Pedagogy 1
1. Why is setting learning objectives important in lesson planning?
A. It helps teachers determine the class schedule.
B. It provides a clear focus on what students are expected to learn.
C. It ensures all students get good grades.
D. It eliminates the need for assessments.
2. What is the role of identifying materials needed for a lesson in the lesson planning process?
A. It is crucial for keeping students entertained.
B. It is unimportant and can be skipped.
C. It helps ensure that the necessary resources are available to support learning.
D. It is solely the responsibility of the students to bring their own materials.
3. When should assessments to measure students’ learning be developed in the lesson planning process?
A. After the lesson is taught.
B. During the lesson.
C. Before setting learning objectives.
D. After setting learning objectives.
4. What do good learning objectives typically include?
A. Vague and general statements.
B. Specific and measurable statements about what students will know or be able to do.
C. Only assessment methods.
D. Complex theories that are beyond students’ understanding.
5. Which of the following is an example of a well-written learning objective?
A. Students will enjoy the lesson.
B. Students will understand the concept of gravity and be able to differentiate between mass and weight.
C. Students will memorize the entire textbook.
D. Students will be able to recite information from memory.
6. Why is setting clear learning objectives at the beginning of a lesson important?
A. It ensures students have all the necessary materials
B. It helps instructors identify assessment strategies
C. It provides a clear roadmap for what students should achieve
D. It determines the order in which content should be presented
7. What role do learning objectives play in guiding instruction?
A. They dictate the available resources
B. They determine the structure of the lesson
C. They establish expectations for student learning
D. They focus solely on teacher preferences
8. How do learning objectives benefit students?
A. They limit creativity in the classroom
B. They provide a framework for understanding lesson content
C. They prioritize teacher convenience
D. They eliminate the need for assessments
9. Which step typically follows setting learning objectives in the lesson-planning process?
A. Identifying the materials needed for the lesson
B. Developing assessments to measure students’ learning
C. Determining the lesson delivery method
D. Conducting background research on the topic
10. How do clear learning objectives impact student engagement?
A. They increase confusion among students
B. They limit student exploration of the topic
C. They enhance focus and motivation
D. They discourage active participation
11. How does the use of multimedia resources enhance student engagement in the classroom?
A. By providing a static, text-based learning experience
B. By catering only to auditory learners
C. By offering dynamic and visually stimulating content
D. By limiting interaction and participation
12. In what way do multimedia resources support personalized learning experiences for students?
A. By offering a one-size-fits-all approach
B. By delivering content using a single format
C. By allowing students to engage with diverse types of content
D. By minimizing student interaction with the material
13. How do multimedia resources benefit students with different learning styles?
A. By ignoring individual learning preferences
B. By providing a static learning environment
C. By accommodating visual, auditory, and kinesthetic learners
D. By eliminating opportunities for student collaboration
14. Which statement best describes the flexibility of multimedia resources in teaching and learning?
A. Multimedia resources are costly and inaccessible
B. Multimedia resources offer a one-size-fits-all teaching approach
C. Multimedia resources can be tailored to different learning needs
D. Multimedia resources restrict teachers in lesson planning
15. Why is catering to different learning styles important in education?
A. It limits student engagement and participation
B. It reinforces a one-dimensional approach to learning
C. It recognizes and supports diverse student needs and preferences
D. It reduces the availability of educational resources
16. What role does multimedia play in enhancing student engagement in the classroom?
A. Multimedia resources cause distractions and reduce engagement.
B. Multimedia resources provide interactive and visually stimulating content that can increase student engagement.
C. Multimedia resources are only useful for certain subjects like art and music.
D. Multimedia resources replace the need for teacher-student interactions.
17. How can multimedia resources support differentiated instruction in the classroom?
A. By limiting access to information for all students.
B. By providing a one-size-fits-all approach to learning.
C. By offering various modes of presentation to accommodate different learning styles and preferences.
D. By discouraging active student participation.
18. One benefit of using multimedia resources is:
A. Increased teacher workload due to resource creation.
B. Reduced student engagement.
C. Accessibility for visual and auditory learners.
D. Higher teaching costs.
19. How does the use of multimedia resources contribute to a dynamic learning experience?
A. By restricting students to passive learning.
B. By offering static and unchanging content.
C. By providing interactive and diverse content that enhances understanding and retention.
D. By limiting information to one mode of presentation.
20. Which statement accurately describes the cost-effectiveness of using multimedia resources in teaching?
A. Multimedia resources are always expensive and difficult to procure.
B. Multimedia resources require costly subscriptions for ongoing use.
C. Multimedia resources can be cost-effective and reusable, offering value over time.
D. Multimedia resources only benefit a small subset of students.
21. What is the primary goal of differentiation in education?
A. To treat all students the same way.
B. To challenge each student at their own level and support their growth.
C. To limit opportunities for student success.
D. To ignore individual student needs.
22. How can teachers differentiate instruction in a diverse classroom?
A. By providing the same learning materials to all students.
B. By adjusting the content, process, and product of learning tasks to meet individual student needs.
C. By teaching all students using the same methods and materials.
D. By focusing only on the needs of high-performing students.
23. What is an example of differentiating instruction based on students’ abilities?
A. Providing identical tasks to all students regardless of their readiness.
B. Assigning advanced reading materials to struggling readers.
C. Offering additional support and practice for students who have already mastered a concept.
D. Ignoring individual student progress and needs.
24. Why is differentiation beneficial in the classroom?
A. It simplifies teaching for educators.
B. It meets the diverse learning needs of students and helps maximize their potential.
C. It discourages collaboration among students.
D. It promotes a one-size-fits-all approach to learning.
25. How does differentiation support student engagement and motivation in the classroom?
A. By providing the same tasks to all students, regardless of interest or ability.
B. By tailoring learning experiences to match students’ interests, abilities, and learning styles.
C. By restricting students to a single path of learning.
D. By focusing solely on academic performance.
26. How does the use of multimedia resources enhance student engagement in the classroom?
A. By providing a static, text-based learning experience
B. By catering only to auditory learners
C. By offering dynamic and visually stimulating content
D. By limiting interaction and participation
27. In what way do multimedia resources support personalized learning experiences for students?
A. By offering a one-size-fits-all approach
B. By delivering content using a single format
C. By allowing students to engage with diverse types of content
D. By minimizing student interaction with the material
28. How do multimedia resources benefit students with different learning styles?
A. By ignoring individual learning preferences
B. By providing a static learning environment
C. By accommodating visual, auditory, and kinesthetic learners
D. By eliminating opportunities for student collaboration
