Practice Certification Exam PPR

During a face-to-face conference about a student, which of the following strategies best ensures open communication between the teacher and parents? A. Beginning with a discussion of the student's behavioral weaknesses B. Minimizing opportunities for parental suggestions on classroom management C. Limiting the use of education-specific terminology D. Maintaining a demeanor that emphasizes authority

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? A. Having students complete the remainder of the project independently B. Reassigning group members based on the teacher's observations C. Asking students to view their project from a different perspective D. 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? A. Balancing the students' time between quiet learning and the activity of centers B. Keeping the same groups of students together as they rotate through the learning centers C. Assessing students' strengths and weaknesses in the skills that the centers emphasize D. 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? A. Supplying students with more information about the topic B. Asking students if they have any questions about the task C. Showing students examples of what to do and what not to do D. Assigning students a related reading and reviewing the content with them

Which of the following teacher strategies best promotes ongoing communication to enhance parental involvement in student learning? A. Creating an accessible class blog to provide parents with a forum for open discussion B. Using graphing software to display class progress to parents at the end of each grading period C. Producing a monthly slide show for parents of student work samples and class projects D. Establishing an educational social networking site for parents

If a teacher suspects a student is being abused or neglected, it is the teacher's primary responsibility to A. interview the student thoroughly to determine the exact details of the injuries or neglect. B. contact a parent or family member to inquire about the student's injuries or neglect. C. report the suspected abuse or neglect to law enforcement or family protective services within 48 hours. D. ask a school administrator to report the abuse or neglect to law enforcement or family protective services within 24 hours.

-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 A. inquiry. B. motivation. C. responsibility. D. communication.

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 A. explaining the strategies to parents during parent-teacher conferences. B. incorporating the strategies into current and future lesson plans. C. explaining the strategies to the administrators and other faculty members. D. incorporating the strategies in a reflective teaching journal.

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? A. Encouraging Claire's parents to initiate a system at home that will reward Claire for appropriate behaviors B. Requesting that Claire's behaviors be reevaluated by an Admission Review Dismissal (ARD) committee C. Meeting with colleagues to study case histories related to behavior management D. Consulting with the school nurse to learn about attention-deficit/hyperactivity disorder (ADHD)

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 prencil, 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 A. send Claire to the principal's office so that other students' learning is not disrupted. B. inform Claire that she will not attend her elective classes that day or the next. C. document Claire's behavior and implement the consequences detailed in her behavioral plan. D. remind Claire that she must follow the school's discipline 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? A. Helping his students make decisions about their future academic plans and their careers B. Developing a feeling of trust between the students and the teacher C. Communicating with administrators about his students' needs D. Assessing his students' ability to apply concrete thinking and conflict resolution skills

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? A. Having students copy pictures from Web sites and reference the sources within the presentation B. Allowing students to use pictures that they scanned from available books C. Having students use photographs that they took with a digital camera D. Allowing students to use digital photographs that they purchased to use in the presentation

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 student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. The teaching approach Ms. Galloway uses with her students can best be described as developmentally appropriate because it provides A. academic support from peers. B. challenges through competition. C. opportunities for reflection. D. content from varied perspectives.

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 student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. Ms. Galloway's system for noting problems with completed assignments will primarily benefit students by which of the following? A. Enhancing students' awareness of the cognitive processes involved in problem solving and decision making B. Encouraging students to apply teacher-directed methods to promote their own learning C. Helping students understand relationships between specific content learned and broader learning goals D. 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 student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. Ms. Galloway's discussion with her mentor teacher is effective primarily because it involves A. Ms. Galloway and her mentor sharing personal experiences with similar situations. B. Ms. Galloway and her mentor examining their personal philosophies of teaching. C. a reflective process for Ms. Galloway to use to improve her instruction. D. a review of proactive ideas for how Ms. Galloway can avoid future problems.

