Introduction to Teaching Solved Exam Questions
Course Introduction
Introduction to Teaching provides an overview of the foundational principles, theories, and practices essential for those considering a career in education. The course explores the historical, philosophical, and sociological underpinnings of teaching, while examining the roles and responsibilities of teachers in diverse classroom settings. Students will learn about curriculum development, instructional strategies, classroom management, and assessment techniques. Through observations, discussions, and practical assignments, learners will gain insight into contemporary challenges and rewards in the teaching profession, equipping them with the knowledge to make informed decisions about entering the field of education.
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Marshs Becoming a Teacher 6th Edition by Maggie Clarke
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Chapter 1: What Is Teaching All About
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Q1) Why can teaching be described as 'ambiguous'?
Answer: Because what might be right in one situation with one group of students may not be right in another situation with other students, thus making clear-cut answers difficult.
Q2) According to Britzman (2003), new teachers sometimes have difficulty:
A) planning lessons.
B) interacting with parents.
C) locating resources.
D) recognising the diversity of students in the class.
Answer: D
Q3) An advantage of online virtual schools is that they:
A) can deliver a broader curriculum.
B) require less teachers.
C) promote higher levels of student engagement.
D) develop students' communication skills.
Answer: A
Q4) What are the personal and professional attributes that Moyles (2007) identified as a requirement for teachers?
Answer: See dot points at the top of page 8.
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Chapter 2: How Students Develop and Learn
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Q1) Is the following statement True or False? 'Erickson saw the tension between negative and positive polarities as necessary for healthy psychosocial development.'
A)True
B)False
Answer: True
Q2) Kohlberg focused on stages of moral development rather than the development of values because he believed:
A) values are difficult to teach.
B) values are not the basis of moral choices.
C) there is a lack of consensus on which values to teach.
D) moral development can be taught.
Answer: C
Q3) Lawrence Kohlberg's theory of moral development was strongly influence by the work of:
A) Piaget.
B) Bruner.
C) Vygotsky.
D) Erickson.
Answer: A
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Page 4
Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) List five undesirable practices that teachers should avoid in order to keep a class highly motivated.
Answer: Any of the practices listed in Figure 3.2 at the bottom of page 51.
Learning Outcome: 3.4
Difficulty: 1
Page Ref: 51
Q2) To maintain equity, teachers should:
A) develop cooperative team projects.
B) eliminate physical discomfort.
C) set meaningful goals.
D) be inclusive in the use of praise and support.
Answer: D
Q3) Within the context of extrinsic motivation, which of these would not be a secondary reinforcer?
A) A smile.
B) Food and drink.
C) Tangible rewards.
D) Time-out.
Answer: B
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Page 5
Chapter 4: Learning Environments
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Sample Questions
Q1) If abnormally high or low temperatures prevail, teachers should:
A) adjust instructional activities to suit.
B) remove students from the classroom.
C) seek advice from school leaders.
D) encourage students to keep busy.
Q2) In the context of teachers thinking about room arrangements, the term 'synomorphic' refers to the:
A) 'flow' of students from one activity to another.
B) transitional period between lessons.
C) congruence between the physical environment and desired student behaviours.
D) rescheduling of activities when a disruption has occurred.
Q3) According to Loi and Dillon (2006), learning environments should enable teachers to: A) reinforce norms of order and routine.
B) control behaviour.
C) use creative and innovative practices.
D) keep students safe.
Q4) In formal classroom settings, where did Brophy (1981) maintain the 'action zone' was likely to be for interaction between teacher and students?
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Chapter 5: The Australian Curriculum
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Q1) The Australian Curriculum was an integral element of the Education Revolution announced by the Rudd Labor government in:
A) 2006.
B) 2007.
C) 2008.
D) 2009.
Q2) The Melbourne Declaration on Education Goals for Young Australians (MCEEYA, 2008) did not focus on the importance of:
A) successful learners.
B) active and informed citizens.
C) skilful workers.
D) confident individuals.
Q3) What were five of the ten principles and specifications for curriculum development specified in October 2008 in the paper 'The Shape of the National Curriculum: A Proposal for Discussion'.