29. Which statement best describes the flexibility of multimedia resources in teaching and learning?
A. Multimedia resources are costly and inaccessible
B. Multimedia resources offer a one-size-fits-all teaching approach
C. Multimedia resources can be tailored to different learning needs
D. Multimedia resources restrict teachers in lesson planning
30. Why is catering to different learning styles important in education?
A. It limits student engagement and participation
B. It reinforces a one-dimensional approach to learning
C. It recognizes and supports diverse student needs and preferences
D. It reduces the availability of educational resources
31. Differentiation in education could be described as…
A. providing tasks to students based on their ability
B. focusing on the needs of English language learners
C. providing the same assignments to all students
D. teaching all students at the same pace
32. How does knowledge in psychology benefit curriculum designers?
A. By primarily focusing on the physical aspects of the school environment.
B. By providing insights into the cognitive, emotional, and developmental processes of learners.
C. By understanding the role of the teacher.
D. By focusing solely on instructional methods.
33. In curriculum design, understanding psychological principles can help in:
A. Ignoring the diversity of student needs.
B. Tailoring instruction to support different learning styles and abilities.
C. Standardizing all teaching methods.
D. Prioritizing teacher preferences over student needs.
34. How does psychology contribute to the creation of effective assessments in curriculum design?
A. By emphasizing a one-size-fits-all approach to testing.
B. By ignoring the impact of assessment on student motivation and learning.
C. By considering factors such as cognitive development and motivation in assessment design.
D. By basing assessments solely on teacher preferences.
35. What aspect of the learner does knowledge in psychology primarily focus on in curriculum design?
A. Their physical appearance.
B. Their emotional well-being.
C. Their cognitive processes, learning abilities, and social development.
D. Their socioeconomic background.
35. Psychological principles are important in curriculum design as they help in:
A. Ignoring students’ prior knowledge and experiences.
B. Tailoring instruction to be engaging and relevant to students’ needs.
C. Promoting a teacher-centered approach to learning.
D. Disregarding the impact of classroom environment on student learning.
36. How does understanding cognitive processes benefit curriculum designers?
A. By focusing on administrative tasks.
B. By tailoring instruction to support different learning styles and abilities.
C. By standardizing all teaching methods.
D. By emphasizing teacher preferences over student needs.
37. What role does emotional intelligence play in curriculum design?
A. It has no relevance.
B. It helps in creating engaging lesson plans.
C. It assists in enforcing strict discipline.
D. It is unrelated to student motivation.
38. Why is it important for curriculum designers to consider social development in their planning?
A. Social development has no impact on learning.
B. Social skills are not important for academic success.
C. It helps in fostering a collaborative learning environment.
D. It is irrelevant to classroom dynamics.
39. How can an understanding of motivation theories benefit assessment design?
A. It is unnecessary for designing effective assessments.
B. It allows for creating assessments that consider students’ intrinsic motivation.
C. It has no impact on assessment outcomes.
D. It focuses solely on extrinsic rewards.
40. In what ways can knowledge of psychological principles enhance classroom management strategies?
A. It has no relevance to classroom management.
B. It helps in fostering a positive learning environment.
C. It only focuses on academic achievements.
D. It ignores the impact of teacher-student relationships.
41. Curriculum designers’ knowledge in psychology aids in their understanding of the…
A. school
B. teacher
C. learner
D. teaching
42. What role does curriculum play in shaping educational outcomes?
A. It has no impact on education.
B. It provides a framework for teaching and learning.
C. It solely focuses on assessment.
D. It is irrelevant to student development.
43. How does curriculum design influence student engagement in learning?
A. It doesn’t affect student engagement.
B. It ensures all students engage at the same level.
C. It caters to diverse learning needs and interests.
D. It ignores the need for student involvement.
44. Why is it important for curriculum to be regularly updated?
A. Updated curriculum adds unnecessary workload for teachers.
B. Outdated curriculum promotes effective learning.
C. New developments in education are not relevant.
D. Updated curriculum reflects current knowledge and societal needs.
Answer: D. Updated curriculum reflects current knowledge and societal needs.
45. How does a well-designed curriculum contribute to student success?
A. A well-designed curriculum hinders student progress.
B. It focuses solely on academic achievement.
C. It supports student growth and development.
D. It doesn’t impact student outcomes.
Answer: C. It supports student growth and development
46. What is the relationship between curriculum and teaching methods?
A. Curriculum and teaching methods are not related.
B. Teaching methods have no impact on curriculum.
C. Effective teaching methods are aligned with the curriculum.
D. Curriculum design does not influence teaching approaches.
47. What does a well-designed curriculum help to provide?
A. Guidance for teachers
B. Flexibility in teaching methods
C. Updated educational resources
D. All of the above
48. How does a curriculum impact student learning?
A. It sets the foundation for critical thinking skills
B. It encourages rote memorization
C. It limits creativity in the classroom
D. It’s irrelevant to student progress
49. What is the primary goal of curriculum development?
A. To stifle academic growth
B. To provide a standardized education
C. To support student achievement
D. To restrict learning opportunities
50. What does a dynamic curriculum aim to do?
A. Limit educational opportunities
B. Adapt to changing educational needs
C. Stagnate student learning
D. Restrict teacher autonomy
51. Who is responsible for updating and evaluating a curriculum?
A. Students
B. Government officials only
C. Teachers and education experts
D. Parents
52. The importance of curriculum in the system of education is just like a…
A. preparation of students for service
B. constitution of a country
C. provision of latest knowledge
D. none of the above
Pedagogy 2
1. A teacher can promote gender inclusivity in the classroom by doing one of the following.
A. Segregating students based on gender
B. Offering gender-specific activities and sports
C. Providing gender-neutral examples in teaching
D. Encouraging students to conform to traditional gender roles
2. How can teachers create a gender-inclusive classroom environment?
A. Segregating students based on gender
B. Providing gender-specific activities and materials
C. Offering gender-neutral examples and scenarios
D. Reinforcing traditional gender stereotypes
3. What is a benefit of promoting gender inclusivity in the classroom?
A. Reinforcing gender stereotypes
B. Limiting opportunities for all students
C. Creating a safe and welcoming environment for all
D. Excluding certain students based on their gender
4. Why is it important for teachers to provide gender-neutral examples in teaching?
A. To reinforce traditional gender roles
B. To limit students’ perspectives on gender
C. To promote diversity and inclusivity
D. To segregate students based on their gender
5. How can teachers encourage gender inclusivity in classroom discussions?
A. By enforcing strict gender roles and expectations
B. By discouraging students from expressing their gender identity
C. By allowing for open and respectful conversations about gender
D. By limiting students’ perspectives on gender diversity
6. In what ways can teachers combat gender stereotypes in the classroom?
A. By promoting traditional gender roles
B. By restricting students’ access to diverse perspectives
C. By providing opportunities for students to challenge stereotypes
D. By segregating students based on their gender identities
7. Which one of the following options is a potential negative consequence of inadequate implementation of inclusive practices?
