Strategies for Effective Classroom Management and Student Engagement, Exams of Organizational Development

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Pedagogy and Professional

Responsibilities EC-12 (160)

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During a face-to-face conference about a student, which of the following strategies best ensures open communication between the teacher and parents? - ANSWER-Limiting the use of education-specific terminology Middle school students are working in cooperative learning groups on a project. While monitoring the classroom, the teacher notices that some students are not actively working on the project. Which of the following techniques should the teacher implement first to address the issue? - ANSWER-Reviewing assigned roles for the project with members of each group Which of the following approaches would most effectively support kindergarten students' social development when they participate in learning

centers? - ANSWER-Creating opportunities for interaction among students during learning center activities A high school English-language arts teacher wants to ensure that students successfully complete a content-specific essay. Which of the following actions by the teacher will best help students understand the teacher's expectations for the assignment's format? - ANSWER-Showing students examples of what to do and what not to do Which of the following teacher strategies best promotes ongoing communication to enhance parental involvement in student learning? - ANSWER-Creating an accessible class blog to provide parents with a forum for open discussion If a teacher suspects a student is being abused or neglected, it is the teacher's primary responsibility to - ANSWER-report the suspected abuse or neglect to law enforcement or family protective services within 48 hours. Use the information below to answer the question that follows. Offering student choices

Incorporating real-world applications Designing appropriately challenging tasks A high school teacher can expect implementation of the listed strategies to primarily increase student - ANSWER-motivation A new elementary school teacher attends a writing workshop that addresses strategies for improving student writing. After the workshop, the teacher can best help students by - ANSWER-incorporating the strategies into current and future lesson plans. Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). Which of the following is the most appropriate way for the teacher to seek support in teaching Claire how to better manage her behaviors? - ANSWER-

Requesting that Claire's behaviors be reevaluated by an Admission Review Dismissal (ARD) committee Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). When Claire disrupts the class, the teacher's most appropriate course of action is to - ANSWER-document Claire's behavior and implement the consequences detailed in her behavioral plan. Mr. Marin, a middle school teacher, wants to establish a productive learning environment for his students. Which of the following should Mr. Marin focus on first? - ANSWER-Developing a feeling of trust between the students and the teacher Middle school science students are creating a multimedia presentation about different types of soil. The students are required to include pictures of various types of soil and an explanation of the attributes of each soil type.

Which of the following best ensures that students can include pictures in the presentation without breaking copyright laws? - ANSWER-Having students use photographs that they took with a digital camera For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below.

1. Too much class time gets wasted collecting and passing out - ANSWER- opportunities for reflection. For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their

lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below.

1. Too much class time gets wasted collecting and passing out - ANSWER- Developing students' sense of personal responsibility for their own achievement For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms.

Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below.

1. Too much class time gets wasted collecting and passing out - ANSWER-a reflective process for Ms. Galloway to use to improve her instruction. For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below.
2. Too much class time gets wasted collecting and passing out - ANSWER- review research-based educational articles about managing materials. After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder

for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out- box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. https://practice.ets.org/iptmgr/disp?loc=images/texasQ17_20.jpg Which of the following is a primary purpose of the teacher's comment section on the record sheet? - ANSWER-Facilitating individual communication with students A high school teacher observes that English-language learners (ELLs) at the beginning level of language proficiency in speaking do not participate in classroom discussions. The most effective way to help the ELLs is to - ANSWER-provide short sentence stems and terms related to the discussion for the ELLs to practice before participating.

A father complained to Ms. Adair, a fifth-grade teacher, about an incident that occurred between his son and another fifth-grade teacher, Ms. Riley. The father feels Ms. Riley has treated his son unfairly. To best maintain her professionalism in the situation, Ms. Adair should - ANSWER-suggest a conference between the student, the parent, and Ms. Riley. A primary benefit of the folder system is that it - ANSWER-maximizes time for students' learning. After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out- box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. https://practice.ets.org/iptmgr/disp?loc=images/texasQ17_20.jpg

The student folders can best be used as a tool for which of the following? - ANSWER-Monitoring students' understanding of the content After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out- box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. https://practice.ets.org/iptmgr/disp?loc=images/texasQ17_20.jpg The feedback provided by Ms. Galloway, as shown on the record sheet, is primarily effective because it provides - ANSWER-encouraging support.

