Dpe 101 Final Exam Part 1 (Ay '10-11)

8/9/2019 Dpe 101 Final Exam Part 1 (Ay '10-11)

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Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITYMain Campus, M. J. Cuenco Avenue and R. Palma St., Cebu City(SUC Level IV, AACCUP Accredited and ISO !!" Certi#ied$

url: http://www.cscst.ph e-mail: [email protected] Tel. No. (032) 41-!"! #a$ No. (032) 412-13%"

COLLEGE OF TECHNOLOGY TEACHER EDUCATION

FINAL EXAMINATION

FOUNDATIONS OF EDUCATION AND HUMAN GROWTH AND DEVELOPMENT

(&s'choloical *ocioloical +nthropoloical ,istorical &hilosophical an ealasis/#ounations of ucation)

&repare ':

E. A. MELGO. Ed. D.+ssociate &rofessor

5 T6 7ain ampus

Part I – Multiple Choice. 8rite the letter(s) that correspons to 'our est choice in 'our answer sheet. 9f eer none of the choicesis riht write the correct answer.

1. + stuent ;nows that the e$amination wee; is approachin ut instea of stu'in he chose to spen his time pla'incomputer ames. n the e$amination a' itself ,e opte to pra' for miracles rather than stu'in. 8hich attituetowars reliion is ispla'e< 7iracles rather than stu'in which attitue towars reliion is ispla'e<

a. =eliion as #a;e . =eliion as authentic. =eliion as 7aic 5. =eliion as real

2. >>> is/are use as meium/meia of instruction in schools urin the *panish era.a. The ernacular . *panish. nlish 5. *panish an the ernacular

3. The use of the interate approach in oth seconar' an primar' leel su?ects is a result of the implementation of the >>>>>.

a. +. &roram for 5ecentralie ucation . asic ucation urriculum. . *chool- ase manaement 5. *chool #irst 9nitiatie

4. 8hat oernment proram allows stuents who are not accommoate in communit' pulic schools to enroll in priateschool at the oernmentAs e$pense<

a. Boernment +ssistance &roram . ucational *erice ontract *'stem. *tu' now &a' later 5. National *cholarship &roram

!. >>>>>was the 1%"0As foremost eucational issue.a. ilinual ucation . +ccountailit'. alues ucation 5. 7ainstreamin

. The oernmentAs eucational proram on >>>>>mae the &hilippine ucation &lacement Test accessile for aults anout-of-school-'outh.

a. Cuitale +ccess . Dualit' an releance

. Dualit' 5. =eleance

E. ollee stuents are reCuire to ta;e a constitution course for them to >>>>.a. 5eelop stuents into responsile an thin;in stuents.. +cCuaint stuents with the historical eelopment of the &hilippine onstitutionc. 7a;e stuents e$perts in terms of &hilippine onstitution. &repare the stuents for law ma;in.

". >>>>> supports eCuitale access ut on the other han Cualit' miht e compromise.a. pen amission . 5ereulate tuition fee hi;e

http://www.cscst.ph/mailto:[email protected]://www.cscst.ph/mailto:[email protected]


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. *chool accreitation 5. *electie retention

%. ucational institutionsA effort of eelopin wor; s;ills insie the school are aime at >>>>>.a. 5eelopin moral character . 9nculcatin loe of countr'. Teachin the uties of citienship 5. 5eelopin ocational efficienc'

10. 9n &iaetAs concrete operational stae a teacher shoul proie >>>>.a. +ctiities for h'pothesis formulation. earnin actiities that inole prolems of classification an orerc. +ctiities for ealuation purposes.. *timulatin enironment with ample o?ects to pla' with

11. 9nterpersonal intellience is est shown ' a stuent who >>>>.a. 8or;s on his/her own. Feeps interest to himself/herselfc. *ee;s out a classmate for help when prolem occurs. *pens time meitatin

12. + stuent is finin it har to rea. 8hen the uiance counselor trace the chilAs histor' the counselor was ale to finout that the stuent came a 'sfunctional famil' asie from that the chil was ause an nelecte. 8hat coul haecause the stuentAs reain isailit'<

a. motional factors . Neuroloical factors. &oor teachin 5. 9mmaturit'