A. Students with disabilities may not receive the support they need to succeed
B. Students without disabilities may not receive the same level of instruction as students with disabilities
C. All students may be held to lower academic standards
D. All students may receive the same instruction, regardless of their individual needs
8. What can happen if inclusive practices are not appropriately implemented in a classroom?
A. Students with disabilities may not receive necessary support
B. Students without disabilities may receive better instruction
C. All students may face higher academic standards
D. All students may receive individualized instruction
9. Why is it important for schools to ensure the proper implementation of inclusive practices?
A. To provide special privileges to students with disabilities
B. To maintain lower academic standards for all students
C. To ensure equitable access to education for all students
D. To segregate students based on their abilities
10. What role does adequate support for students with disabilities play in inclusive education?
A. It hinders the progress of other students
B. It ensures equal opportunities and success for all students
C. It promotes competition among students
D. It leads to lower academic standards for everyone
10. How does inadequate implementation of inclusive practices impact the overall classroom environment?
A. It fosters a sense of inclusivity and diversity
B. It may lead to inequalities and barriers for certain students
C. It creates a balanced and fair educational system
D. It leads to individualized instruction for each student
11. What is a potential consequence of neglecting the individual needs of students in an inclusive classroom?
A. Higher academic standards for all students
B. Personalized learning experiences for each student
C. Lower academic achievement for students with disabilities
D. Failure to provide necessary support for student success,
12. Which one of the following options is a key component of effective curriculum planning in basic schools?
A. Align curriculum with the needs and interests of society
B. Focus only on academic subjects like maths and science
C. Provide teachers with minimal guidance and support
D. Replicate the same curriculum used in other schools
13. What is an essential aspect of effective curriculum planning in basic schools?
A. Aligning curriculum with the needs and interests of society
B. Focusing solely on academic subjects like math and science
C. Providing minimal guidance and support to teachers
D. Using the same curriculum as other schools for consistency
14. Why is it important for curriculum planning to consider the needs and interests of society?
A. To limit students’ exposure to diverse subjects
B. To provide a narrow focus on academic subjects
C. To ensure relevance and meaningful learning experiences for students
D. To discourage teachers from adapting the curriculum
15. How does aligning the curriculum with societal needs benefit students?
A. By restricting their exposure to different subjects
B. By providing relevant and contextual learning experiences
C. By limiting academic exploration and creativity
D. By discouraging critical thinking and problem-solving skills
16. In what ways can effective curriculum planning support student engagement and achievement?
A. By isolating academic subjects and limiting exploration
B. By providing a broad range of subjects for student choice
C. By minimizing collaboration and group work opportunities
D. By using outdated curriculum materials
17. What is a potential consequence of replicating the same curriculum used in other schools?
A. Improved student engagement and interest
B. Limited relevance and connection to students’ lives
C. Enhanced creativity and critical thinking skills
D. Increased student success and achievement
18. In what way can a teacher use the community as a resource in the curriculum?
A. Ignoring community resources and relying solely on textbooks
B. Involving community members as guest speakers, mentors, or volunteers
C. Encouraging students to disengage from the community
D. Using community resources only for personal use, not for instruction
19. How can a teacher effectively integrate community resources into the curriculum?
A. Ignoring community resources and relying solely on textbooks
B. Involving community members as guest speakers, mentors, or volunteers
C. Encouraging students to disengage from the community
D. Using community resources only for personal use, not for instruction
20. Why is it beneficial for teachers to involve community members in the curriculum?
A. To isolate students from real-world experiences
B. To limit students’ exposure to diverse perspectives
C. To provide practical insights and connections to real-life contexts
D. To discourage collaboration and community engagement
21. What role can community resources play in enhancing student learning experiences?
A. Restricting students to textbook-based learning
B. Providing real-world applications and connections
C. Avoiding exposure to different perspectives
D. Limiting students’ access to educational opportunities
22. How can involving community resources benefit student engagement and motivation?
A. By limiting real-world interactions and experiences
B. By providing hands-on learning opportunities and connections
C. By discouraging students from collaborating with others
D. By isolating students from the community
23. What is a potential outcome of incorporating community resources into the curriculum effectively?
A. Increased reliance solely on textbooks for learning
B. Limited relevance and connection to real-life experiences
C. Enhanced student engagement and meaningful learning
D. Decreased student interest in learning opportunities
24. A basic seven teacher at Zaamu D/A, Mr. Quanzimu, sought a method that would enable his diverse students to gain the most from his mathematics class. As a result, he used …grouping.
A. ability
B. mixed ability
C. interest
D. gender
25. What grouping strategy did Mr. Quanzimu use to enable his diverse students to gain the most from his mathematics class?
A. Ability grouping
B. Mixed ability grouping
C. Interest grouping
D. Gender grouping
26. How does mixed ability grouping benefit students in a classroom setting?
A. By segregating students based on their abilities
B. By providing opportunities for collaboration and peer learning
C. By limiting students’ interactions with diverse perspectives
D. By enforcing strict academic hierarchies among students
27. Why is mixed ability grouping considered beneficial for diverse student populations?
A. It separates students based on gender
B. It provides opportunities for personalized instruction
C. It encourages competition within the classroom
D. It limits student collaboration and cooperative learning
28. What is a key characteristic of mixed ability grouping in a classroom?
A. Segregating students based on their abilities
B. Encouraging collaboration and diverse perspectives
C. Limiting opportunities for individualized instruction
D. Promoting competition and academic hierarchies
29. How can mixed ability grouping enhance the overall learning environment in a classroom?
A. By isolating students based on their academic performance
B. By fostering collaboration and mutual support among students
C. By limiting interactions and diversity of perspectives
D. By enforcing strict academic hierarchies and competition
30. Which among the following options is the most important factor a teacher needs to take into account while selecting a teaching method?
