#ere# by the parent\$ or 6uar#"an\$ &. G"ven only at the opt"on of the parent\$ or 6uar#"an. 11C. What type of le\$\$on ta!e\$ place when a teacher #well\$ on the \$ame le\$\$on but pre\$ent "t "n a #"fferent way= '. &evelopmental C. rev"ew ,. #e#uct"ve &. "n#uct"ve 11E. +arv"n ha\$ ha# a #"ff"culty 6ett"n6 the r"6ht \$olut"on to a problem "n 'l6ebra. Su##enly he -\$aw. how to \$olve the problem. Wh"ch of the <ollow"n6 e)pla"n\$ th"\$ \$"tuat"on= '. Revelat"on ,. In\$"6ht C. retent"on &. memory

11F. Wh"ch one w"ll l"!ely contr"bute to the effect"vene\$\$ of \$mall #"\$cu\$\$"on= '. Repeat"n6 #"rect"on\$ over an# over ,. &evelop"n6 a plan for 6ett"n6 non>volunteer\$ to re\$pon# C. Threaten"n6 atmo\$phere. &. Aolunteer\$ "\$ the rule for contr"but"n6 to the #"\$cu\$\$"on 1 (. Wh"ch "\$ one benef"t #er"ve# from the u\$e of performance ob4ect"ve\$= A. B. C. D. ' panacea to cla\$\$ mana6ement problem\$ +a!e\$ "t ea\$"er to mea\$ure\$ \$tu#ent ach"evement. +a!e\$ po\$\$"ble value "nte6rat"on. +a!e\$ \$elect"on of "n\$truct"onal mater"al\$ ea\$"er.

1 1. In \$earch5 the #ef"n"t"on of !ey term\$ u\$e# "\$ '. 9"teral ,. Conceptual 1 C. operat"onal &. f"6urat"ve

. 'fter a le\$\$on on 'I&S5 the \$tu#ent\$ are a\$!e# to \$ummar"Be the le\$\$on "n one lon6 \$entence by an\$wer"n6: Who= &oe\$ what=/ To what or whom=/ When=/ Where=/ Gow=/ why=. Th"\$ a\$\$e\$\$ment techn"3ue evaluate\$ Stu#ent\$; ab"l"ty to ??????????????????? '. 8valuate ,. 'nalyBe C. \$ynthe\$"Be &. recall

1 %. On the f"r\$t #ay of cla\$\$ after "n"t"al "ntro#uct"on\$5 the teacher a#m"n"\$tere# a +"\$concept"on:7reconcept"on chec!. She e)pla"ne# that \$he wante# to !now what the cla\$\$ a\$ a whole alrea#y !new about the 7h"l"pp"ne\$ before the Span"ar#\$ came. Th"\$ +"\$concept"on:7reconcept"on chec! "\$ a form of a ?????????? '. &"a6no\$t"c ,. placement te\$t C. cr"ter"on>reference# te\$t &. ach"evement te\$t

1 *. In \$earch wh"ch "\$ the #epen#ent var"able= '. St"mulu\$ ,. Input C. 'ttr"bute &. 7re#"ctor

1 0. Wh"ch type of \$tat"\$t"c\$ 6"ve 1\$2 "nformat"on about the \$ample be"n6 \$tu#"e#= '. "nferent"al an# correlat"on ,. "nferent"al C. #e\$cr"pt"ve &. corretat"onal

1 @. Wh"ch happen\$ when \$core #"\$tr"but"on "\$ po\$"t"vely \$!ewe#= '. ,. C. &. The me#"an w"ll be h"6her than the mean an# the mo#e. The mo#e corre\$pon#\$ to a low value. The mean w"ll have a h"6h level. The mo#e corre\$pon#\$ to a h"6h value.