After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out- box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. https://practice.ets.org/iptmgr/disp?loc=images/texasQ17_20.jpg Which of the following is a general education teacher's primary responsibility in teaching special education students? - ANSWER-Implementing modifications for students according to their Individualized Education Program (IEP) A high school student expresses political and religious views during class and often asks career-oriented questions. The student is most likely in which of the following stages of Erikson's stages of psychosocial development? - ANSWER-Identity versus role confusion

According to the Code of Ethics and Standard Practices for Texas Educators, an educator can reveal confidential information concerning a student only when the disclosure - ANSWER-serves a lawful professional purpose. After reading from a science textbook written in English, an English-language learner at the advanced-high level of proficiency completes the following activity card by listing a definition for precipitation, listing its part of speech, and listing an example. precipitation moisture falling to the ground noun rain Which of the following is a primary purpose of the activity? - ANSWER- Building academic vocabulary A high school teacher realizes during a direct-teach lesson that many students seem confused and are not participating. To best respond, the

teacher should continue the lesson by - ANSWER-making adjustments to the instructional approach. Jim leaves class each day to take medication in the nurse's office. A student asks the teacher why Jim leaves each day. Which of the following is the most appropriate teacher response? - ANSWER-Letting the student know that Jim is fine and will return shortly Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow. Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh:

I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. Minh's speech can best be classified as being at which of the following English-language proficiency levels? - ANSWER-Intermediate Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow. Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson:

You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. During the conversation with Minh, Ms. Stevenson primarily uses which of the following techniques to create a productive classroom environment? - ANSWER-Interacting with her students on a personal level Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow. Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time?

Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. Based on the grammatical errors Minh makes in the conversation, he would benefit most from focused English-language instruction on which of the following skills? - ANSWER-Using the correct form of present-tense verbs

Elementary students are presenting to their classmates descriptive paragraphs that they wrote. The teacher asks students to name each new descriptive word they hear and post the new words on a word wall. The primary purpose of the activity is to - ANSWER-promote active engagement. Which of the following strategies employed by a middle school teacher best conveys high expectations to students? - ANSWER-Communicating consistently to students that they have the skills and support necessary to succeed Emily, a student in Ms. Hess's class has recently been boasting to other students about her connections to a local gang. Emily's friends are intrigued and preoccupied by what she says and does, and they are also showing an interest in the gang. Which of the following is the most appropriate action for the teacher to take in the situation? - ANSWER-Requesting that a law- enforcement officer educate all of the students on gang activities and possible consequences An intermediate-level English-language learner (ELL) in a middle school class is having difficulty with writing. When responding to short-answer questions, the student writes with little detail and with frequent errors. To best support the student, the teacher should - ANSWER-provide simple sentence stems.

At the beginning of the school year, a middle school science teacher presents a lesson demonstrating safe practices in the science lab. Which of the following activities is the most effective informal assessment of the lesson? - ANSWER-Allowing students to explore safety equipment at various laboratory stations Which of the following is a realistic role for a mentor teacher in supporting a first-year teacher? - ANSWER-Modeling instructional strategies for the new teacher A group of teachers work together to create a common assessment for an upcoming unit. Which of the following features of word processing software is best to use for facilitating collaboration among the teachers on the assessment? - ANSWER-Tracking changes Ms. Ellis, a high school biology teacher, is struggling to maintain student engagement throughout her lessons. Although she has begun to use several motivational strategies, the situation has not improved. The most appropriate next step for Ms. Ellis to take is to discuss the issue with the - ANSWER-head of the science department.

Ms. Tatum is teaching a mathematics unit that is an essential core of the Texas Essential Knowledge and Skills (TEKS). According to the suggested district timeline, she has only one more day to finish teaching the unit; however, based on the students' performance, she requires three additional days to teach the unit. Which of the following is the best practice for addressing the students' needs? - ANSWER-Continuing with her lesson plans to ensure that the students have the opportunity to complete the entire unit Erin is a kindergartner who can skip, jump, dress herself, and trace a square. Which of the following best describes this area of development? - ANSWER- Motor development A third-grade teacher has several English-language learners (ELLs) at varying language proficiency levels in the class. Which of the following best ensures that the ELLs will participate in whole-class discussions? - ANSWER- Increasing wait time to allow ELLs to process information before contributing ideas

During a lesson about the American Revolution, the teacher asks students the following questions.

• Why did the Americans rebel?
• Where did the Revolution begin?
• What is a Patriot and what is a Tory? By asking these questions, the teacher best demonstrates an understanding of how to - ANSWER-assess students' recall of the content. Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. After the teacher briefly explains the process of making an entry in an interactive online journal, which of the following teacher actions would best ensure that the students are successful with the journal? - ANSWER-Using a projector to display and model how to write a journal entry before students begin working

Because Matthew is a student who is struggling in mathematics, his teacher schedules a conference with his parents. Which of the following is the best way for the teacher to begin the conference? - ANSWER-Identifying Matthew's strengths in other subjects before addressing his mathematics grades PART 1 Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2

Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your - ANSWER-connecting students' learning to the real world. PART 1 Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2

Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your - ANSWER-Clarifying expectations of the students regarding the learning activities PART 1 Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2

Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your - ANSWER-performance rubric. PART 1 Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions.

Day 3 Practice your interview using role-playing with at least two different members of the class (other than your - ANSWER-obtain a consent form signed by a parent from each student. PART 1 Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3