A. Teachers’ teaching style and philosophy
B. Learners’ social background and gender
C. Learners’ learning needs and abilities
D. Subject matter to be taught and gender
31. What is the most critical factor a teacher should consider when selecting a teaching method?
A. Teachers’ teaching style and philosophy
B. Learners’ social background and gender
C. Learners’ learning needs and abilities
D. Subject matter to be taught and gender
32. Why is it crucial for teachers to consider learners’ learning needs and abilities when choosing a teaching method?
A. To match the subject matter to be taught
B. To satisfy the teachers’ teaching style and philosophy
C. To promote inclusivity based on learners’ gender and background
D. To optimize learning outcomes and cater to individual students
33. How can teachers ensure effective instruction by considering learners’ needs and abilities?
A. By ignoring individual differences and focusing on the subject matter
B. By tailoring teaching methods to accommodate diverse learning styles
C. By prioritizing the teachers’ preferences over students’ needs
D. By limiting instruction based on learners’ social background
34. What impact does considering learners’ learning needs and abilities have on the effectiveness of instruction?
A. It hinders students’ academic progress
B. It limits students’ exposure to new concepts
C. It enhances engagement and promotes successful learning outcomes
D. It enforces a one-size-fits-all instructional approach
35. How does understanding learners’ needs and abilities contribute to creating an inclusive and supportive learning environment?
A. By focusing solely on the teachers’ teaching style
B. By disregarding individual differences among students
C. By tailoring teaching methods to meet diverse student needs
D. By emphasizing subject matter over student engagement
36. A teacher wants to encourage students to be more creative and explore their own ideas. Which teaching method would be most appropriate?
A. Direct instruction
B. Lecture
C. Inquiry-based
D. Demonstration
37. How can a teacher best encourage students to be creative and explore their own ideas?
A. Direct instruction
B. Lecture
C. Inquiry-based
D. Demonstration
38. Which teaching approach promotes student exploration, critical thinking, and problem-solving?
A. Direct instruction
B. Demonstration
C. Inquiry-based
D. Lecture
39. Why is inquiry-based teaching effective for fostering creativity in students?
A. It limits students’ ability to explore their own ideas
B. It encourages passive learning and rote memorization
C. It promotes active engagement and exploration of concepts
D. It restricts students to predetermined outcomes
40. What role does inquiry-based teaching play in students’ development of creative thinking skills?
A. It stifles creativity and limits exploration
B. It promotes conformity and restricts original ideas
C. It encourages experimentation, innovative thinking, and curiosity
D. It discourages students from exploring their own ideas
41. How does inquiry-based teaching differ from traditional instructional methods like direct instruction or lectures?
A. It focuses solely on transmitting information to students
B. It prioritizes student exploration, critical thinking, and problem-solving
C. It restricts opportunities for students to be creative and explore their ideas
D. It limits students’ involvement in the learning process
42. Which one of the following ways can a teacher use to make differentiated instruction effective?
A. Know your students and establish rapport with them
B. Know parents of the students and the work they do
C. Prepare your lessons based on the scheme of learning
D. Involve the whole class in all activities
43. How can a teacher make differentiated instruction effective?
A. Know your students and establish rapport with them
B. Know parents of the students and the work they do
C. Prepare your lessons based on the scheme of learning
D. Involve the whole class in all activities
44. Why is it important for a teacher to know their students for effective differentiated instruction?
A. To solely focus on the scheme of learning
B. To have a better understanding of students’ individual needs and abilities
C. To involve parents in instructional decisions
D. To exclude certain students from activities
45. What role does establishing rapport with students play in differentiated instruction?
A. It limits teacher-student interactions
B. It promotes trust, engagement, and a supportive learning environment
C. It focuses solely on academic achievements
D. It avoids the need to adapt instruction for diverse learners
46. How can knowing students enhance the effectiveness of differentiated instruction?
A. By focusing solely on the scheme of learning
B. By ignoring individual student needs and abilities
C. By tailoring instruction to meet diverse student needs
D. By involving the whole class in all activities
47. What is a key aspect of differentiated instruction that contributes to student success?
A. Involving the whole class in all activities
B. Knowing parents of the students and the work they do
C. Preparing lessons based only on the scheme of learning
D. Establishing rapport with students and adapting instruction to meet their needs
48. Why is it important for teachers to consider individual learning styles when planning lessons?
A. Make the lesson more difficult for students
B. Make the lesson more entertaining for students
C. Ensure that all students have an equal opportunity to learn
D. Save time and make the teaching process easier for the teacher
49. Why should teachers consider individual learning styles when planning lessons?
A. To make the lesson more difficult for students
B. To make the lesson more entertaining for students
C. To ensure that all students have an equal opportunity to learn
D. To save time and make the teaching process easier for the teacher
50. How does considering individual learning styles benefit students in the classroom?
A. By providing a one-size-fits-all approach
B. By making the lesson more challenging for some students
C. By tailoring instruction to meet diverse student needs
D. By limiting exposure to different learning opportunities
51. What role does understanding learning styles play in effective teaching?
A. To standardize instruction and limit flexibility
B. To promote engagement and customize learning experiences
C. To restrict student participation in the learning process
D. To simplify the teaching process for the teacher
52. In what way does considering individual learning styles contribute to a supportive learning environment?
A. By focusing solely on teacher preferences
B. By limiting student autonomy and choice
C. By catering to diverse student needs and preferences
D. By avoiding adaptation and accommodation for all students
53. How can understanding learning styles enhance student success?
A. By encouraging a one-size-fits-all instructional approach
B. By limiting differentiation and individualization in instruction
C. By accommodating diverse learning preferences and needs
D. By simplifying instruction and limiting student engagement
Pedagogy 3
1. A teacher provides students with a rubric outlining the criteria for a writing assignment. The rubric includes categories for content, organization, and mechanics. Which core competences does the rubric emphasize?