1 C. Teacher ' wrote of Genry: -When Genry came to cla\$\$ th"\$ morn"n65 he \$eeme# very t"re# an# \$louche# "nto h"\$ \$eat. Ge too! no part "n cla\$\$ #"\$cu\$\$"on an# \$eeme# to have no "ntere\$t "n what wa\$ be"n6 #"\$cu\$\$e#. Th"\$ wa\$ very unu\$ual5 for he ha\$ alway\$ been ea6er to part"c"pate an# Often monopol"Be# the #"\$cu\$\$"on t"me.. What Teacher ' wrote "\$ an 8)ample of a 1an2 ?????????????. '. "nc"#ence report ,. anec#otal report C. per\$onal"ty report &. ob\$ervat"on report

1 E. What "\$ a \$"mple fre3uency #"\$tr"but"on= ' 6raph"c repre\$entat"on of ????? '. mean\$ ,. \$tan#ar# #ev"at"on\$ C. raw \$core\$ &. lowe\$t an# h"6he\$t \$core\$D

1 F. 'bout what percent of the ca\$e\$ fall\$ between P an# >1 "n a normal curve= '. *%.1Q ,. F0.*Q C. FF.EQ &. @E. Q

1%(. Wh"ch error #o teacher\$ comm"t when they ten# to over rate the ach"evement of \$tu#ent\$ "#ent"f"e# by apt"tu#e te\$t\$ a\$ 6"fte# becau\$e they e)pect ach"evement an# 6"fte#ne\$\$ to 6o to6ether= '. 6enero\$"ty error ,. central ten#ency error C. \$ever"ty error &. lo6"cal error

1%1. What "\$ the mean of th"\$ \$core #"\$tr"but"on: *505@5C5E5F51(= '. E.0 ,. @ C. C.0 &. C.0

1% . Wh"ch \$tatement correctly appl"e\$ to a \$tu#ent who 6ot a \$core of C "n the te\$t= '. ,. C. &. Ge \$urpa\$\$e# the \$core of C \$tu#ent\$. Ge correctly an\$were# C Q of the "tem\$ "n the te\$t. Ge obta"ne# a raw \$core of C . Ge an\$were# only C "tem\$ "n the te\$t.

1%%. Wh"ch mea\$ure1\$2 of central ten#ency can be #eterm"ne# by mere "n\$pect"on= '. +e#"an C. mean ,. +o#e &. mo#e an# me#"an 1%*. When a \$"6n"f"cantly 6reater number from the lower 6roup 6et\$ a te\$t "tem correctly5 th"\$ "mpl"e\$ that the te\$t "tem ????????? '. "\$ very val"# ,. "\$ not very val"# C. "\$ not h"6hly rel"able &. "\$ h"6hly rel"able to obta"n ??????????

1%0. Teacher C a##\$ the number of ca\$e\$ an# 1 over '. mo#e ,. me#"an

## C. me#"an an# mo#e &. mean

1%@. 9"!e a typewr"ter5 the computer ha\$ a ??????????? '. #"\$! #r"ve ,. !eyboar# C. \$creen &. cur\$or

1%C. The follow"n6 #eman# cr"ter"on>reference# te\$t\$5 8IC87T????????????? '. 7er\$onal"Be# Sy\$tem of In\$truct"on ,. Outcome>ba\$e# e#ucat"on C. Collaborat"ve learn"n6 &. +a\$tery 9earn"n6 1%E. Rea# th"\$ te\$t "tem then an\$wer the 3ue\$t"on\$ below. WG'T IS TG8 8N& 7UNCTU'TION <OR 'N INT8RROG'TIA8 S8NT8NC8= '. 3uotat"on mar!\$ &. \$em"colon ,. comma 8. 3ue\$t"on mar! C. e)clamat"on po"nt 1%F. It "\$ not w"\$e to lau6h at a two>year>ol# ch"l# when he utter\$ a ba# wor# becau\$e "n h"\$ \$ta6e he "\$ learn"n6 to ???????????? '. con\$"#er one;\$ v"ew\$ ,. #"\$t"n6u"\$h r"6ht an# wron6 C. \$oc"al"Be &. #"\$t"n6u"\$h \$e) #"fference\$