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 student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. To best help Ms. Galloway identify potential solutions for the listed problems, the mentor should suggest that Ms. Galloway A. initiate a personal blog of classroom management teaching experiences. B. chat with an online community of teachers about managing materials. C. join a professional educational association that focuses on classroom management. D. 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. A primary benefit of the folder system is that it A. encourages students to support classroom procedures. B. maximizes time for students' learning. C. promotes a sense of community among students in the classroom. D. incorporates a variety of student learning styles.

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. The student folders can best be used as a tool for which of the following? A. Creating closure of lessons for students B. Helping students connect lessons to the world beyond school C. Monitoring students' understanding of the content D. Activating students' prior knowledge about 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. The feedback provided by Ms. Galloway, as shown on the record sheet, is primarily effective because it provides A. encouraging support. B. constructive criticism. C. procedural reminders. D. assessment criteria.

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. Which of the following is a primary purpose of the teacher's comment section on the record sheet? A. Extending student knowledge through questioning B. Facilitating individual communication with students C. Promoting equitable opportunities for student learning D. Providing examples to clarify student expectations

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 A. have native-language-speaking peers interpret discussion points and provide responses for the ELLs. B. have English-speaking peers model discussions and then allow the ELLs to rehearse before participating. C. provide short sentence stems and terms related to the discussion for the ELLs to practice before participating. D. provide one-on-one oral language instruction and then practice discussing a wide range of topics with the ELLs.

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 A. state her opinion, calm the parent, and report the complaint about Ms. Riley to the principal. B. suggest a conference between the student, the parent, and Ms. Riley. C. discuss the incident, agree with the parent, and advocate the parent's perspective to Ms. Riley. D. defend Ms. Riley's approach to the parent and reprimand the student.

Which of the following is a general education teacher's primary responsibility in teaching special education students? A. Implementing modifications for students according to their Individualized Education Program (IEP) B. Identifying academic and behavioral goals for each student according to the results of a comprehensive evaluation C. Planning and coordinating annual Admission Review and Dismissal (ARD) meetings for each student D. Providing all modifications that the teacher believes are necessary to help each student succeed in class

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? A. Identity versus role confusion B. Industry versus inferiority C. Trust versus mistrust D. Ego integrity versus ego despair

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 A. is beneficial to the student's community. B. is requested by the media for investigative purposes. C. improves the student's educational opportunities. D. 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. Which of the following is a primary purpose of the activity? A. Applying English phonetics B. Understanding English syntax C. Assessing reading comprehension D. 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 A. maintaining the established lesson sequence. B. establishing collaborative groups as support. C. making adjustments to the instructional approach. D. introducing a different topic to the class.

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? A. Asking the class not to inquire about Jim's condition B. Telling the student to ask Jim the question upon his return C. Using the opportunity to clarify for the class why Jim leaves D. 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? A. Beginning B. Intermediate C. Advanced D. Advanced-high

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? A. Conveying her enthusiasm for continued learning B. Interacting with her students on a personal level C. Relating her instruction to everyday experiences D. Encouraging her students to respect the community

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? A. Applying the proper endings to plural nouns B. Ensuring proper subject-pronoun agreement C. Placing parts of speech correctly in the sentence D. 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 A. use various discussion methods. B. incorporate authentic learning. C. stimulate higher-order thinking. D. promote active engagement.

Which of the following strategies employed by a middle school teacher best conveys high expectations to students? A. Communicating consistently to students that they have the skills and support necessary to succeed B. Requiring students to complete extended homework assignments on the weekend C. Implementing an accelerated curriculum to move students beyond grade-level work D. Offering extrinsic motivators frequently to encourage student achievement and critical-thinking skills

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? A. Alerting administrators to the problem and having them create and implement a punishment for the students involved B. Calling the local authorities to alert them to the situation and to have them deal with the students at an official level C. Requesting that a law-enforcement officer educate all of the students on gang activities and possible consequences D. Ignoring the situation, assuming a lack of interest will diminish the students' interest in the gang

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 A. provide simple sentence stems. B. provide a minilesson on paraphrasing text. C. allow the ELL to use recently memorized phrases. D. allow the ELL to analyze genres to learn how to mimic writing features.