A. Critical thinking, problem-solving and communication
B. Collaboration, creativity and innovation
C. Literacy and numeracy
D. Critical thinking and problem-solving only
2. Which core competencies are essential for developing well-rounded students?
A. Creativity and innovation
B. Literacy and numeracy
C. Critical thinking and problem-solving
D. Collaboration and communication
3. Why are core competencies important in education?
A. They limit student growth
B. They restrict creativity in the classroom
C. They enhance student learning and development
D. They have no impact on academic success
4. What skills are included in the core competency of communication?
A. Reading and writing skills
B. Mathematical abilities only
C. Collaboration and teamwork
D. Scientific knowledge only
5. How do core competencies contribute to student success?
A. By hindering critical thinking
B. By limiting problem-solving skills
C. By fostering well-rounded skills for the future
D. By discouraging creativity
6. Which core competency is crucial for adapting to new challenges in the workforce?
A. Creativity and innovation
B. Numeracy skills
C. Literacy skills
D. Rote memorization
7. How does providing students with a rubric benefit their learning?
A. It limits students’ creativity.
B. It enhances communication skills.
C. It doesn’t impact student performance.
D. It ignores critical thinking skills.
8. What is the purpose of including categories in a rubric for an assignment?
A. To discourage students from trying new approaches.
B. To limit assessment criteria.
C. To provide clarity on expectations and criteria.
D. To promote a fixed mindset in students.
9. How can rubrics help students with self-assessment?
A. Rubrics hinder students’ ability to reflect on their work.
B. Rubrics provide students with clear standards for evaluation.
C. Rubrics discourage students from setting goals.
D. Rubrics are not relevant to self-assessment.
10. What skills are indirectly developed through the use of rubrics in assignments?
A. Creativity only.
B. Collaboration and critical thinking.
C. Numeracy and literacy.
D. Problem-solving and communication.
11. How do rubrics support teachers in providing effective feedback?
A. Rubrics limit teachers’ ability to provide feedback.
B. Rubrics help teachers in making biased judgments.
C. Rubrics guide teachers in giving specific and constructive feedback.
D. Rubrics are unrelated to the feedback process.
12. Mr. Asanka observed that three of the basic five pupils did not comprehend the lesson he had just taught them on numbers. He thus made the decision to repeat the lesson for the three students. This strategy is known as …teaching
A. reciprocal
B. individualized
C. remedial
D. extra morale
13. What term refers to the teaching method that addresses specific learning gaps or difficulties?
A. Reciprocal teaching
B. Individualized teaching
C. Remedial teaching
D. Extra morale teaching
14. When a teacher tailors instruction to meet the unique needs of each student, what approach is being used?
A. Reciprocal teaching
B. Remedial teaching
C. Individualized teaching
D. Extra morale teaching
15. What type of teaching focuses on collaboration and shared responsibility between students?
A. Remedial teaching
B. Reciprocal teaching
C. Individualized teaching
D. Extra morale teaching
16. If a teacher provides additional support and encouragement to boost students’ confidence, what teaching strategy is being employed?
A. Individualized teaching
B. Remedial teaching
C. Reciprocal teaching
D. Extra morale teaching
17. Which teaching approach aims at addressing and overcoming academic challenges or difficulties?
A. Individualized teaching
B. Reciprocal teaching
C. Extra morale teaching
D. Remedial teaching
18. Which teaching method emphasizes student exploration and discovery?
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
19. A teaching approach that revolves around students working together to solve complex issues is known as:
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
20. What method emphasizes hands-on, experiential learning where students complete a real-world project?
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
21. If a teacher provides direct explanations and information to students without much interaction, they are most likely using which method?
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
22. Which teaching method is known for promoting critical thinking and self-directed learning?
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
23. Which teaching method involves students exploring solutions to real-world problems?
A. Inquiry-based
B. Lecture
C. Problem-based
D. Project-based
24. What teaching approach encourages students to ask questions, investigate, and explore topics independently?
A. Project-based
B. Inquiry-based
C. Lecture
D. Problem-based
25. When students work on tasks or investigations over an extended period, what teaching method is being utilized?
A. Problem-based
B. Project-based
C. Inquiry-based
D. Lecture
26. In which teaching method does the teacher provide a structured presentation to deliver information to students?
A. Inquiry-based
B. Problem-based
C. Project-based
D. Lecture
27. What method of teaching involves students actively engaging in hands-on projects to deepen their understanding of a concept?
A. Project-based
B. Inquiry-based
C. Lecture
D. Problem-based
28. What does the term “scaffolding” refer to in education?
A. Giving learners tasks that are too difficult for them
B. Breaking tasks down into smaller steps for support
C. Providing direct answers to learners’ questions
D. Allowing learners to work independently without guidance
29. How does scaffolding support student learning?
A. By overwhelming learners with complex tasks
B. By providing step-by-step guidance and support
C. By withholding information from learners
D. By preventing learners from attempting tasks independently
30. Which approach is an effective way to scaffold learning for struggling students?
A. Giving advanced tasks beyond their capability
B. Breaking tasks into more challenging steps
C. Providing clear, direct answers to all questions
D. Giving no guidance or support during tasks
31. What is the primary goal of using scaffolding in teaching?
A. To create barriers for student success
B. To challenge students with advanced tasks
C. To support students as they develop skills
D. To discourage independent thinking
32. How does scaffolding help students achieve learning goals?
A. By overwhelming students with complex tasks
B. By breaking tasks into manageable steps
C. By withholding information and support
D. By limiting students’ independence
33. Which differentiated instruction strategy focuses on grouping students based on their individual learning needs and characteristics?
A. Mixed grouping
B. Secondary grouping
C. Flexible grouping
D. Homogeneous grouping
34. What is the purpose of flexible grouping in differentiated instruction?
A. To group students randomly
B. To group students based on age
C. To group students based on their individual needs
D. To group students based solely on their test scores
35. Which grouping strategy in differentiated instruction aims to provide personalized learning experiences for students?
A. Homogeneous grouping
B. Secondary grouping
C. Mixed grouping
D. Flexible grouping
Answer: D. Flexible grouping
36. How does flexible grouping support student learning and success?
A. By limiting students to one type of grouping
B. By accommodating diverse learning needs and interests
C. By grouping students solely based on academic performance
D. By preventing collaboration and interaction among students
37. In what way does flexible grouping promote a positive and inclusive classroom environment?
A. By isolating students based on their abilities
B. By encouraging collaboration and peer learning
C. By focusing solely on individual students’ weaknesses
D. By limiting student interactions and discussions
38. Which differentiated instruction strategy would students be grouped into based on readiness, interest, or learning profile?
A. Mixed grouping
B. Secondary grouping
C. Flexible grouping
D. Homogeneous grouping
39. Which differentiated instruction strategy focuses on grouping students based on their individual learning needs and characteristics?
A. Mixed grouping
B. Secondary grouping
C. Flexible grouping
D. Homogeneous grouping
40. What is the purpose of flexible grouping in differentiated instruction?
A. To group students randomly
B. To group students based on age
C. To group students based on their individual needs
D. To group students based solely on their test scores
41. Which grouping strategy in differentiated instruction aims to provide personalized learning experiences for students?
