Education Exams (Educ Profed) – Page 6

#100. When a teacher teaches the idea that it is wrong to think that Filipino lifestyle, products and ideas are inferior to those of other nationalities, he fights against ______
A Culture shock
B Ethnocentrism
C Xenocentrism
D Acculturation
Answer: Xenocentrism
#101. Teacher Lolita, a teacher for forty years, refuses to attend seminars. She claims that her forty years of teaching is more than all the seminars she is asked to attend. Is her actuation and thinking in accordance with the Code of Ethics for Professional Teachers?
A Yes, because she has taught for forty years and may have mastered the trade
B No, non-attendance to seminars means no professional growth
C No, a professional teacher, regardless of teaching experience, ought to go through continuing professional education
D Yes, provided she has an excellent performance rating
Answer: No, a professional teacher, regardless of teaching experience, ought to go through continuing professional education
#102. A principal asked her good teachers to write modular lessons in Science, and then she had them published with her name printed as author.
A She was the exclusive beneficiary of the royalty from the modules
B She burdened her teachers with work not related to teaching
C She had the modular lessons published when they were worth publishing
D She got the merit which was due for her teacher-writers
Answer: She got the merit which was due for her teacher-writers
#103. Is it ethical on the part of the teacher to proselyte in her classroom every Friday?
A Yes, that strengthens values education
B Yes, that is religious instruction which is allowed by the Constitution
C No, a teacher shall not engage in the promotion of his/her religious interest in the classroom
D No, proselyting is no longer necessary in this age
Answer: No, a teacher shall not engage in the promotion of his/her religious interest in the classroom
#104. Which can promote national pride among pupils/students?
  1. Studying the lives of outstanding Filipinos here and abroad
  2. Reading the lives of saints of the Church
  3. Studying Philippine history with emphasis on the victories and greatness of the Filipino people
A I, II, III
B I & II
C II only
D III only
Answer: III only
#105. You want to report on a colleague's act of immorality. You don't have the courage to confront her. To end her illicit affair with a married man you write and secretly distribute copies of your anonymous letter against your fellow teacher. What should have been done instead?
A Secretly give the anonymous letter only to the two people concerned
B Talk to the married man with whom she is having illicit affair
C If the charge is valid; present such charge under oath before your school head
D Ask a third party to write the anonymous letter to prevent yourself from being involved
Answer: If the charge is valid; present such charge under oath before your school head
#106. Teachers often complain of numerous non-teaching assignments that adversely affect their teaching. Does this mean that teachers must be pre-occupied only with their teaching?
A No, because every teacher is expected to provide leadership in activities for the betterment of the communities where they live and work
B Yes, because teaching is enough full time job
C Yes, if they are given other assignments, justice demands that they be properly compensated
D No, they are also baby sitters especially in the pre-school
Answer: Yes, if they are given other assignments, justice demands that they be properly compensated
#107. My right ends where the rights of others begin. What does this mean?
A Rights are absolute
B Rights are inalienable
C Rights are alienable
D Rights are not absolute
Answer: Rights are not absolute
#108. History books used in the schools are replete with events portraying defeats and weaknesses of the Filipino people. In the spirit of nationalism, how should you tackle them in the classroom?
A Present the facts including those people responsible for the failures or for those who contributed
B Present the facts and use them as means to teach and inspire your class
C Present the facts and express your feelings of regret
D Present them as they are and tell the class to accept reality
Answer: Present the facts and use them as means to teach and inspire your class
#109. Should an association of teachers obey a Supreme Court’s decision even if it conflict with its interest and opinions?
A No
B Yes
C probably
D No, as a minority group they have the right to express their rejection
Answer: Yes
#110. A teacher does not agree with the selective retention policy of the school and she openly talks against it in her classes. Is her behavior ethical?
A Yes, provided she got the permission from her superior to talk against the policy
B Yes, she is entitled to her opinion just as everybody is
C No, it is her duty to faithfully carry it out even if she does not agree
D No, in fact she is quite confused and passes on her confusion to others
Answer: No, it is her duty to faithfully carry it out even if she does not agree
#111. If you have a problem with another teacher, the first step towards resolution should be for you to:
A Ask your fellow teachers for their suggestions
B Discuss it with your principal
C Ask your fellow teachers to intercede on your behalf
D Talk directly with the teacher involved
Answer: Talk directly with the teacher involved
#112. What is ethical for you to do if deep within your heart you do not agree with the school policy on student absences?
A Keep your feeling to yourself but make insinuations that you are against it while you teach
B Understand the policy and support the school in its implementation
C Be vocal about your feeling and opinion against the policy
D Argue with your superior to convince him to change the policy
Answer: Understand the policy and support the school in its implementation
#113. Mrs. Domingo developed a lesson on the concept of fraction this way: First, she presented one pizza, and then asked a pupil to cut it into two. She called one part of the pizza 1/2 and the two parts of 2/2. Then she wrote 1/2 and 2/2 on the board. She proceeded to ask another pupil to divide the half parts of the cake into two again, and then wrote 1/2, 2/4 and 3/4. Then she used the model of fractions (wooden circles) divided into 2, 3 and 4 show 1/2, 1/4, 1/3, 2/4. Then she went back to the fractions she wrote on the board. She asked her pupils for the meaning of 1/2, 1/3, 1/4, 2/4.
