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1. Principal B tells her teachers that training in the humanities is most important.

To which educational philosophy does he adhere?

A. Existentialism

B. Perennialism

C. Progressivism

D. Essentialism

. Principal C shares this thought with his teachers! "Subject matter should help

students understand and appreciate themselves as unique individuals who accept

complete responsibility for their thoughts, feelings, and actions.""rom which

philosophy is this thought #ased?

A. Perennialism

B. Essentialism

C. Existentialism

D. Progressivism

$. To come closer to the truth we need to "go back to the things themselves."This

is the advice o% the &&&&&&&&&&.

A. #ehaviorists

B. phenomenologists

C. idealists

D. pragmatists

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'. (tudent B claims! "I cannot see perfection but I long for it. So it must be real."

)nder which group can he #e classi%ied?

A. *dealist

B. Empiridst

C. +ealist

D. Pragmatist

,. -hich o% the %ollowing prepositions is attri#uted to Plato?

A. Truth is relative to a particular time and place.

B. uman #eings create their own truths.

C. /earning is the discovery o% truth as latent ideas are #rought to

consciousness.

D. (ense perception is the most accurate guide to 0nowledge.

. 2n whose philosophy was A. (. 3eil4s (ummerhill5 one o% the most

experimental schools5 #ased?

A. +ousseau

B. Pestalo66i

C. 7ontessori

D. 8ohn /oc0e

9. As a teacher5 you are a rationalist. -hich among these will #e your guiding

principle?

A. * must teach the child that we can never have real 0nowledge o%

anything.

B. * must teach the child to develop his mental powers to the %ull.

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C. * must teach the child so he is assured o% heaven.

D. * must teach the child every 0nowledge5 s0ill5 and value that he needs %or

a #etter %uture.

:. Teacher ) teaches to his pupils that pleasure is not the highest good. Teacher4s

teaching is against what philosophy?

A. +ealism

B. edonism

C. Epicureanism

D. Empiricism

;. -ho among the %ollowing puts more emphasis on core re

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11. >ou arrive at 0nowledge #y rethin0ing o% latent ideas. "rom whom does this

thought come?

A. Experimentalist

B. +ealist

C. *dealist

D. Existentialist

1. As a teacher5 you are a reconstructionist. -hich among these will #e your

guiding principle?

A. * must teach the child every 0nowledge5 s0ill5 and value that he needs %ora #etter %uture.

B. * must teach the child to develop his mental powers to the %ull.

C. * must teach the child so he is assured o% heaven.

D. * must teach the child that we can never have real 0nowledge o%

anything.

1$. Teacher B engages her students with in%ormation %or thorough understanding

%or meaning and %or competent application. -hich principle governs Teacher B4s

practice?

A. Contructivist

B. @estalt

C. Behaviorist

D. Cognitivist

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1'. -hich isare the sources o% man4s intellectual drives5 according to "reud

A. *d

B. (uperego

C. *d and ego

D. Ego

1,. (oc exhi#its %ear response to %reely roaming dogs #ut does not show %ear when

a dog is on a leash or con%ined to a pen. -hich conditioning process is illustrated

A. @enerali6ation

B. Extinction

C. Ac

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D. Constructivism

1:. *n a social studies class5 Teacher * presents a morally am#iguous situation and

as0s his students what they would do. 2n whose theory is Teacher *4s techni

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D. * and **

1. -hich teaching activity is %ounded on Bandura4s (ocial /earning Theory?

A. /ecturing

B. 7odeling

C. uestioning

D. lnductive +easoning

. Behavior %ollowed #y pleasant conse

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'. *n a treatment %or alcoholism5 +amil was made to drin0 an alcoholic #everage

and then made to ingest a drug that produces nausea. Eventually5 he was nauseated

at the sight and smell o% alcohol and stopped drin0ing alcoho/ -hich theory

explains this?

A. 2perant conditioning

B. (ocial /earning Theory

C. Associative /earning

D. Attri#ution Theory

,. A mother gives his #oy his %avorite snac0 everytime the #oy cleans up hisroom. A%terwards5 the #oy cleaned his room everyday in anticipation o% the snac0.

-hich theory is illustrated?