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? A. Asking students to record laboratory safety notes in their science journals B. Allowing students to explore safety equipment at various laboratory stations C. Having students match laboratory safety rules to the explanations of the rules D. Observing students' use of laboratory tools as they complete a simple experiment

Which of the following is a realistic role for a mentor teacher in supporting a first-year teacher? A. Facilitating the new teacher's parent conferences B. Replacing the administrator as the new teacher's evaluator C. Enforcing behavioral consequences for the new teacher's students D. 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? A. Capturing screen shots B. Inserting a table C. Tracking changes D. Converting to Web format

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 A. assistant principal. B. school counselor. C. district science coordinator. D. 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? A. Continuing with her lesson plans to ensure that the students have the opportunity to complete the entire unit B. Adhering to the district timeline and returning to the unit at the end of the year C. Assigning the additional material from the unit for the students to complete as homework D. Altering the lesson plans by reducing the student-learning objectives for the 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? A. Emotional development B. Cognitive development C. Social development D. Motor development

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? A. Discussing Matthew's low mathematics grades and better ways for him to study B. Identifying Matthew's strengths in other subjects before addressing his mathematics grades C. Discussing Matthew's mathematics grades and study habits from previous years D. Identifying Matthew's weaknesses in mathematics based on a recent mathematics exam

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. The project design primarily demonstrates Mr. Wylie's understanding of the importance of A. establishing an environment that respects diversity. B. helping students make potential career decisions. C. monitoring teacher effectiveness during instruction. D. connecting students' learning to the real world.

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Which of the following is a primary purpose of providing the handout? A. Clarifying expectations of the students regarding the learning activities B. Differentiating instruction for the learning activities for students of multiple ability levels C. Involving the students in creating an assessment for the learning activities D. Increasing students' ownership by providing a choice of learning activities

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. To best help students accomplish their task on Day 4, Mr. Wylie should provide them with a A. semantic map. B. sample script. C. performance rubric. D. behavior checklist.

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Before arranging for his students to leave the school grounds for the project on Day 5, it is most important for Mr. Wylie to A. notify the students' other teachers in writing. B. create a trip schedule to present parents with procedures to ensure students' safety. C. obtain a consent form signed by a parent from each student. D. provide information to each student about their legal rights with regard to the trip.

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. The project develops students' higher-order thinking skills primarily by promoting which of the following? A. Problem solving B. Inquiry learning C. Community involvement D. Multisensory learning

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. A primary benefit of creating the list of people to interview is that it will facilitate A. scheduling to maximize learning opportunities. B. planning experiences for students to practice problem solving. C. sequencing of learning activities in a logical way. D. improving students' understanding of the unit's content material.

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. To best help officials understand the expectations for the interviews, it is most important for Mr. Wylie to explain the A. question-and-answer format the students will use during the students' interviews. B. students' learning objectives to be achieved for the unit. C. lesson format that will be followed after the students' interviews. D. students' varied learning preferences for the unit.

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 partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Which of the following best describes Mr. Wylie's role during the interview day? A. Content specialist B. Facilitator C. Interview director D. Evaulator

A primary benefit of using classroom portfolios for assessment purposes is to A. facilitate comparing students' work to that of their peers. B. provide an opportunity for students to reflect on their progress. C. promote the implementation of cooperative group projects. D. support the application of learning strategies across the curriculum.

In a middle school classroom, which of the following methods for returning graded papers most effectively and appropriately maximizes instructional time? A. Distributing graded assignments quietly while students complete seat work B. Calling students up to the front of the classroom to pick up graded assignments C. Assigning a trustworthy student to hand out graded assignments during class D. Returning graded assignments during the last few minutes of the class while students wait

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? A. Modeling different sentence structures found in English and having the ELLs repeat the sentences B. Pairing ELLs with native English speakers and encouraging conversation between them C. Increasing wait time to allow ELLs to process information before contributing ideas D. Incorporating systematic documentation to record when ELLs participate