13. + chil was punishe for cheatin in an e$am. #or sure the chil wont cheat aain in short span of time ut this oes notuarantee that the chil wonAt cheat eer aain ase on Thorni;eAs theor' on punishment an learnin this showsthat>>>>>>.

a. &unishment strenthens a response . &unishment oesnAt remoe a response. &unishment remoes response 5. &unishment wea;ens a response

14. auhin at a two-'ear ol chil who uttere a a wor is not a proper thin to o ecause in this stae of the chilAslife the chil is>>>>>>

a. onsierin the iews of other . *ocialiin. 5istinuishin se$ ifferences 5. 5istinuishin riht from wron

1!. G7en are uilt not orn.H This Cuotation ' Iohn 8atson states that>>>>>>.a. The ineffectieness of trainin on a personAs eelopment. The effect of enironmental stimulation on a personAs eelopmentc. The asence of enetic influence on a personAs eelopment. The effect of hereit'

1. + chil who is col towars the people aroun him miht hae faile to attain what asic oal ase on ri;sonAs theor'on ps'choloical eelopment<

a. +utonom' . 9nitiatie

. Trust 5. 7istrust

1E. + o' is closer to his mother an a irl is closer to her father. These instances are uner >>>>>>.a. eipal omple$ . &hallic stae. atent stae 5. &re-enital stae

1". >>>>>> are rihts that cannot e renounce ecause the' neee for a person to fulfill his/her primorial oliations.a. &erfect rihts . +cCuire rihts. +lienale rihts 5. 9nalienale rihts

1%. + rae 1 pupil li;es to pla' with his friens ut ets anr' when efeate. &iaetAs theor' states that this pupil is uner what eelopmental stae<

a. oncrete operation . #ormal peration. *ensor motor 5. &re-operation

c. 8hich escries &hilippine eucation urin the *panish reime<. stalishment of a normal school . ernacular as meium of instructione. *eparation of church an state 5. mphasis on reliious instruction

20. *ome #ilipino teachers are sent aroa to stu'. 8e call them>>>>>.a. 9nsulares . &eninsulares. &ensionaos 5. =eformists


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21. Iose =ial sai that national reemption can e achiee ' >>>>>>.a. Bainin economic recoer'. *tailiin political situationc. penin our oors to forein influence. 6prain the Cualit' of the #ilipinos throuh eucation

22. + forein who stu'in here in the &hilippines was turne-off ' the #ilipinosA lac; of punctualit' an poor wor choicea. thnocentrism . Jenocentrism. olonial mentalit' ulture shoc;

23. 9f 'ou are a wise oter 'ou woul ote >>>>.a. + caniate who has the ma;in of a pulic serant. + neihor who is closest to 'ou in times of neec. + caniate who helpe 'ou ' iin cash. + ofather who ae 'our father a ?o

24. + prenant unmarrie woman aorte her a' to aoi israce. 9s she morall' ?ustifie to o that<a. No the unorn chil cannot e mae to suffer the conseCuences of the sins of his/her parents.. Kes it can sae her an the chil from israce when he rows up.c. No aortion is immoral.. Kes it is etter to preent the chil from comin into the worl who will suffer er' much ue to the asence of a

father

2!. This constitutional proision is the full an partial interation of the capale eaf an lin stuents in the classroom.a. reatin scholarship for poor an eserin stuents.. +caemic freeomc. &roiin citienship an ocational trainin to ault citiens an out-of-school 'ouths.. &rotectin an promotin the riht of all citiens to Cualit' eucation.

2. The ifference etween hristian an 7uslim marriae the former ein monoamous an the latter ein pol'amousis calle >>>>>.

a. thical =elatiism . +cculturation. nculturation 5. ultural relatiism

2E. + perfect ut' is e$emplifie:a. *upportin a poor ut eserin stuent school. . 5onatin an amount for nole pro?ect.. &a'in the wor;er the waes aree upon. 5. Biin alms to the nee'

2". Teachers are tas;e with so man' thins to o asie from teachin. *ometimes these tas;s aersel' affect theirteachin. 5oes this mean that teachers shoul e onl' preoccupie with teachin<

a. Kes if the' are ien other assinments ?ustice emans that the' e properl' compensate.. No ecause eer' teacher is e$pecte to proie leaership an initiatie in actiities for etterment of

communities.c. Kes ecause other communit' leaers not teachers are tas;e to lea in communit' actiities. Kes ecause teachin is enouh full time ?o.