Q4) What are two criticisms that some theorists have made about the theoretical basis of the Australian Curriculum?
Q5) What were three of the reasons given in 2008 for needing a national curriculum?
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Chapter 6: Exploring and Contesting Curriculum
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Q1) The curriculum as experienced in the classroom should be:
A) a one-way transmission of ideas and information from the teacher to students.
B) primarily a response to students' interests and questions.
C) the same for all students at a particular year level.
D) a series of communications between both groups based on interest and motivation.
Q2) 'Curriculum' has many different definitions. Which of the following is not included in Chapter 6 as a definition of curriculum? Curriculum is:
A) a set of performance objectives for students learning at a variety of sites.
B) what students want to learn.
C) everything that is planned by school personnel.
D) a set of subjects.
Q3) The Early Years Learning Framework for Australia (2009), which provides a set of learning outcomes for children from birth to 5 years, has an emphasis on:
A) communication and language.
B) abstract thinking skills.
C) rote learning.
D) collaborative learning.
Q4) Explain the difference between the terms 'syllabus' and 'curriculum'.
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Page 8
Chapter 7: Planning and Preparing for Teaching
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Q1) The first stage in the backward design model to unit planning is to:
A) determine acceptable evidence.
B) plan learning experiences and instruction.
C) identify desired results.
D) plan assessment and evaluation.
Q2) The use of units in planning is recommended because units:
A) achieve better learning outcomes for students.
B) are a succinct form of planning for teachers.
C) provide students with a focus rather than letting them experience isolated lessons.
D) can be used again in the following year.
Q3) Decisions about what is best for a particular group of students are best made by: A) the students.
B) their teacher.
C) the school leaders.
D) departmental officials.
Q4) What are three questions teachers should ask themselves when evaluating lessons?
Q5) Provide definitions for the following elements of a program: rationale; content; evaluation.
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) A principle emphasised in open education is:
A) structured use of time.
B) competition.
C) direct instruction.
D) individual discovery.
Q2) Whole-class instruction is least well suited to:
A) an open-ended mathematical task.
B) an introduction to a new teaching unit.
C) a demonstration of a technical process.
D) the teaching of a complex concept or skill.
Q3) What is one problem that teachers need to be aware of when using friendship groups for learning tasks?
Q4) Within cooperative learning, team members sharing their information is a particular feature of the:
A) jigsaw method.
B) student-teams learning approach.
C) inquiry method.
D) reflective-action method.
Q5) What are three strategies teachers might use to maintain whole-class attention?
Page 10
Q6) What are two ways of working that you might see in a differentiated classroom?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Q1) In Wiggins and McTighe's (2005) taxonomy 'Facets of Understanding', students who show they can produce critical and insightful points of view fit in the category of:
A) have self-knowledge.
B) can interpret.
C) have perspective.
D) can explain.
Q2) According to Spady (1993), outcomes-based education (OBE) means focusing and organising a school's entire program and instructional efforts around the clearly defined outcomes we want all students to demonstrate:
A) while they are at school.
B) when they leave school.
C) in the workforce.
D) in their personal lives.
Q3) Why are some teachers concerned about results of teaching being made public on the My School website?
Q4) Discuss the implications for schools of a focus on educational outcomes in light of issues and questions raised by theorists in Chapter 9.
Q5) What are two criticisms that have been made of outcomes-based education (OBE)?
Page 11
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Chapter 10: Communicating Effectively
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Q1) Much of the talk done by teachers tends to be about:
A) management and supervision of tasks.
B) the quality of student work.
C) concepts and knowledge.
D) the use of resources.
Q2) A purpose for which teachers should not use questions is:
A) showing students they have been unsuccessful in their learning.
B) stimulating particular kinds of thinking.
C) controlling behaviour.
D) reviewing understanding of a topic.
Q3) Which of the following is not a form of non-verbal communication?
A) Tone of voice.
B) Personal space.
C) Appropriate vocabulary.
D) Facial expressions.
Q4) Is this statement True or False? 'Verbal, non-verbal and written communication cannot occur simultaneously.'