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 A. foster students' inquiry skills. B. measure students' evaluation skills. C. assess students' recall of the content. D. promote students' critical thinking about 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? A. Giving detailed, step-by-step directions before students begin working on their own B. Modeling the journal-entry process in great detail, using complex technology terms C. Allowing students to write a journal entry independently and to ask questions while they are working D. Using a projector to display and model how to write a journal entry before students begin working

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. Ms. Yan wants to increase the level of ongoing dialogue and student investment in the interactive online journal. She could best promote positive student engagement by A. requiring students to answer questions in their journal entries that will clarify misconceptions. B. increasing the number of times a week students are expected to log in to the online journal. C. allowing students to add new topics and questions to which other students respond. D. posting assignments and student solutions to homework and test questions.

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. Ms. Yan is aware that two of her students do not have computers at home, making it difficult for them to complete their weekly interactive online journal assignment. To best address this situation without depriving the two students of important learning opportunities, the teacher should A. exempt them from their weekly journal assignment that requires Internet access to complete. B. provide them with Internet access during the school day to work on their weekly journal assignment. C. allow them to submit their weekly journal assignment on paper. D. allow them an extra day to complete their weekly journal assignment.

Which of the following steps should a high school teacher take first when introducing procedures at the beginning of the year? A. Explaining the details of the procedures B. Correcting misunderstandings about the procedures C. Reinforcing effective use of the procedures D. Practicing the procedures regularly with the class

A high school science teacher has students keep a personal dictionary of content-related vocabulary words. The teacher first models for the students and then asks them to come up with personal learning connections for each word, such as graphics, lab notes, and references to enhance understanding. Which of the following skills will the activity most likely help the students develop? A. Abstract thinking B. Stimulus-response learning C. Critical thinking D. Self-directed learning

Which of the following is the most effective way for a teacher to establish a solution-focused approach to parent-teacher conferences? A. Providing school safety procedures to each parent B. Explaining student behavior management structures C. Seeking to establish a partnership with each parent D. Conveying interest in each student's hobbies

In order to provide the most beneficial feedback to students on their research papers, a teacher should A. provide students with corrective marks on their graded papers. B. schedule individual conferences to address comments and questions. C. return the graded papers and display a graph of the overall class performance. D. return the graded papers and offer students the option to set up a teacher conference.

Mr. Chan is preteaching intermediate-level English-language learners key content-area vocabulary for an upcoming unit. He begins by telling them the definitions of the words. To most effectively help them comprehend the meanings, Mr. Chan's best next step is to have students A. relate the words to their daily lives. B. create a sentence for each of the words. C. memorize the words and their relevant definitions. D. practice the words with word games and puzzles.

A high school teacher is creating a mathematics unit assessment for the class. It is most important for the teacher to align the assessment questions with the A. objectives in the national mathematics standards. B. content of the previous mathematics unit as a review. C. interests of the students during the mathematics unit. D. material taught during the mathematics unit.

PART 1 Ms. Soto, a fourth-grade teacher, begins a unit about endangered animals with her class. Read the following excerpt from the student assignment sheet. Our Precious Animals Goals: Mathematics: To practice estimation skills by writing estimation statements about the endangered animals Science: To understand factors that contribute to the endangerment of animals Social Studies: To learn about various world cultures and land formations English/Language Arts: To incorporate research into a concise computer-based slide show and to write song lyrics There are hundreds of endangered animals in our country alone and many more around the world. Over the next three weeks, we will be studying such endangered animals. You will be assigned to a group of 3-4 students and to a specific region of the world. Each group will be asked to research ten animals within the group's assigned region that are considered endangered and present the information to the class. Which of the following terms best characterizes the project described? A. Culminating B. Interdisciplinary C. Multicultural D. Kinesthetic

Ms. Soto, a fourth-grade teacher, begins a unit about endangered animals with her class. Read the following excerpt from the student assignment sheet. Our Precious Animals Goals: Mathematics: To practice estimation skills by writing estimation statements about the endangered animals Science: To understand factors that contribute to the endangerment of animals Social Studies: To learn about various world cultures and land formations English/Language Arts: To incorporate research into a concise computer-based slide show and to write song lyrics There are hundreds of endangered animals in our country alone and many more around the world. Over the next three weeks, we will be studying such endangered animals. You will be assigned to a group of 3-4 students and to a specific region of the world. Each group will be asked to research ten animals within the group's assigned region that are considered endangered and present the information to the class. Ms. Soto allows each student to select two or three animals to research for the group. The purpose of allowing students to choose the animals is to A. ensure organization. B. monitor effectiveness. C. increase motivation. D. use hands-on learning.