A. Homogeneous grouping
B. Secondary grouping
C. Mixed grouping
D. Flexible grouping
42. How does flexible grouping support student learning and success?
A. By limiting students to one type of grouping
B. By accommodating diverse learning needs and interests
C. By grouping students solely based on academic performance
D. By preventing collaboration and interaction among students
43. In what way does flexible grouping promote a positive and inclusive classroom environment?
A. By isolating students based on their abilities
B. By encouraging collaboration and peer learning
C. By focusing solely on individual students’ weaknesses
D. By limiting student interactions and discussions
44. Learners with kinesthetic style learn best through…
A. listening and verbal instruction
B. hands-on activities and movement
C. reading and seeing information presented visually
D. social interaction and discussion
45. Which learning style emphasizes physical activities and practical experiences for effective learning?
A. Visual learning style
B. Auditory learning style
C. Kinesthetic learning style
D. Social learning style
46. How do kinesthetic learners typically engage with information to enhance learning?
A. Through reading and writing activities
B. By listening to lectures and audio recordings
C. By engaging in hands-on experiences and movement
D. Through group discussions and interactions
47. What type of activities are most beneficial for kinesthetic learners?
A. Watching videos and demonstrations
B. Listening to podcasts and audio materials
C. Reading textbooks and written materials
D. Participating in interactive experiments and simulations
48. How can educators effectively support kinesthetic learners in the classroom?
A. By emphasizing written assignments and assessments
B. By incorporating hands-on activities and physical movement
C. By encouraging silent reading activities
D. By focusing on auditory lectures and discussions
49. Which environment is most suitable for accommodating the learning preferences of kinesthetic learners?
A. Quiet study rooms with ample reading material
B. Interactive labs with practical experiments and demonstrations
C. Lecture halls with multimedia presentations
D. Group discussion areas for collaborative learning
50. Which one of the following justifications promotes inclusive education?
A. The general education curriculum is most accessible to students with disabilities
B. Students who get instruction in inclusive environments are more likely to be engaged and establish friends.
C. Learners with disabilities who are in inclusive environments typically experience more emotional issues
D. Options A and B
51. What is a key benefit of inclusive education for students with disabilities?
A. Experiencing more emotional issues
B. Improved engagement and social relationships
C. Limited access to the general education curriculum
D. Isolation from peers
52. How does inclusive education contribute to a positive classroom environment?
A. By segregating students with disabilities from their peers
B. By discouraging social interactions among students
C. By promoting diversity and acceptance
D. By limiting access to specialized educational support
53. What impact does inclusive education have on students’ social development?
A. Isolation from peers and limited social interactions
B. Increased likelihood of establishing friendships and connections
C. Experiencing more emotional issues and challenges
D. Reduced engagement in the learning process
54. Inclusive education aims to provide equal opportunities for all students, regardless of their:
A. Interests and preferences
B. Cultural background
C. Disabilities or differences
D. Academic achievements
55. What is a common goal of inclusive education?
A. Segregating students based on their abilities
B. Limiting access to educational resources
C. Promoting inclusivity and diversity in learning environments
D. Fostering competition among students
Pedagogy 4
1. What is the best way to prevent misbehavior in the classroom?
A. Punishing students who misbehave
B. Ignoring misbehaviour in the hope that it will stop
C. Establishing clear expectations for behaviour
D. Yelling at students who misbehave to get them to stop
The correct answer is Establishing clear expectations for behaviour
2. What is the best way to prevent misbehavior in the classroom?
A. Punishing students who misbehave
B. Ignoring misbehavior in the hope that it will stop
C. Establishing clear expectations for behavior
D. Yelling at students who misbehave to get them to stop
Answer: C. Establishing clear expectations for behavior
3. Why is it important to establish clear expectations for behavior in the classroom?
A. To react impulsively to misbehavior
B. To ignore student actions and outbursts
C. To promote a positive and structured learning environment
D. To escalate conflicts and disagreements
Answer: C. To promote a positive and structured learning environment
4. How can clear expectations for behavior help prevent misbehavior?
A. By allowing students to misbehave without consequences
B. By reinforcing a positive classroom culture and mutual respect
C. By punishing students without warning
D. By encouraging a chaotic and disorganized classroom environment
Answer: B. By reinforcing a positive classroom culture and mutual respect
5. What impact can establishing clear expectations for behavior have on the overall classroom atmosphere?
A. By fostering a negative and unstructured learning environment
B. By reinforcing positive behavior and minimizing disruptions
C. By promoting conflicts and challenges among students
D. By ignoring the need for structure and expectations
Answer: B. By reinforcing positive behavior and minimizing disruptions
6. In what way can establishing clear behavior expectations contribute to effective classroom management?
A. By using punitive measures as the primary means of control
B. By encouraging students to misbehave without consequences
C. By creating a positive and structured learning environment
D. By escalating conflicts and discipline issues
Answer: C. By creating a positive and structured learning environment
7. One of the following options must be done by teachers in order to foster a positive atmosphere and avoid issues in the classroom.
A. Take individual differences into account, maintain students’ motivation, and reinforce positive behaviour
B. Exempt some students from classroom activities and report to their parents regularly
C. Use only non-verbal communication to reinforce positive behaviour
D. Alert all students about a student’s misbehaviour to serve an example and ignore that behaviour
The correct answer is Take individual differences into account, maintain students’ motivation, and reinforce positive behaviour
8. What is an important aspect for teachers to consider when fostering a positive classroom atmosphere?
A. Ignoring all students’ differences
B. Exempting certain students from classroom activities
C. Taking into account individual differences
D. Punishing all students for one student’s misbehavior
Answer: C. Taking into account individual differences
9. How can teachers help maintain students’ motivation in the classroom?
A. Rewarding negative behavior
B. Ignoring student progress
C. Providing positive reinforcement and encouragement
D. Using only verbal communication to address issues
Answer: C. Providing positive reinforcement and encouragement
10. What is an effective way to reinforce positive behavior in the classroom?
A. Alerting all students about a student’s misbehavior
B. Punishing the entire class for one student’s mistake
C. Using non-verbal communication only
D. Providing praise and rewards for positive actions
Answer: D. Providing praise and rewards for positive actions
11. How can teachers address individual differences in the classroom?
A. Treating all students the same without regard to their needs
B. Allowing only verbal communication for feedback
C. Exempting certain students from all activities
D. Tailoring teaching methods to meet students’ diverse needs
Answer: D. Tailoring teaching methods to meet students’ diverse needs
12. What is the significance of reinforcing positive behavior in the classroom?
A. It can lead to more negative behavior from students
B. Ignoring positive behavior is more effective
C. Positive reinforcement can help create a harmonious classroom atmosphere
D. Punishing all students for one student’s mistake is the best approach
Answer: C. Positive reinforcement can help create a harmonious classroom atmosphere