1*(. In wh"ch \$ub4ect\$ can learn"n6 outcome\$ be be\$t evaluate# by cr"ter"on> reference# te\$t '. In \$ecret\$ where \$pee# an# accuracy of learner;\$ re\$pon\$e are empha\$"Be#. ,. In all \$ub4ect\$ C. In \$ub4ect where the ac3u"\$"t"on of co6n"t"ve an# p\$ychomotor ab"l"t"e\$ are empha\$"Be#. &. In \$ub4ect\$ where ob4ect\$ are h"erarch"cally arran6e#. 1*1. In a Sc"ence cla\$\$ te\$t5 one 6roup ha# a ran6e w"th"n the top 3uarter of 10 po"nt\$ an# another 6roup on the \$ame mea\$urement ha# a ran6e of %( po"nt\$. Wh"ch \$tatement appl"e\$= '. The f"r\$t 6roup ha\$ a var"ab"l"ty tw"ce a\$ 6reat a\$ the \$econ# 6roup w"th"n the top 3uarter. ,. The f"r\$t 6roup "\$ more var"e# than the \$econ# 6roup. C. The \$econ# 6roup ha\$ a var"ab"l"ty tw"ce a\$ 6reat a\$ the f"r\$t 6roup w"th"n the top 3uarter. &. The \$econ# 6roup #oe\$ not #"ffer from the f"r\$t 6roup "n var"ab"l"ty. 1* . Wh"ch appl"e\$ when all h"6h fre3uenc"e\$ are not a#4acent= '. ,. C. &. The \$core #"\$tr"but"on w"ll ne"ther be b"mo#al nor mult"mo#al. There "\$ no po"nt of \$core concentrat"on. The \$core #"\$tr"but"on w"ll be b"mo#al or mult"mo#al. There w"ll only be one po"nt of \$core concentrat"on.

1*%. +other\$ who #eman# the"r % to 0 ch"l#ren to \$pen# the"r t"me "\$ \$er"ou\$ aca#em"c \$tu#y for6et that early ch"l#hoo# "\$ the ?????????? '. 3ue\$t"on"n6 a6e ,. pre\$chool a6e C. "n"t"at"ve a6e &. toy a6e

1**. Teacher ' want\$ to ma!e u\$e of the mo\$t \$table mea\$ure of var"ab"l"ty= Wh"ch one1\$2 \$houl# you recommen#= '. e)ternal ran6e an# 3uart"le ran6e ,. \$tan#ar# #ev"at"on C. 3uart"le ran6e &. e)ternal ran6e

1*0. Wh"ch refer\$ to a \$"n6le wor# or phra\$e that tell\$ the computer to #o \$ometh"n6 w"th a pro6ram or f"le= '. computer pro6ram ,. comman# C. pa\$\$wor# &. computer lan6ua6e

1*@. To #eterm"ne \$tu#ent;\$ entry !nowle#6e an# \$!"ll\$5 wh"ch te\$t \$houl# 6"ven= '. 'pt"tu#e ,. Stan#ar#"Be# C. #"a6no\$t"c &. placement

1*C. Wh"ch "\$ 1are2 \$"6n\$ of the \$tu#ent w"th 'ttent"on &ef"c"t &"\$or#er= '. ,. C. &. Care\$ for h"\$ per\$onal th"n6\$. Impat"ent wh"le wa"t"n6 for h"\$:her turn #ur"n6 6ame\$. Complete\$ wor! before \$h"ft"n6 to another. 8)ce\$\$"vely 3u"et.

1*E. 'fter \$cor"n65 Teacher G 6ot the #"fference of the h"6he\$t an# the lowe\$t \$core\$ "n each cla\$\$. What #"# \$he compute= '. ran6e of the lowe\$t fourth ,. \$tan#ar# #ev"at"on C. ran6e of the m"##le 0(Q &. e)ternal ran6e

1*F. Un#er wh"ch a\$\$umpt"on "\$ portfol"o a\$\$e\$\$ment ba\$e#= '. 7ortfol"o a\$\$e\$\$ment\$ "\$ #ynam"c a\$\$e\$\$ment. ,. '\$\$e\$\$ment \$houl# \$tre\$\$ the repro#uct"on of !nowle#6e. C. 'n "n#"v"#ual learner "\$ "na#e3uately character"Be# by a te\$t \$core. &. 'n "n#"v"#ual learner "\$ a#e3uately character"Be# by a te\$t \$core. 10(. What "\$ the mo#e "n the follow"n6 \$core #"\$tr"but"on: F@5F@5FE5FC5F%5 F(5EF5FC5E15E(= '. F@ ,. FE C. FC &. E%