Did Mrs. Domingo follow Bruner's three stage development of knowledge?
A Cannot be determined because the lesson was not fully developed
B Only in the first stage
C Yes
D No
Answer: Yes
#114. Mrs. Domingo developed a lesson on the concept of fraction this way: First, she presented one pizza, and then asked a pupil to cut it into two. She called one part of the pizza 1/2 and the two parts of 2/2. Then she wrote 1/2 and 2/2 on the board. She proceeded to ask another pupil to divide the half parts of the cake into two again, and then wrote 1/2, 2/4 and 3/4. Then she used the model of fractions (wooden circles) divided into 2, 3 and 4 show 1/2, 1/4, 1/3, 2/4. Then she went back to the fractions she wrote on the board. She asked her pupils for the meaning of 1/2, 1/3, 1/4, 2/4.
Would it be easier to understand and retain the concept of fractions if Mrs. Domingo began the lesson on fractions with the meaning of 1/2, 1/3, 1/4, etc.?
A Yes, provided we proceed to the concrete
B No, for better learning we proceed from the concrete to the abstract
C It depends on the teaching skills of the teacher
D Yes, provided we include a concrete application of the abstract
Answer: No, for better learning we proceed from the concrete to the abstract
#115. Mrs. Domingo developed a lesson on the concept of fraction this way: First, she presented one pizza, and then asked a pupil to cut it into two. She called one part of the pizza 1/2 and the two parts of 2/2. Then she wrote 1/2 and 2/2 on the board. She proceeded to ask another pupil to divide the half parts of the cake into two again, and then wrote 1/2, 2/4 and 3/4. Then she used the model of fractions (wooden circles) divided into 2, 3 and 4 show 1/2, 1/4, 1/3, 2/4. Then she went back to the fractions she wrote on the board. She asked her pupils for the meaning of 1/2, 1/3, 1/4, 2/4.
Which part of the lesson is the symbolic stage?
A Using the model of fractions
B Dividing the pizza further into four c. Dividing the pizza into two
C Writing the fractions 1/2, 1/4, 1/3, 2/4 on the board
D Dividing the pizza further into four
Answer: Writing the fractions 1/2, 1/4, 1/3, 2/4 on the board
#116. Mrs. Domingo developed a lesson on the concept of fraction this way: First, she presented one pizza, and then asked a pupil to cut it into two. She called one part of the pizza 1/2 and the two parts of 2/2. Then she wrote 1/2 and 2/2 on the board. She proceeded to ask another pupil to divide the half parts of the cake into two again, and then wrote 1/2, 2/4 and 3/4. Then she used the model of fractions (wooden circles) divided into 2, 3 and 4 show 1/2, 1/4, 1/3, 2/4. Then she went back to the fractions she wrote on the board. She asked her pupils for the meaning of 1/2, 1/3, 1/4, 2/4.
Does the development of the lesson on fraction conform to the bottom-up arrangement of the learning experiences in Edgar Dale's Cone of Experience?
A Cannot be determined
B No
C Yes
D Up to the second phase of the lesson only
Answer: Yes
#117. In a faculty recollection, the teachers were asked to share their thoughts of the learner, their primary customer. What follow is the gist of what were shared: Teacher A - “The learner is a product of his environment. Sometimes he has no choice. He is determined by his environment.” Teacher B - “The learner can choose what he can become despite his environment.” Teacher C - “The learner is a social being who learns well through an active interplay with other.” Teacher D - “The learner is a rational being. Schools should develop his rational and moral powers.”
Whose philosophical concept is that of Teacher A?
A Rationalist
B Existentialist
C Progressivist
D Behaviorist
Answer: Behaviorist
#118. In a faculty recollection, the teachers were asked to share their thoughts of the learner, their primary customer. What follow is the gist of what were shared: Teacher A - “The learner is a product of his environment. Sometimes he has no choice. He is determined by his environment.” Teacher B - “The learner can choose what he can become despite his environment.” Teacher C - “The learner is a social being who learns well through an active interplay with other.” Teacher D - “The learner is a rational being. Schools should develop his rational and moral powers.”
Teacher B's response comes from the mouth of a/an:
A Behaviorist
B Essentialist
C Perennialist
D Existentialist
Answer: Existentialist
#119. In a faculty recollection, the teachers were asked to share their thoughts of the learner, their primary customer. What follow is the gist of what were shared: Teacher A - “The learner is a product of his environment. Sometimes he has no choice. He is determined by his environment.” Teacher B - “The learner can choose what he can become despite his environment.” Teacher C - “The learner is a social being who learns well through an active interplay with other.” Teacher D - “The learner is a rational being. Schools should develop his rational and moral powers.”
If you agree with Teacher C, you are more of a/an:
A Perennialist
B Rationalist
C Progressivist
D Essentialist
Answer: Progressivist