13. What should a teacher do if a student consistently disrupts the class?
A. Punish the student with detention or suspension
B. Ignore the behavior in the hope that it will stop
C. Talk to the student to find out why he/she does that
D. Yell at the student in front of the class to stop the behavior
The correct answer is Talk to the student to find out why he/she does that
14. How can a teacher effectively handle a student who consistently disrupts the class?
A. Punish the student with detention or suspension
B. Ignore the behavior and hope it stops
C. Engage in open communication with the student to understand the reasons behind the behavior
D. Publicly shame the student to deter further disruptions
Answer: C. Engage in open communication with the student to understand the reasons behind the behavior
15. What is the recommended approach for teachers when dealing with disruptive behavior?
A. Using public humiliation as a disciplinary tactic
B. Applying punishments without understanding the root cause
C. Implementing a one-size-fits-all approach to discipline
D. Addressing disruptive behavior through communication and support
Answer: D. Addressing disruptive behavior through communication and support
16. How can teachers help students who exhibit disruptive behavior in the classroom?
A. Avoiding addressing the behavior to maintain harmony
B. Using punitive measures without discussion
C. Providing support and guidance to understand the underlying issues
D. Encouraging other students to ostracize the disruptive student
Answer: C. Providing support and guidance to understand the underlying issues
17. What is the potential outcome of punishing a student without understanding the reasons for their behavior?
A. Improved student-teacher relationships
B. Increased trust and respect from the student
C. Continued disruptive behavior and potential escalation
D. Better classroom management overall
Answer: C. Continued disruptive behavior and potential escalation
18. Why is it essential for teachers to talk to disruptive students to address their behavior?
A. To publicly shame the student in front of classmates
B. To understand the root causes of the behavior and provide appropriate support
C. To avoid any confrontation or communication with the student
D. To ignore the behavior and hope it resolves on its own
Answer: B. To understand the root causes of the behavior and provide appropriate support
19. An effective way to ask a question at the application level with regards to the Bloom’s taxonomy is by asking…
A. yes or no questions
B. questions that require a simple factual answer
C. open-ended questions that require critical thinking
D. questions that only require a one-word answer
The correct answer is open-ended questions that require critical thinking
20. When aiming to engage students at the application level according to Bloom’s taxonomy, what type of questions should be asked?
A. Questions that prompt a simple yes or no answer
B. Questions that seek basic factual responses
C. Open-ended questions that require critical thinking and application of knowledge
D. Questions that demand only a brief, one-word response
Answer: C. Open-ended questions that require critical thinking and application of knowledge
21. Why are open-ended questions that require critical thinking important in the learning process?
A. They limit students’ responses and creativity
B. They discourage students from actively engaging with the material
C. They promote deeper understanding and application of knowledge
D. They are easier to grade for teachers
Answer: C. They promote deeper understanding and application of knowledge
22. How do open-ended questions that require critical thinking differ from questions that demand a one-word answer?
A. They allow students to explore different perspectives and provide reasoning
B. They restrict students to brief, surface-level responses
C. They encourage memorization rather than understanding
D. They make it easier for teachers to evaluate student comprehension
Answer: A. They allow students to explore different perspectives and provide reasoning
23. What is the purpose of asking application-level questions based on Bloom’s taxonomy?
A. To assess solely the recall of facts
B. To challenge students to analyze and apply their knowledge
C. To limit students’ critical thinking skills
D. To make the learning process less engaging for students
Answer: B. To challenge students to analyze and apply their knowledge
24. How can teachers utilize application-level questions effectively in the classroom?
A. By asking questions with only one correct answer
B. By encouraging rote memorization over critical thinking
C. By prompting students to apply their knowledge in different contexts
D. By avoiding questions that require higher-order thinking skills
Answer: C. By prompting students to apply their knowledge in different contexts
25. What method of question distribution should a teacher employ in a mixed-ability class?
A. Asking only one student to answer all the questions
B. Randomly selecting students to answer questions
C. Asking only high achieving students to answer questions
D. Asking only low achieving students to answer questions
The correct answer is Randomly selecting students to answer questions
26. What is a recommended method for a teacher to distribute questions in a mixed-ability class?
A. Asking only one student to answer all the questions
B. Randomly selecting students to answer questions
C. Focusing questions solely on high achieving students
D. Targeting only low achieving students for questions
Answer: B. Randomly selecting students to answer questions
27. Why is random selection of students to answer questions beneficial in a mixed-ability class?
A. It ensures that only high-achieving students participate
B. It promotes equal participation and engagement among all students
C. It allows low-achieving students to avoid participation
D. It encourages competition among students
Answer: B. It promotes equal participation and engagement among all students
28. What effect can asking only one student to answer all the questions have on a mixed-ability class?
A. It may foster a sense of competition and support among students
B. It can lead to disengagement among students who are not chosen
C. It guarantees that all students will actively participate
D. It helps in maintaining a balanced learning environment
Answer: B. It can lead to disengagement among students who are not chosen
29. How can asking questions targeted only at high-achieving students impact a mixed-ability class?
A. It caters to the diverse learning needs of all students
B. It may discourage lower-achieving students from participating
C. It promotes collaboration and teamwork among students
D. It ensures a fair distribution of learning opportunities
Answer: B. It may discourage lower-achieving students from participating
30. Why is it essential for teachers to adopt inclusive question distribution strategies in a mixed-ability class?
A. To create a competitive classroom environment
B. To ensure every student has the opportunity to engage and learn
C. To highlight the differences in students’ abilities
D. To favor high-achieving students over others
Answer: B. To ensure every student has the opportunity to engage and learn
31. A teacher is using a scaffolding questioning approach in a lesson. Which one of the following statements about this approach is true?