A)True
B)False
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Chapter 11: Pedagogy, Teaching and Learning
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Sample Questions
Q1) When using instructional strategies, effective teachers:
A) use those with which they are most familiar.
B) use those which best suit their teaching style.
C) are flexible and use a wide range of strategies.
D) use those which suit most students' learning styles.
Q2) An approach to teaching and learning that could be used with the total class, small groups or an individual is:
A) lecturing.
B) problem solving/inquiry.
C) directed questioning.
D) cooperative learning.
Q3) An approach well suited to enabling students to explore values and interpersonal needs is:
A) direct instruction.
B) role-playing and simulation games.
C) discussion.
D) directed questioning.
Q4) What are four guidelines suggested by Moore (2012) to help teachers refine their questioning skills?
Q5) What are two factors that may influence teachers' use of technology?
Page 13
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Chapter 12: Classroom Management
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Q1) To what should teachers refer when trying to resolve major management issues caused by male/female and cultural tensions within the classroom?
Q2) You have a child in your class who is frequently off-task and disrupts those around him by talking to them. Explain the preventive, supportive and intervention strategies you would put in place to facilitate his on-task behaviour and describe how you would involve his parents in your response.
Q3) Both Rogers (1992) and Canter and Canter (1992) recognise the importance of:
A) students having choices.
B) collegial support.
C) being explicit with students about what is expected of them.
D) communicating with parents.
Q4) Is the following statement True or False? 'Teachers do not need to address off-task behaviour if it is non-disruptive.'
A)True
B)False
Q5) Describe a routine you would put in place for taking attendance each morning.
Q6) List the five key behaviours used by assertive teachers.
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Page 14
Chapter 13: Using Resources Creatively
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Q1) A trial of iPad use in nine primary, secondary and special schools in 2011 found that iPads could be used to achieve a range of educational outcomes but only if:
A) students were proficient in the use of iPads.
B) teachers were proficient in the use of iPads.
C) there was one iPad per student.
D) there was quality teaching and support.
Q2) What are two ways that teachers can use blogs to enhance their teaching?
Q3) In your first year of teaching you will need to select resources for use in your teaching program. Three categories of resources you are likely to need are: -trade books -websites -iPads.
For each of these explain how and why you would use them and how you would evaluate their suitability and worth for your educational purposes.
Q4) Identify two findings from two different researchers about the ways twitter can be used by teachers.
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Chapter 14: Meeting the Diverse Needs of Students
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Q1) An ideal differentiated classroom does not have:
A) mainly summative assessment.
B) instruction based on student readiness.
C) a range of modes of instruction.
D) individual achievement as a major goal.
Q2) Studies of the gender differences in the brain have found that:
A) males have more cortical areas devoted to verbal functioning.
B) reading and writing come more easily to the male brain.
C) males use half the brain space that females use.
D) females have more cortical areas devoted to spatial-mechanical functioning.
Q3) Students whose preferred learning style is psychological prefer to:
A) work while listening to music.
B) finish a task before moving on to the next.
C) take a step-by-step approach.
D) be physically active.
Q4) A characteristic that is not normally an indication of giftedness is:
A) above-average general ability.
B) a tendency to extraversion.
C) high motivation to achieve in certain areas.
D) high levels of creativity.
Page 16
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Q1) A purely academic focus in schools may lead to students being ill-equipped to:
A) be successful in the workforce.
B) face societal challenges.
C) make responsible decisions.
D) become lifelong learners.
Q2) A significant development in the area of values education that occurred in 2005 was that:
A) a comprehensive literature review of research about values education was released.
B) the National Framework for Values Education in Australian Schools was released.
C) the Values in Action Schools Project commenced in schools nationally.
D) teaching and learning units were developed for all levels of schooling.
Q3) It has been argued that social and emotional competence is important for student learning because emotion drives:
A) the motivation to persevere with tasks.
B) attention which drives learning and memory.
C) the commitment that is needed for concentration.
D) a positive attitude to learning.
Q4) How did Goleman (1995) define social and emotional learning (SEL)?
Page 17
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) In Smit et al's (2007) typology of parents, 'politician parents' are:
A) willing to help with practical matters to support administrative staff.