A. Associative /earning

B. Classical Conditioning

C. 2perant Conditioning

D. Pavlonian Conditioning

. +esearches conducted show that teacher4s expectations o% students #ecome. Do

not re

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A. Doing things on their own initiative

B. A#ility to direct themselves.

C. Dependence on others %or direction.

D. Creativity in wor0.

:. The%t o% school e

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A. +eligion as %a0e

B. +eligion as magic

C. +eligion as authentic

D. +eligion as real

$1. During the (panish period5 what waswere the mediummedia o% instruction in

schools?

A. The Hernacular

B. English

C. (panish

D. (panish and the Hernacular

$. All su#Iects in Philippine elementary and secondary schools are expected to #e

taught using the integrated approach. This came a#out as a result o% the

implementation o% &&&&&&&&&.

A. Program %or Decentrali6ed Education

B. (choolBased 7anagement

C. Basic Education Curriculum

D. (chools "irst *nitiative

$$. )nder which program were students who were not accommodated in pu#lic

elementary and secondary schools #ecause o% lac0 o% classroom5 teachers5 and

instructional materials5 were enrolled in private schools in their respectivecommunities at the government4s expense?

A. @overnment Assistance Program

B. (tudy 3owPay /ater

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C. Educational (ervice Contract (ystem

D. 3ational (cholarship Program

$'. -hat was the most prominent educational issue o% the mid 1;:=s?

A. Bilingual Education

B. Halues Education

C. Accounta#ility

D. 7ainstreaming

$,. Availment o% the Philippine Education Placement Test PEPT %or adults and

outo%school youths is in support o% the goverriment4s educational programtowards &&&&&&&&&&.

A. e

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C. Deregulated tuition %ee hi0e

D. (elective retention

$:. -ith which goals o% educational institutions as provided %or #y the

Constitution is the development o% wor0 s0ills aligned?

A. To develop moral character

B. To teach the duties o% citi6enship

C. To inculcate love o% country

D. To develop vocational e%%iciency

$;. (tudies in the areas o% neurosciences disclosed that the human #rain has

limitless capacity. -hat does this imply?

A. (ome pupils are admittedly not capa#le o% learning.

B. Every pupil has his own native a#ility and his learning is limited to this

nativea#ilty.

C. Every child is a potential genius.

D. Pupils can possi#ly reach a point where they have learned everything.

'=. Based on Piaget4s theory5 what should a teacher provide %or children in the

concrete operational stage?

A. Activities %or hypothesis %ormulation.

B. /earning activities that involve pro#lems o% classi%ication and ordering.

C. @ames and other physical activities to develop motor s0ills.

D. (timulating environment with ample o#Iects to play with.

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'1. Based on Piaget4s theory5 what should a teacher provide %or children in the

sensimotor stage?

A. Games and other physical activities to develop motor skill.

B. /earning activities that involve pro#lems o% classi%ication and ordering.

C. Activities %or hypothesis %ormulation.

D. (timulating environment with ample o#Iects to play with.

'. -hich #ehavior is exhi#ited #y a student who is strong in interpersonal

intelligence?

A. -or0s on hisher own.

B. eeps interest to himsel%hersel%.

C. Seeks out a classmate for help when problem occurs.

D. (pends time meditating.

'$. A sixth grade twelveyear old #oy comes %rom a dys%unctional %amily and has

#een a#used and neglected. e has #een to two orphanages and three di%%erent

elementary schools. The student can decode on the second grade level5 #ut he cancomprehend orally material at the %ourth or %i%th grade level. The most pro#a#le

causes o% this student4s reading pro#lem isare &&&&&&&&&&.

A. emotional %actors

B. poor teaching

C. neurological factors

D. immaturity

''. A child who gets punished %or stealing candy may not steal again immediately.

But this does not mean that the child may not steal again. Based on Thorndi0e4s

theory on punishment and learning5 this shows that &&&&&&&&&&

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A. punishment strengthens a response

B. punishment removes a response

C. punishment does not remove a response

D. punishment wea0ens a response

',. *t is not wise to laugh at a twoyear old child when he utters #ad word #ecause

in his stage he is learning to &&&&&&&&&&.

A. consider other's views

B. distinguish sex di%%erences

C. sociali6e

D. distinguish right %rom wrong

'. 8ohn -atson said! "#en are built not born."-hat does this statement point

to?

A. The ine%%ectiveness o% training on a person4s development.

B. The effect of environmental stimulation on a person's development.

C. The a#sence o% genetic in%luence on a person4s development.

D. The e%%ect o% heredity.

'9. -hich types o% play is most characteristic o% a %our to sixyear old child?