101. If a teacher "\$ concerne# w"th the #evelopment of \$tu#ent\$; h"6her or#er th"n!"n6 \$!"ll\$5 h"\$ le\$\$on ob4ect"ve\$ mu\$t 6o beyon# ????????. '. 'naly\$"\$ C. comprehen\$"on ,. Recall &. appl"cat"on 10 . Wh"ch \$tatement about 6u"#ance "\$ <'9S8= '. ' 6u"#ance pro6ram "\$ "nherent "n every \$chool. ,. Gu"#ance "\$ a funct"on of the ent"re \$chool. C. The cla\$\$room teacher "\$ not part of the \$chool 6u"#ance pro6ram \$"nce \$:he "\$ not tra"ne# to be 6u"#ance coun\$elor. &. Gu"#ance embrace\$ curr"culum5 teach"n65 \$uperv"\$"on5 an# all other act"v"t"e\$ of the \$chool.

10%. Wh"ch \$tatement on coun\$el"n6 "\$ <'9S8= '. ,. C. &. The ult"mate 6oal of coun\$el"n6 "\$ 6reater happ"ne\$\$ on the part of the coun\$elee. <or coun\$el"n6 to be \$ucce\$\$ful5 the coun\$elee "\$ w"ll"n6 to part"c"pate "n the proce\$\$. The \$chool coun\$elor "\$ pr"mar"ly re\$pon\$"ble for coun\$el"n6. Coun\$el"n6 "\$ the pro6ram that "nclu#e\$ 6u"#ance.

10*. ' te\$t "tem ha\$ a #"ff"culty "n#e) of E1 an# a #"\$cr"m"nat"on "n#e) of 1%. What \$houl# the te\$t con\$tructor #o= '. Reta"n the "tem ,. +a!e a bonu\$ "tem. C. Rev"\$e the "tem &. Re4ect the "tem.

100. cont"nuou\$ evaluat"on of the 6u"#ance pro6ram "\$ one \$erv"ce of 6u"#ance pro6ram\$. Un#er wh"ch 6u"#ance \$erv"ce #oe\$ "t fall= '. In#"v"#ual "nventory \$erv"ce ,. Re\$earch \$erv"ce C. 7lacement \$erv"ce &. 8#ucat"onal \$erv"ce

10@. Shown a p"cture of ch"l#ren "n \$weater\$ "n\$"#e the cla\$\$room5 the \$tu#ent\$ were a\$!e# th"\$ 3ue\$t"on: -In what !"n# of cl"mate #o the\$e ch"l#ren l"ve=. Th"\$ "\$ a thou6ht 3ue\$t"on on '. creat"n6. ,. Interfer"n6 C. pre#"ct"n6. &. apply"n6.

10C. Wh"ch "\$ the f"nal5 "n#"\$pen\$able component of a le\$\$on plan= '. '\$\$"6nment ,. Reference\$ C. act"v"ty &. evaluat"on

10E. Wh"ch mult"ple>cho"ce type of te\$t ha\$ opt"on\$ that are ba\$e# on a 6raph"cal pre\$entat"on of #ata or on a para6raph or p"cture= '. \$ett"n6>an#>opt"on\$ te\$t ,. \$tructure#>re\$pon\$e te\$t C. conta"ne#>opt"on\$ te\$t &. \$tem>an#>opt"on\$ te\$t

10F. <or ma\$tery learn"n6 wh"ch type of te\$t"n6 w"ll be mo\$t f"t= '. format"ve te\$t"n6 ,. cr"ter"on>reference te\$t"n6 C. apt"tu#e te\$t"n6 &. norm>reference te\$t"n6

1@(. Wh"ch "\$ a character"\$t"c of an "mperfect type of match"n6 te\$t= '. ,. C. &. 'n "tem may have no an\$wer at all. The "tem\$ "n the r"6ht an# left column\$. 'n an\$wer may be repeate#. There are two or more #"\$tracter\$.