A. Asking the same type of question repeatedly to reinforce learning
B. Increasing the difficulty of questions as students progress
C. Asking students to evaluate their own learning and understanding
D. Is only appropriate for high-achieving students
The correct answer is Increasing the difficulty of questions as students progress
32. What is the primary goal of using a scaffolding questioning approach in teaching?
A. Reinforcing learning through repeated questions of the same type
B. Increasing the difficulty of questions as students progress
C. Asking students to evaluate their own learning and understanding
D. Tailoring support to help students build on their current knowledge
Answer: D. Tailoring support to help students build on their current knowledge
33. How does the scaffolding questioning approach support student learning?
A. By maintaining a static level of question difficulty throughout the lesson
B. By providing challenges that are beyond students’ current abilities
C. By offering guidance and support to help students reach higher levels of understanding
D. By restricting questions to only what students already know
Answer: C. By offering guidance and support to help students reach higher levels of understanding
34. Why is it important to adjust the level of questioning in a scaffolding approach?
A. To overwhelm students with questions beyond their abilities
B. To provide a consistent level of challenge for all students
C. To gradually increase complexity to aid learning and development
D. To solely focus on high-achieving students
Answer: C. To gradually increase complexity to aid learning and development
35. How does scaffolding questioning help students make progress in their learning?
A. By discouraging them from exploring new concepts
B. By keeping questions at a fixed, basic level
C. By providing support and guidance to move them towards independence
D. By restricting challenging questions for lower-achieving students
Answer: C. By providing support and guidance to move them towards independence
36. Which students benefit from the scaffolding questioning approach?
A. Only the high-achieving students in the class
B. Only the low-achieving students who need extra help
C. All students, as it provides support tailored to individual needs
D. Students who prefer self-directed learning approaches
Answer: C. All students, as it provides support tailored to individual needs
37. How can teachers promote extrinsic motivation in their students?
A. Providing opportunities for students to collaborate with their peers
B. Emphasizing the importance of grades and rewards
C. Creating opportunities for students to explore their interests and passions
D. Helping students to develop a sense of competence and mastery
The correct answer is Emphasizing the importance of grades and rewards
38. How can teachers foster extrinsic motivation in students?
A. Encouraging students to explore their interests and passions
B. Utilizing grades and rewards as incentives for performance
C. Promoting a sense of mastery and competence in learning
D. Fostering collaboration and teamwork among students
Answer: B. Utilizing grades and rewards as incentives for performance
39. What role do external rewards play in extrinsic motivation?
A. External rewards have no impact on motivation levels
B. External rewards are the sole driver of student achievement
C. External rewards can influence behavior and performance
D. External rewards hinder students’ interest in learning
Answer: C. External rewards can influence behavior and performance
40. Which approach is most likely to promote extrinsic motivation in a classroom setting?
A. Encouraging students to independently explore their interests
B. Relying solely on internal factors for motivation
C. Using rewards as incentives for achieving academic goals
D. Cultivating a sense of mastery and competence in students
Answer: C. Using rewards as incentives for achieving academic goals
41. What is a characteristic of extrinsic motivation in students?
A. Being driven by internal satisfaction and personal growth
B. Striving for rewards or recognition external to oneself
C. Fostering a sense of competence and mastery in learning
D. Encouraging intrinsic curiosity and passion for knowledge
Answer: B. Striving for rewards or recognition external to oneself
42. Which method is effective in promoting extrinsic motivation in students?
A. Encouraging students to focus solely on personal growth and improvement
B. Providing tangible rewards and acknowledgments for accomplishments
C. Cultivating a deep passion for learning within each student
D. Emphasizing the joy of exploration and self-discovery
Answer: B. Providing tangible rewards and acknowledgments for accomplishments
43. Yaw, a basic six student appears hesitant in leaning mathematics, how can his teacher motivate him to learn?
A. Provide corrective feedback to him
B. Ask him to work hard for his age
C. Give him the skill to overcome his weakness
D. Tell his parents about his poor attitude
The correct answer is Provide corrective feedback to him
44. What is a teacher’s role in motivating a hesitant student to learn?
A. Providing corrective feedback to the student
B. Setting unrealistic expectations such as working harder than their age
C. Equipping the student with the necessary skills to overcome weaknesses
D. Disclosing the student’s attitude issues to parents
Answer: C. Equipping the student with the necessary skills to overcome weaknesses
45. How can teachers help students who are hesitant in learning a particular subject?
A. Comparing the student’s efforts to others in the class
B. Sharing the student’s struggles with their peers
C. Providing targeted support to help the student improve
D. Punishing the student for their hesitancy
Answer: C. Providing targeted support to help the student improve
46. What approach can teachers take to encourage reluctant learners like Yaw?
A. Highlighting flaws and shortcomings to compel improvement
B. Blaming parents for their child’s lack of motivation
C. Building the student’s confidence and providing strategies for improvement
D. Ignoring the student’s struggles and focusing solely on high achievers
Answer: C. Building the student’s confidence and providing strategies for improvement
47. Why is it important for teachers to give hesitant students the skills to overcome their weaknesses?
A. To reinforce negative self-perceptions in students
B. To foster a growth mindset and empower students to improve
C. To compare students to their peers and motivate through competition
D. To discourage further attempts at learning
Answer: B. To foster a growth mindset and empower students to improve
48. How can teachers effectively support hesitant students in their learning journey?
A. By emphasizing students’ weaknesses without providing solutions
B. By building a supportive environment and offering tools for improvement
C. By punishing students for their lack of motivation
D. By isolating hesitant students from their peers
Answer: B. By building a supportive environment and offering tools for improvement
49. What can the teacher do to to motivate a student who is not participating in class activity?
A. Provide the student with extrinsic rewards
B. Assign more challenging tasks to the student
C. Build a positive relationship with the student
D. Punish the student for not participating
The correct answer is Build a positive relationship with the student
50. How can a teacher effectively motivate a student who is not participating in classroom activities?
A. Providing the student with extrinsic rewards
B. Assigning more challenging tasks to the student
C. Building a positive relationship with the student
D. Punishing the student for not participating
Answer: C. Building a positive relationship with the student
51. Why is it important for teachers to focus on building a positive relationship with students who are not participating?
A. To solely emphasize academic achievements over relationships
B. To create a supportive environment that encourages participation
C. To increase the workload for the student as a form of motivation
D. To punish the student for their lack of participation
Answer: B. To create a supportive environment that encourages participation
52. In what way can a positive relationship with the student help in motivating them to participate?
A. By exerting punishment for non-participation
B. By assigning tasks that are beyond the student’s current abilities
C. By providing external rewards as incentives
D. By creating a sense of trust and encouragement for the student
Answer: D. By creating a sense of trust and encouragement for the student
53. How does punishment compare to building a positive relationship in motivating non-participating students?
A. Punishment may lead to fear and disengagement
B. Punishment is effective in fostering a sense of belonging
C. Punishment often results in increased motivation
D. Punishment helps in building strong teacher-student connections
Answer: A. Punishment may lead to fear and disengagement
54. Which approach is more likely to result in long-term motivation for non-participating students?
A. Providing extrinsic rewards as a primary motivator
B. Issuing punitive measures for lack of participation
C. Assigning increasingly challenging tasks without support
D. Building a positive relationship and creating a supportive classroom environment
Answer: D. Building a positive relationship and creating a supportive classroom environment
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