PART 2 Before students begin their research, Ms. Soto posts the broad mathematics goal on the chalkboard. The following is the class discussion. Ms. Soto: OK, I have written the mathematics goal on the board, "To practice estimation skills." We completed an estimation unit about a week ago. We used a jar of jelly beans to start out the unit... does anyone remember what estimating is in measurement? Corey: It's when you figure how much something weighs or how many things there are, or something like that. I mean, not exactly how much, but around how much. Ms. Soto: Yes, that's correct. You give an educated guess. We estimated how many jelly beans were in a jar based on the size of the jar and the size of the jelly beans. Now, for our research, we are going to use estimation to help others understand the size of the animal based on things that we already know. For example, let's look at this science textbook. We don't know how much it weighs, but what can you tell me about its weight? [No one volunteers to answer the question.] Well, let's see, is the textbook heavier or lighter than this magazine? Several students: Heavier! Ms. Soto: Good! Now what's another question you could ask to help us estimate its weight? Amanda: You could ask if it's heavier or lighter than a student dictionary, and it's lighter. [The conversation continues, and students practice estimating the relative heights and volumes of different objects.] Ms. Soto: So for each of the endangered animals you research, you will be responsible for helping us understand its height and weight in terms of estimation based on things that we already know. For example, an African elephant can weigh more than four tons and stand twelve feet tall. In terms that we can understand, that's the weight of three average-sized cars and the height of a tall man standing on the shoulders of another tall man. Ms. Soto mentions the jelly bean activity primarily to do which of the following? A. Connect ideas to prior knowledge B. Relate the project to real life C. Stimulate critical thinking D. Encourage visual learners

PART 2 Before students begin their research, Ms. Soto posts the broad mathematics goal on the chalkboard. The following is the class discussion. Ms. Soto: OK, I have written the mathematics goal on the board, "To practice estimation skills." We completed an estimation unit about a week ago. We used a jar of jelly beans to start out the unit... does anyone remember what estimating is in measurement? Corey: It's when you figure how much something weighs or how many things there are, or something like that. I mean, not exactly how much, but around how much. Ms. Soto: Yes, that's correct. You give an educated guess. We estimated how many jelly beans were in a jar based on the size of the jar and the size of the jelly beans. Now, for our research, we are going to use estimation to help others understand the size of the animal based on things that we already know. For example, let's look at this science textbook. We don't know how much it weighs, but what can you tell me about its weight? [No one volunteers to answer the question.] Well, let's see, is the textbook heavier or lighter than this magazine? Several students: Heavier! Ms. Soto: Good! Now what's another question you could ask to help us estimate its weight? Amanda: You could ask if it's heavier or lighter than a student dictionary, and it's lighter. [The conversation continues, and students practice estimating the relative heights and volumes of different objects.] Ms. Soto: So for each of the endangered animals you research, you will be responsible for helping us understand its height and weight in terms of estimation based on things that we already know. For example, an African elephant can weigh more than four tons and stand twelve feet tall. In terms that we can understand, that's the weight of three average-sized cars and the height of a tall man standing on the shoulders of another tall man. Which of the following excerpts from the discussion best indicates that Ms. Soto adjusted instruction based on students' needs? A. Yes, that's correct. You give an educated guess. B. ...but what can you tell me about its weight? C. ...we are going to use estimation to help others understand... D. ...is the textbook heavier or lighter than this magazine?