1@1. The follow"n6 are nece\$\$ary for \$ucce\$\$ful coun\$el"n65 8IC87T?????????? '. ,. C. &. coun\$elee\$; w"ll"n6ne\$\$ to part"c"pate atmo\$phere of conf"#ent"al"ty profe\$\$"onal"\$m bu##y>bu##y relat"on between coun\$elor an# coun\$elee

1@ . Wh"ch "\$ "nclu#e# "n "tem analy\$"\$= '. ,. C. &. &eterm"n"n6 the percenta6e e3u"valent of the cut off \$core. I#ent"fy"n6 the h"6he\$t \$core &eterm"n"n6 the cut off \$core. &eterm"n"n6 the effect"vene\$\$ of #"\$tracter\$.

1@%. Teacher K want\$ to chec! whether or not h"\$ \$tu#ent\$ learne# what he "nten#e# to teach an# \$o formulate# a 3u"B that \$houl# be ba\$e# on h"\$ ???????????????. '. top"c1\$2 ,. e)tra rea#"n6\$ C. \$tu#ent\$; ab"l"ty &. "n\$truct"onal ob4ect"ve\$

1@*. If teacher want\$ to te\$t \$tu#ent;\$ ab"l"ty to or6an"Be "#ea\$5 wh"ch type of te\$t \$houl# \$he formulate= '. techn"cal problem type ,. e\$\$ay C. \$hort an\$wer &. mult"ple cho"ce type

1@0. ' teacher \$houl# not be a \$lave of h"\$ le\$\$on plan. Th"\$ mean\$ that ?????????????. '. a teacher mu\$t be rea#y to #epart from her le\$\$on plan "f \$he remember\$ \$ometh"n6 more "ntere\$t"n6 that what \$he earl"er planne#. ,. The teacher "\$ the be\$t le\$\$on plan #e\$"6ner C. ' le\$\$on plan mu\$t be followe# by a teacher no matter what &. ' teacher mu\$t be w"ll"n6 to #epart from her le\$\$on plan "f \$tu#ent\$ are "ntere\$te# "n \$ometh"n6 other than her "ntere\$te# le\$\$on 1@@. The f"r\$t th"n6 to #o "n con\$truct"n6 a per"o#"c te\$t "\$ for a teacher to ????????????????. '. ,. C. &. #ec"#e on the type of te\$t to con\$truct 6o bac! to her "n\$truct"onal ob4ect"ve #ec"#e on the number of "tem\$ for the te\$t \$tu#y the content

1@C. The cr"ter"on of \$ucce\$\$ "n Teacher &;\$ ob4ect"ve "\$ that -the pup"l\$ mu\$t be able to \$pell F(Q of the wor#\$ correctly.. 'na an# 1F other\$ correctly \$pelle# *( wor#\$ only out of 0(. Th"\$ mean\$ that Teacher & ?????????. '. ,. C. &. atta"ne# h"\$ ob4ect"ve becau\$e of her effect"ve \$pell"n6 #r"ll atta"ne# h"\$ le\$\$on ob4ect"ve fa"le# to atta"n h"\$ le\$\$on ob4ect"ve a\$ far a\$ the twenty pup"l\$ are concerne# #"# not atta"n h"\$ le\$\$on ob4ect"ve becau\$e of the pup"l;\$ lac! of attent"on

1@E. ' po\$"t"ve #"\$cr"m"nat"on "n#e) mean\$ that ???????????????. '. ,. C. &. the te\$t "tem coul# not #"\$cr"m"nate between the lower an# upper 6roup\$ more from the upper 6roup 6ot the "tem correctly more from the lower 6roup 6ot the "tem correctly the te\$t "tem ha\$ low rel"ab"l"ty

1@F. Why are te\$t norm\$ e\$tabl"\$he#= To have ba\$"\$ for ???????????????. '. comput"n6 6ra#e\$ ,. e\$tabl"\$h"n6 learn"n6 6oal\$ C. "#ent"fy"n6 pup"l;\$ #"ff"cult"e\$ &. "nterpret"n6 te\$t re\$ult\$