A. (olitary and onloo0er plays

B. Associative and coooperative plays

C. Associative and onloo0er plays

D. Cooperative and solitary plays

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':. All o% the %ollowing descri#e the development o% children aged eleven to

thirteen EJCEPT &&&&&&&&&&.

A. they shift from impulsivity to adaptive ability

B. sex di%%erences in * #ecomes more evident

C. they exhi#it increase o#Iectivity in thin0ing

D. they show a#stract thin0ing and Iudgement

';. +odel is very aloo% and cold in his relationships with his classmates. -hich

#asic goal must have not #een attained #y +odel during his developmental years5

according to Eri0son4s theory on psychological development?

A. Autonomy

B. Trust

C. *nitiative

D. @enerativity

,=. +u#en is very attached to his mother and +uth to her %ather. *n what

developmental stage are they according to "reudian psychological theory?

A. edipal stage

B. /atent stage

C. Annal stage

D. Pregenital stage

,1. -hich assumption underlies the teacher4s use o% per%ormance o#Iectives?

A. 3ot every %orm o% learning is o#serva#le

B. Per%ormance o#Iectives assure the learner o% learning

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C. !earning is defined as a change in the learner's observable

performance

D. The success o% learner is #ased on teacher per%ormance

,. The principle o% individual di%%erences re

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C. it ma0es provisions %or %ull participation o% students.

D. it clinches the #asic ideas or concepts o% the lesson.

,. *n rathwohl4s a%%ective domain o% o#Iectives5 which o% the %ollowing is thelowest level o% a%%ective #ehavior?

A. Haluing

B. Characteri6ation

C. +esponding

%. rgani&ation

,9. The %ollowing are used in writing per%ormance o#Iectives5 EJCEPT

A. delineate

B. diagram

C. integrate

D. comprehend

,:. *% a teacher plans a constructivist lesson5 what will he most li0ely do? Plan

how he can

A. do evaluate his students4 wor0

B. do reciprocal teaching

C. lecture to his students

%. engage his students in convergent thinking

,;. *n mastery learning5 the de%inition o% an accepta#le standard o% per%ormance is

called a &&&&&&&&&&.

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A. (7A+T

B. criterion measure

C. #ehavior

D. condition

=. The primary o#Iective o% my lesson is! "$o add similar fractions correctly."

Be%ore * can do this * must %irst aim at this speci%ic o#Iective! "$o distinguish a

numerator from a nominator."-hat 0ind o% o#Iective is the latter?

A. 7aIor

B. Terminal

C. "nabling

D. Primary

1. -hich #ehavioral term descri#es a lesson outcome in the highest level o%

Bloom4s cognitive domain?

A. Create

B. Evaluate

C. Analy&e

D. Design

. As a teacher5 what do you do when you engage yoursel% in maIor tas0

analysis?

A. Test i% learning reached higher level thin0ing s0ills.

B. Breakdown a comple task into sub(skills.

C. Determine the level o% thin0ing involved.

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D. +evise lesson o#Iectives.

$. Teacher @4s lesson o#Iective has something to do with the s0ill o%

synthesi6ing? -hich #ehavioral term is most appropriate?

A. Test

B. Assess

C. Appraise

%. Theori&e

'. *n rathwohl4s taxonomy o% o#Iectives in the a%%ective5 which is most

authentic?

A. Characteri6ation

B. 2rgarli6ation

C. +esponding

%. )aluing

,. "% stitch on time saves nine"5 so goes the adage.. Applied to classroommanagement5 this means that we &&&&&&&&&&

A. may not occupy ourselves with disruptions which are worth ignoring

#ecause they are minor

B. must #e reactive in our approach to discipline

C. have to resolve minor disruptions before they are out of control

D. may apply ; rules out o% 1= consistently

. ow can you exhi#it re%erent power on the %irst day o% school?

A. By ma0ing them %eel you 0now what you are tal0ing a#out

B. By telling them the importance of good grades

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C. By reminding your students your authority over them again and again

D. By giving your students a sense o% #elonging and acceptance

9. Teacher B clears his throat to communicate disapproval o% a student4s #ehavior.-hich speci%ic in%luence techni

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B. "stablish routines for all daily needs and tasks.

C. Apply rules and policies on a case to case #asis.

D. Apply reactive approach to discipline.

91. An e%%ective classroom manager uses lowpro%ile classroom control. -hich is

a lowpro%ile classroom techni

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A. ave hands that write %ast.