PART 3 After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. Which of the following will best ensure that Ms. Soto clearly explains the directions for the slide show assignment? A. Giving students two minutes to discuss the assignment with a partner B. Providing a visual example of a completed assignment C. Asking each student to write his or her understanding of the assignment D. Restating the goal of the assignment after discussing the directions

PART 3 After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. The best reason for incorporating the slide show portion into the unit is to have students A. use productivity tools to communicate information. B. gain experience using new computer software. C. work collaboratively to ensure understanding. D. access information from electronic sources.

PART 3 After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. To make the final assessment most valid, the teacher should instruct the students to A. tell a fictional story about the animal in the song. B. use a familiar song. C. include facts about the animal in the song. D. memorize the song.

Which of the following classroom management approaches for high school students is based on Skinner's theory of operant conditioning? A. Providing breakfast for students to help them pay attention better in class B. Praising students who are on task while correcting students who are off task C. Creating collaborative groups for students to assist one another in learning D. Developing hands-on activities to promote the highest level of engagement

When conducting a class discussion, a high school teacher makes eye contact with individual students and listens intently to their responses. Which of the following classroom management techniques does the teacher's conduct best exemplify? A. Redirecting student focus B. Modeling desired behaviors C. Monitoring student behavior D. Enforcing desired expectations

According to Piaget, which of the following is the last stage of cognitive development? A. Preoperational stage B. Formal operational stage C. Sensorimotor stage D. Concrete operational stage

A teacher can best simplify language for an English-language learner with which of the following strategies? A. Eliminating nonverbal facial expressions and gestures B. Avoiding the use of cognates while doing group work C. Reducing the number of pronouns used in spoken instructions D. Using slang commonly spoken by students of that age group

An elementary school teacher presents a lesson in which students write a positive statement about each of their classmates. Which of the following is a primary purpose of the activity? A. Promoting a respectful learning environment B. Fostering equitable achievement C. Developing skills for self-directed learning D. Integrating the use of goal setting

Su-Mei, a high school English-language learner, is at an intermediate level of English-language proficiency. She can communicate and understand a wide range of everyday topics but has difficulty understanding complex content material in class lectures. Which of the following strategies is the most appropriate for her teachers to use to help her comprehend academic content? A. Assigning supplemental homework based on content material B. Discussing learning objectives at the beginning and end of class C. Modeling the use of inferential skills to develop prediction skills D. Monitoring progress through observation during group work

At the beginning of the school year, a sixth-grade language arts teacher gives students a hand-shaped cutout and tells them to write an "I" statement on it focusing on something they like to do in relation to language arts. Students then present their statements to the class and put their cutouts up on a classroom bulletin board. Which of the following teacher's goals is best achieved through the activity? A. Assessing students' current skill levels and learning styles to appropriately differentiate instruction B. Establishing a means to monitor students' academic goals throughout the year C. Using students' diverse skills and interests to create a sense of community within the classroom D. Planning instruction that helps students identify their goals for future careers

A middle school teacher observes an unusually high number of behavior problems in one class. The students are violating multiple rules during a typical class period despite having watched a presentation on class expectations at the beginning of the school year. Which of the following strategies is the best next step for the teacher to take to help improve the behavior of the class? A. Rewarding the class when the students keep violations below a predetermined number B. Setting up a video camera to record student violations to show parents at conferences C. Assigning extra work for the class to make up for instruction time that was lost due to violations D. Sending any student who violates the same rule more than once to the principal's office

After teaching a unit on the War of 1812, a teacher assesses the students' learning by asking them to summarize the war, first as if they were a United States journalist and then as if they were a British government official. Which of the following teaching strategies does the assignment primarily use? A. Providing instructional scaffolding B. Activating prior knowledge C. Exploring multiple perspectives D. Promoting student choice

A teacher would like to create a more collaborative environment in the classroom but does not know how to implement strategies to do so. Which of the following would be the best first step in developing more collaboration? A. Observing another teacher who effectively implements collaborative activities on a regular basis B. Grouping the students by various learning styles to promote more collaboration C. Consulting with the administrator to enlist suggestions for improving the level of collaboration in the classroom D. Discussing the goals with the school guidance counselor to learn more about the psychology behind grouping students