1C(. When po"nt\$ "n the \$catter 6ram are \$prea# evenly "n all #"rect"on\$ th"\$ mean\$ that ??????????????. '. ,. C. &. the correlat"on between two var"able\$ "\$ po\$"t"ve the correlat"on between two var"able\$ "\$ low the correlat"on between two var"able "\$ h"6h there "\$ no correlat"on between two var"able\$

1C1. The more the learner feel\$ what he "\$ learn"n6 the better the learn"n6. Therefore5 the teacher\$ \$houl# ta!e up le\$\$on\$ that ??????????????. '. ,. C. &. are ea\$y to comprehen# appeal to the learner;\$ "ma6"nat"on portray comple) "#ea\$ have \$"6n"f"cance for the learner

1C . The whole ch"l# concept of e#ucat"on "\$ contrary to the '. ,. C. &. focu\$ on the #"\$a#vanta6e# approach to e#ucat"on the mental #"\$c"pl"ne approach to e#ucat"on pro6re\$\$"v"\$t approach to e#ucat"on aca#em"c e\$\$ent"al\$ approach to e#ucat"on

1C%. The \$tren6then"n6 of l"beral e#ucat"on wh"ch "nclu#e\$ cla\$\$"cal l"terature "n the curr"culum "\$ ba\$e# on the thou6ht of the ??????????????. '. Rat"onal"\$t\$ ,. Ge#on"\$t C. human"\$t &. \$to"c\$

1C*. Wh"ch one "\$ re4ecte# by commun"\$m but "\$ accepte# by fa\$c"\$m= '. &"ctator\$h"p ,. pr"vate owner\$h"p C. no oppo\$"t"on &. per\$onal l"berty

1C0. To prov"#e for "n#"v"#ual #"fference\$ how "\$ curr"culum #e\$"6ne#= '. ,. C. &. Some #e6ree of fle)"b"l"ty "\$ re3u"re#. Real"\$t"c an# mean"n6ful e)per"ence\$ are prov"#e#. +"n"mum learn"n6 competenc"e\$ are "nclu#e#. Soc"al \$!"ll\$ are empha\$"Be#.

1C@. The empha\$"\$ 6"ven on re\$pect an# care for the a6e# "n Aalue 8#ucat"on cla\$\$e\$ 6oe\$ alon6 w"th the teach"n6\$ of an Or"ental ph"lo\$opher by the name of ????????????????. '. G\$un t\$u ,. +o t\$u C. Jun6 fu>t\$u &. 9ao t\$u

1CC. Wh"ch ph"lo\$ophy approve\$ of a teacher who lecture\$ mo\$t of the t"me an# re3u"re\$ h"\$ \$tu#ent\$ to memor"Be the rule\$ of 6rammar= '. 7ra6mat"\$m ,. 8)"\$tent"al"\$m C. real"\$m &. "#eal"\$m

1CE. The current empha\$"\$ on the #evelopment of cr"t"cal th"n!"n6 by the u\$e of ph"lo\$oph"c metho#\$ that empha\$"Be #ebate an# #"\$cu\$\$"on be6an w"th ????????????. '. Confuc"u\$ ,. Socrate\$ C. 'r"\$totle &. 7lato

1CF. The "nclu\$"on of lo6"c "n the curr"culum "\$ perhap\$ an "nfluence of the "mportance of lo6"c that ??????????????? \$tre\$\$e#. '. St. 'u6u\$t"ne ,. The human"\$t\$ C. the he#on"\$t\$ &. the \$chola\$t"c\$

1E(. Oou ob\$erve that pup"l\$ an\$wer even when not calle#5 \$hout -+';'+. to 6et your attent"on5 an# lau6h when \$omeone comm"t\$ m"\$ta!e\$. What \$houl# you #o= '. ,. C. &. Sen# the m"\$behav"n6 pup"l\$ to the 6u"#ance coun\$elor. Involve the whole cla\$\$ "n \$ett"n6 rule\$ of con#uct for the whole cla\$\$. +a!e a report to the parent\$ about the"r ch"l#ren;\$ m"\$behav"or. Set the rule\$ for the cla\$\$ to ob\$erve.