B) quick to raise concerns and criticism about errors that may or may not have been made by the school.
C) active contributors to the school.
D) keen to be involved in decisions to they can be in a situation of power and persuasion.
Q2) Is this statement True or False? 'In Australia there are already well-developed formalised partnerships between schools and families.'
A)True
B)False
Q3) Currently, the organisation at the national level that represents parents from non-government schools is the:
A) Australian Council of School Organisations.
B) Australian Parents Council.
C) Australian Council of School Organisations.,
D) Australian Association for Community Education.
Q4) What are two things that parents need to know about the education system in which their local school operates?
Page 18
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Chapter 17: Assessment and Reporting
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Q1) Direct observation would not be an effective assessment tool for gathering information about students':
A) reasons for not staying on task.
B) enthusiasm for creative writing.
C) ball-handling skills.
D) participation in a group task.
Q2) A difficulty for teachers in recording students' progress against national outcome statements is:
A) lack of effective commercial computer software programs to support the process.
B) the extra time and workload involved in assessing several levels.
C) confusion about what to assess.
D) not having had appropriate training in how to record against outcomes.
Q3) Why is it important for teachers to keep records of assessment information?
Q4) When teachers assess processes as well as products they need to:
A) do so against specific criteria.
B) be able to make judgments.
C) use a range of assessment techniques.
D) involve students in the process.
Q5) What are three reservations that have been identified about large scale testing?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Q1) What is meant by the term 'transformational leadership' and how does it relate to school culture?
Q2) What is your understanding of what comprises a school's culture? Use at least six of the 'manifestations' of school culture from Beare, Caldwell and Millikan's 'Framework for analysing school culture' (shown in Figure 18.3) to describe features of a school culture which you would find supportive as a beginning teacher.
Q3) A study by Carrington, Tymms and Merrell (2008) of 11 year olds in which male teachers were matched with classes of boys and female teachers were matched with classes of girls found:
A) a positive impact on boys.
B) a positive impact on girls.
C) a positive impact on girls and boys.
D) no discernable impact on girls or boys.
Q4) In his findings about teaching in the 1960s Lortie (1975) found that teaching was 'relatively career-less', that teachers' satisfaction came from 'psychic rewards' and that teachers have 'endemic uncertainties'. Write a sentence for each of these findings explaining what Lortie meant and indicate whether you think each finding is still relevant to the 21st century and why.
Page 20
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Q1) Lickona's (1988) list of ways that teachers can promote higher levels of student morality and character did not include:
A) serving as a respectful and caring role model.
B) developing a moral code for classroom behaviour.
C) creating a family or community atmosphere.
D) encouraging students to hold high academic and behavioural standards.
Q2) Why do teachers need to be ethical? As a beginning teacher how would you ensure that you had an ethical relationship with your students, the principal of your school and the system in which you work?
Q3) Australian students from low-SES (socio-economic status) backgrounds are:
A) three times as likely as students from high-SES backgrounds to under-perform in literacy and numeracy.
B) more likely to be successful in vocational education courses.
C) more likely to struggle with the transition from school to work.
D) likely to escape poverty before they turn 12.
Q4) To what extent is equity addressed as a separate issue in the Australian Curriculum?
Q5) What are the four key components in the definition of teacher negligence?
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Page 21
Chapter 20: Teacher Standards
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Q1) Preston and Kennedy (1994) criticised the language of the Draft Competency Framework for Teaching (1993) as:
A) not inclusive.
B) inaccessible.
C) too focused on outcomes.
D) too generic.
Q2) In the National Standards and Guidelines for Initial Teacher Education (ACDE, 1998) an example of Standard 14 'working in schools and systems' would be to:
A) gain a knowledge of relevant curriculum documents and resources.
B) encourage student behaviour which promotes learning.
C) understand human growth and development.
D) have an understanding of teacher roles outside the classroom.
Q3) How do Gonczi, Hager and Oliver (1990) define a 'competent professional' and why do attributes need to underlie the concept of 'competence'?
Q4) What are two advantages and two disadvantages of competency-based teaching?
Q5) Why was it so difficult to produce a conceptual structure for national standards for the teaching profession?
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