One day a week, a middle school social studies teacher holds a class discussion on a current event. To prepare students for the discussion, the teacher sends home an article and a list of online sites related to the topic. The teacher also suggests that students watch the news for additional information regarding the issue. Which of the following is a primary benefit of the teacher's actions? A. Accommodating students' differing access to resources B. Using student diversity to enhance and guide learning C. Providing instruction to support learning goals and objectives D. Differentiating instruction for students' varying reasoning abilities

A teacher finds a cell phone after students have left class. Which of the following is the most ethical way for the teacher to handle the situation? A. Turning off the phone and returning it the following day B. Taking the phone to the school office as soon as possible C. Asking other students if they know who owns the phone D. Searching for information on the phone to determine the owner

While grading students' research projects, a teacher observes that many of the students document unreliable Internet sources. To best ensure students use the most reliable sources, the teacher should provide students with A. Internet sites that list basic technology terms and concepts. B. a list of several school-subscribed Web sites. C. Web sites that provide examples of correct references. D. names of widely used Internet search engines.

A fourth-grade teacher reviews whole-number place value before introducing decimal place value. It is evident that four students still struggle with the concept of whole-number place value. The teacher's best approach is to A. continue with the lesson plans to avoid deviating from the mathematics-curriculum timeline. B. adapt the lesson plans to include small-group instruction for those students who have not mastered the concept. C. plan lessons to reteach place-value concepts to the whole class, to review and reinforce students' understanding. D. prepare lessons to teach the next concept during class, and assign practice activities on place value as homework.

While teaching a new science unit on weather, a teacher wants to measure the instructional effectiveness of lessons that have been presented against specific science Texas Essential Knowledge and Skills (TEKS). The best way to determine the lessons' effectiveness is to A. incorporate cooperative learning activities into the unit and have students reflect on their contribution to the group. B. record how much time students are actively engaged and on task during the unit. C. ask students to develop learning goals for the unit and to reflect on their progress. D. monitor students' learning by asking specific questions and measuring students' performance on assignments.

Mr. Smigla's students are reading a novel in history class. He provides twenty minutes for sustained silent reading each class period. Near the end of the established time frame, one of the students asks Mr. Smigla a question about a character in the novel. He answers the question, and this sparks a conversation about the novel that involves the whole classroom. The best way for Mr. Smigla to respond to this situation is by A. extending the time frame for the sustained silent reading. B. stopping the discussion and having the students write any comments they may have in their journals. C. giving an impromptu quiz after the students have finished the conversation. D. allowing the students to continue the conversation while he monitors the discussion.

Use the information below to answer the question that follows. -Allows for purposeful selection of student work -Promotes self-reflection on accomplishments -Provides an emphasis on improvement -Encourages meaningful goal setting The listed information best describes A. portfolio assessment. B. objective testing. C. observational assessment. D. performance testing.

A class reads a novel about a man who returns to his homeland. The teacher extends the reading by having the students each create a family tree, research their family's homeland, model that country's traditional clothing, and share a food of that country. A primary benefit of including the project in the curriculum is that it A. promotes acceptance of and respect for students' diverse backgrounds. B. adapts materials and instruction to address students' varied learning styles. C. communicates the teacher's enthusiasm and high academic expectations. D. provides instruction that is responsive to cultural and socioeconomic differences.

A teacher allows students in a seventh-grade science class to choose objects from home or from the classroom to use for a demonstration. By allowing the students to choose the objects for the demonstration, the teacher primarily addresses the typical adolescent's developmental need for A. success. B. autonomy. C. acceptance. D. reflection.

While reviewing student data from a recent mathematics exam, a high school teacher notices that a majority of students do not understand a key concept. Which of the following actions should the teacher take first to address the students' deficiency in understanding? A. Readministering the exam to improve student performance B. Allowing students to make corrections to their original answers C. Reteaching the essential concept before covering any new material D. Presenting the original lesson using the same instructional methodology