1E1. ' pol"t"cal bo\$\$ bu"l#\$ a \$chool "n a #"\$tant barr"o "n or#er to 6et the vote\$ for an unworthy an# corrupt can#"#ate\$ "\$ the act"on of the pol"t"cal bo\$\$ moral= '. ,. C. &. No5 the can#"#ate "\$ un#e\$erv"n6. Oe\$5 the vote\$ were "n e)chan6e for the \$chool bu"lt. Oe\$5 "t wa\$ h"\$ #uty to \$trate6"Be for h"\$ can#"#ate to w"n. No h"\$ mot"ve wa\$ not meant for a 6oo# effect.

1E . Can an "n\$ane per\$on be blame# for !"ll"n6 a \$tran6er= '. ,. C. &. Oe\$5 becau\$e an "n\$ane per\$on po\$\$e\$\$e\$ a l"ttle #e6ree of voluntar"ne\$\$ No5 becau\$e the one !"lle# "\$ a \$tran6er5 not "n any way relate# to h"m. Oe\$5 becau\$e an "n\$ane per\$on "\$ not totally "6norant. No5 becau\$e of h"\$ "6norance an# lac! of voluntar"ne\$\$.

1E%. +y r"6ht en#\$ where the other be6"n\$. What #oe\$ th"\$ mean= '. R"6ht\$ are ab\$olute. ,. R"6ht\$ are "nal"enable C. R"6ht\$ are al"enable &. R"6ht\$ are not ab\$olute.

1E*. The teacher;\$ f"r\$t ta\$! "n the \$elect"on of me#"a "n teach"n6 "\$ to #eterm"ne the ?????????????????. '. ava"lab"l"ty of the me#"a ,. techn"3ue to be u\$e# C. ob4ect"ve\$ of the le\$\$on &. cho"ce of the \$tu#ent\$

1E0. Wh"ch cr"ter"on \$houl# 6u"#e a teacher "n the cho"ce of In\$truct"onal \$trate6y= '. 'ttract"vene\$\$ C. appropr"atene\$\$ ,. Novelty &. co\$t 1E@. Wh"ch one #oe\$ NOT "llu\$trate the pr"nc"ple that r"6ht\$ an# #ut"e\$ are correlat"ve= '. The r"6ht to l"v"n6 wa6e "nvolve\$ the #uty of the employer to 6"ve the \$alary a6ree# upon an# the #uty of the employee to 6"ve a fa"r amount of wor!. ,. The r"6ht of the \$tate to compel c"t"Ben\$ to m"l"tary \$erv"ce "\$ rec"procate# by the #uty of the \$tate to protect the c"t"Ben\$. C. The r"6ht of an unmarr"e# pre6nant woman to abort her baby "n relat"on to her #uty to protect her name. &. The r"6ht to l"fe on the part of one per\$on corre\$pon#\$ to the obl"6at"on on the part of other per\$on\$ to re\$pect \$uch a r"6ht. 1EC. Wh"ch econom"c \$y\$tem uphol#\$ the unl"m"te# r"6ht to pr"vate property an# pur\$u"t of prof"t to the e)clu\$"on of other con\$"#erat"on\$= '. mo#erate cap"tal"\$m C. e)a66erate# cap"tal"\$m ,. mo#erate cap"tal"\$m &. commun"\$m 1EE. Wh"ch \$tatement on human r"6ht\$ "\$ CORR8CT= '. Guman r"6ht\$ are unl"m"te#. ,. Guman r"6ht\$ "\$ a moral power not a phy\$"cal power C. 'll human r"6ht\$ are "nal"enable. &. Guman r"6ht\$ "\$ m"6ht. 1EF. Wh"ch "\$ the TRU8 foun#at"on of the \$oc"al or#er= '. 83u"table #"\$tr"but"on of wealth. ,. The rec"procat"on of r"6ht\$ an# #ut"e\$. C. Obe#"ent c"t"Benry. &. Stron6 pol"t"cal lea#er\$h"p. 1F(. Wh"ch "\$ an e)ample of an al"enable r"6ht= '. r"6ht to po\$\$e\$\$ a hou\$e throu6h "nher"tance ,. r"6ht to l"fe C. r"6ht to alm\$ &. r"6ht to marry 1F1. The wor!er;\$ r"6ht\$ to form un"on or to \$tr"!e can be \$urpa\$\$e# "n t"me\$ of nat"onal emer6ency. On what norm "\$ th"\$ ba\$e#= '. clearer t"tle N the certa"n before the t"tle ,. h"6her law N "nal"enable r"6ht\$ before the al"enable C. w"#er \$oc"al or#er N the fam"ly before the "n#"v"#ual &. nobler per\$on N Go# before man. 1F . W"th wh"ch "\$ true author"ty e3uate#= '. power C. coerc"on ,. \$uppre\$\$"on &. \$erv"ce 1F%. Why \$houl# a teacher ta!e the obl"6at"on upon h"m\$elf to \$tu#y an# un#er\$tan# the cu\$tom an# tra#"t"on\$ of the commun"ty where he wor!\$= In or#er to ????????????????.