B. ave eyes on the #ac0 o% your heads.

C. ave a mouth ready to spea0.

%. ave minds packed with knowledge.

9,. -hich is an appropriate way to manage o%%tas0 #ehavior?

A. 7a0e eye contact.

B. (top your class activity to correct a child who is no longer on tas0.

C. 7ove closer to the child.

%. *edirect a child's attention to task and check his progress to make

sure he is continuing to work.

9. +e%erring to Teacher (5 3icolle descri#es her teacher as "fair, caring and

someone you can talk to."-hich power or leadership does Teacher ( have?

A. +e%erent power

B. !egitimate power

C. +eward power

D. Expert power

99. +esearch tells that teachers as0 mostly content

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D. Convergent

9:. +ead the %ollowing then answer the

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:=. -hich techni

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C. leading

D. divergent

:'. *% teacher has to as0 more higherorder

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$&%'(&)* I+ (%$ %S -$(&) $(%+ $(& &)I-I' $%!/& #I0($ & )&I'$

$(& 1+IS'-2&)& &/&+$S3

!-!!* & '-1/ 0-$- $(& #--+ %+ S&& I4 $(&)& %)& S-#& &/&+$S

$(&)& & -+5$ (%2&.

!&$$* & '-1/ I0 -+ I+$- $(& '&+$&) -4 $(& &%)$( %+ S&& I4 &

4I+ %+ -4 $(& #ISSI+0 &/&+$S

)I'6* & '-1/ S$1 &!)IS 4)-# $(& #&$&-)I$&S I4 & '%+ 4I+ %+

$&%'(&)* $(-S& %)& %// 0-- %+S&)S. !1$ (%$ I4 $(-S& &7'1)SI-+S $-

$(& #--+, $- $(& '&+$&) -4 $(& &%)$(, -) $- 4I+ #&$&-)I$&S &)& $--'-S$/ %+ $I#& '-+S1#I+03 (- #I0($ & 1S& $(& &/&+$S & %/)&%

(%2& (&)& -+ &%)$( $- 4I+ S-#& +& -+&S3

uestion! The Teacher4s

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B. availa#ility o% the media

C. ob-ectives of the lesson

D. techni

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;$. To elicit more student4s response5 Teacher @ made use o% covert responses.

-hich one did she /Tdo?

A. (he had the students write their response privately.

B. She showed the correct answers on the overhead after the students

have written their responses.

C. (he had the students write their responses privately then called each o%

them.

D. (he re%rained %rom Iudging on the student4s responses.

;'. Teacher - wants to review and chec0 on the lesson o% the previous day?

-hich one will #e most relia#le?

A. aving students identi%y di%%icult homewor0 pro#lems.

B. aving students correct each other4s wor0.

C. Sampling the understanding of a few students.

D. Explicitly reviewing the tas0relevant in%ormation necessary %or the day4s

lesson.

;,. Teacher 74s pupils are

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B. Choral reading

C. Drama

D. (torytelling

;9. -hich guideline must #e o#served in the use o% prompting to shape the correct

per%ormance o% your students?

A. 2se the least intrusive prompt first.

B. )se all prompts availa#le.

C. )se the most intrusive prompt %irst.

D. +e%rain %rom using prompts.

;:. To promote e%%ective practice5 which guideline should you #ear in mind?

Practice should #e &&&&&&&&&&.

A. done in an evaluative atmosphere

B. di%%icult %or students to learn a lesson

C. arranged to allow students to receive %eed#ac0

D. ta0e place over a long period o% time

;:. To promote e%%ective practice5 which guideline should you #ear in mind?

Practice should #e &&&&&&&&&&.

A. done in an evaluative atmosphere

B. di%%icult %or students to learn a lesson

C. arranged to allow students to receive feedback

D. ta0e place over a long period o% time

;;. -hich is one role o% play in the preschool and early childhood years?

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A. Develops competitive spirit.

B. (eparates reality %rom %antasy.

C. +ncreases imagination due to epanding knowledge and emotional

range.

D. Develops the upper and lower lim#s.

1==. Teacher T taught a lesson denoting ownership #y means o% possessives. e

%irst introduced the rule5 then gave examples5 %ollowed #y class exercises5 then

#ac0 to the rule #e%ore he moved into the second rule. -hich presenting techni