1. The seating arrangement that allows students to work at their own pace.

a. mingle

b. plenary

c. singles

d. none of the above 

C
Groupings can be in singles, pairs, groups, mingle, and plenary. Singles or solos allow
students to work at their own pace. 

2. The seating arrangement that allows students to hop from one group to another and
eventually feel more comfortable with the whole class.

a. solo

b. mingle

c. single

d. plenary

B
Mingle means that students can hop from one group to another and eventually feel more
comfortable with the whole class. 

3. This teacher’s task requires your presence while the activity is going on and
observing with interest what your students are doing 

a. monitoring 

b. evaluating

c. motivating 

d. A and C 

A
This task requires your presence while the activity is going on and observing with interest
what your students are doing. Step back and allow students to work on the task without
too much interference from you. If there’s a need, you may correct but don’t overdo it.
More corrections can be done after the activity; thus, you need to take note of mistakes
that your students make. 
4. Preparation or ____________ is used to motivate students to participate in the
activity.

a. monitoring 

b. evaluating 

c. motivating 

d. lead-in 

D
Preparation or lead-in is used to motivate students to participate in the activity. Some of
the lead-ins that you can use are showing pictures, writing the key words on the board,
telling a short anecdote, asking for students’ experience, handing in a short text and
letting the students read it, and giving a startling sentence and eliciting their response. 

5. Below are ways of preparing the class for the lesson except one.

a. showing pictures 

b. asking the learners to guess the ending of the story

c. writing the key words on the board 

d. telling a short anecdote 

B
Preparation or lead-in is used to motivate students to participate in the activity. Some of
the lead-ins that you can use are showing pictures, writing the key words on the board,
telling a short anecdote, asking for students’ experience, handing in a short text and
letting the students read it, and giving a startling sentence and eliciting their response. 

6. Following are ways of setting up except one.

a. gathering needed materials 

b. organizing students in pairs or in groups 

c. writing the key words on the board 

d. giving clear instructions 

C
Setting-up: Gather all needed materials. Organize students in pairs or in groups. You may
change the seating arrangement. Give clear instructions. 
7. The teacher’s task that involves bringing the activity to an end. 

a. leading in 

b. closing

c. reviewing 

d. motivating 

B
Closing: Bringing the activity to an end may pose a problem especially if students are so
engrossed with it. Try to sense if the students are ready to move on. Give a time warning
so that students know when to end. Make sure that that there is enough time for cooling
down, feed backing, and cleaning up. 

8. Teacher’s ____________ in the classroom involves getting and maintaining students’

attention, deciding who does what, and delegating authority. 

a. responsibility 

b. authority

c. respect

d. A and C 

B
Authority in the classroom involves getting and maintaining students’ attention, deciding
who does what, and delegating authority. 

9. Setting up a _____________ policy in the classroom is a good start for handling

critical moments. 

a. friendship 

b. discipline

c. behaviour 

d. none of the above 

B
Setting up a discipline policy in the classroom is a good start for handling critical
moments. Make sure that your class understand the essence of this policy. Once the
policy has been set-up, try hard to be consistent in your discipline. 
10. Which one does not apply when the teacher makes students feel a sense of
ownership to the rules? 

a. Students think of classroom rules that they want to be observed

b. Students make a poster of these rules. 

c. Students discuss these rules with their classmates 

d. Students obey the rules imposed by the teacher. 

D
Students should be made to feel a sense of ownership to the rules. Ask them to do the
following: (1) Think of classroom rules that they want to be observed. (2) Write these
rules down. [Remind them that rules should be short and stated positively]. (3) Make
posters for these rules. (4) Hang these posters. 

11. This technique is used when one wants to confront another person of his or her
behaviour. 

a. You-message 

b. I-message 

c. None of the above 

d. I’m ok; you’re ok message 

B
I-message is considered as one of the best techniques when one wants to confront another
person of his or her behaviour. The underlying principle states that one should focus on
how you want the other person to behave rather than on his or her behaviour. 

12. Following are forms of feedbacks. Identify each feedback whether it is evaluative or
descriptive12. You’ve done a well-researched report. 

a. evaluative

b. descriptive 

c. faaaa

B
Descriptive
Stating specific achievements
Facilitating learning process
 Negative: specifying errors

13. How disappointing! 

a. evaluative

b. descriptive

A
Evaluative 
Rewarding – smiley faces, stickers, treats
Approving – non-verbal (positive facial expressions) and verbal (praises like well done!)
Negative: 
Punishing – negative comments (you’re so careless!) and punishments (deprivation)
Disapproving – general feelings of disapproval (you could have done better! How
disappointing)

14. Please take note of the spelling mistakes in your essay. 

a. evaluative

b. descriptive

B
Descriptive
Stating specific achievements
Facilitating learning process
Negative: specifying errors

15. You could have done better! 

a. evaluative

b. descriptive 

A
Evaluative 
Rewarding – smiley faces, stickers, treats
Approving – non-verbal (positive facial expressions) and verbal (praises like well done!)
Negative: 
Punishing – negative comments (you’re so careless!) and punishments (deprivation)
Disapproving – general feelings of disapproval (you could have done better! How
disappointing)