'. ,. C. &.

"#ent"fy the wea!ne\$\$e\$ of the culture of the commun"ty have a \$ympathet"c att"tu#e for the people of the commun"ty plea\$e the people of the commun"ty chan6e the culture of the commun"ty

1F*. Wh"ch one \$houl# the teacher 'AOI& to pro#uce an env"ronment con#uct"ve for learn"n6= '. Te\$t\$ ,. \$eat plan C. "n#"v"#ual compet"t"on &. 6ame\$

1F0. In a \$tu#y con#ucte#5 the pup"l\$ were a\$!e# wh"ch nat"onal"ty they preferre# "f 6"ven a cho"ce. +a4or"ty of the pup"l\$ wante# to be 'mer"can\$. In th"\$ ca\$e5 "n wh"ch obl"6at"on relat"ve to the \$tate are \$chool\$ \$eeme# to be fa"l"n6= In the"r obl"6at"on\$ to ??????????????????. '. ,. C. &. promote obe#"ence to the law\$ of the \$tate. In\$t"ll alle6"ance to the Con\$t"tut"on Re\$pect for all #uly con\$t"tute# author"t"e\$ 7romote nat"onal pr"#e

1F@. Wh"ch \$!"ll\$ \$houl# be tau6ht "f teacher want\$ to e3u"p h"\$ \$tu#ent\$ w"th the \$!"ll\$ to or6an"Be "nformat"on 6athere#= '. ,. C. &. noteta!"n65 outl"n"n65 u\$"n6 the l"brary \$ummar"B"n65 noteta!"n65 u\$"n6 the l"brary noteta!"n65 outl"n"n65 \$ummar"B"n6 outl"n"n65 \$ummar"B"n65 u\$"n6 the car# catalo6ue

1FC. Wh"ch pract"ce ne6ate\$ teacher;\$ role a\$ fac"l"tator of learn"n6= '. ,. C. &. Teacher #oe more tal! \$o learner\$ tal! le\$\$. Teacher ma!e u\$e of "nteract"ve teach"n6 \$trate6"e\$. Teacher cater\$ to mult"ple "ntell"6ence\$ "n the cla\$\$room. Teacher o#e\$ le\$\$ tal! for learner\$ to tal! more.

1FE. 'nnual me#"cal chec!>up re3u"re# of teacher\$ "\$ #one "n the "ntere\$t of ???????????????. '. 7arent\$ ,. \$chool a#m"n"\$trator\$ C. <"l"p"no me#"cal #octor\$ &. the \$tate an# of every teacher

1FF. Wh"ch act"v"ty "\$ mo\$t f"t "\$ teacher want\$ h"\$ \$tu#ent\$ to apprec"ate the value of teamwor!= '. ,ra"n\$torm"n6 ,. 6roup 6ame C. f"el# tr"p &. buBB 6roup

((. The "nformat"on proce\$\$"n6 p\$ycholo6y a\$\$ert\$ that??????????????. '. ,. C. &. the learner "\$ a pa\$\$"ve rece"ver of \$t"mul" the learner "\$ totally con#"t"one# by env"ronment learn"n6 "\$ purely a con#"t"on"n6 proce\$\$ learn"n6 "\$ an "nteract"ve proce\$\$ between the learner an# the env"ronment