2%. The rainAs left hemisphere is inole in >>>>>function.a. 9ntuitie . Noneral. isual 5. oical

30. The &rofessional Teachers oe of thics oes not coer >>>>.a. Teachers in the tertiar' leel. +ll full time or part time pulic an priate school teachers an aministratorsc. Teachers in all eucational institutions at the pre-school elementar' an seconar' leels.

. Teachers of acaemic ocational special technical or non-formal institutions

31. >>>>> is the start of ucation in human rihts.a. oin others . arin for others. i;in others 5. =espects towars others

32. This is the o?ectie of the continuous proression scheme that was introuce in the elementar' leel in the school 'ear1%E0 to 1%E1.

a. 7aster' of three rAs . 7ass promotion. &upils proression accorin to capacit' 5. +ccess to eucation


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33. *chema theor' states that:a. 8e learn ' the process of conitionin. 8e are passie learnersc. 8e oranie what we learn accorin to patterns. 8e are totall' conitione ' our enironment.

34. 9f one as;e to eelop himself to the fullest what nee is he tr'in to satisf' accorin to 7aslowAs hierarch' of nees<a. *afet' nees . eloninness. &h'sioloical nees 5. *elf-actualiation

3!. #ear of somethin that was cause ' a painful e$periences in the past is an e$ample of:a. 9nsiht . perant conitionin. lassical conitionin 5. 9mitation

3. #ilipiniation is iolate if:a. +n eucational institution is owne ' a corporation of which 40L of the capital is owne ' #ilipino itiens.. +n eucational institution owne ' a reliious orerc. +n +merican serin as presient of the eucational institution.. +n ucational institution owne ' a charitale institution.

3E. ucation urin the +merican reime can e characterie as:a. =eliious . #ilipinistic. entralie 5. 5ecentralie

c. M 5urin +merican reime the eucational s'stem is centralie.

3". +ccorin to the =epulic +ct E"3 the licensure e$am for teachers is with:a. ,5 . 5*. &= 5. iil *erice ommission

3%. iel iolates what particular human rihts<

a. The riht to oneAs own life . The riht to ma;e a lielihoo. The riht to oneAs honor 5. The riht to propert'

40. 8e owe toa'As wiesprea &hilippine eucational s'stem to:a. The first #ilipino political leaers . The Iapanese. The +mericans 5. The *paniars

41. Thomasites are:a. The soliers who oute the success of the pulic eucational s'stem to e set in the &hilippines. The first +merican teacher recruits to help estalish the pulic eucational s'stem in the &hilippines.c. The first reliious roup who came to the &hilippines on oar the 6* transport name Thomas.. The eotees of *t. Thomas +Cuinas who came to eanelie.

42. 5urin the +merican reime the' name the +merican soliers who were recruite to help set the pulic eucationals'stem as Thomasites ecause:

a. The' arrie here urin the feast of *t. Thomas. The' first tauht at 6*Tc. The' were eotees of *t. Thomas +Cuinas. The' isemar;e from the 9* Transport calle Thomas

43. The followin functions are one ' the rainAs riht hemisphere e$cept:a. Noneral functions . 5etail-oriente function. 9ntuitie functions 5. isual function

44. The riht rain inoles >>>>> functions.a. isual. 9ntuitie oical . isual Noneral oical. isual 9ntuitie Noneral 5. isual oical 5etail-oriente

4!. This is a #ilipino trait that inoles practicin alues in ifferent reions an social roups.a. ra mentalit' . &rocrastination. GFan'a-;an'aH mentalit' 5. $istential intellience

4. 9n the &hilippine culture the term Gahala naH implies:a. ac; of self-reliance . ac; of foresiht


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. 8illinness to ta;e ris;s 5. 9nolence

4E. 8ho is the forerunner of the presence of the anuae +cCuisition 5eice<a. 8atson . homs;'. Barner 5. &iaet

4". + teacher rewars a chil for oin thins correctl'. This techniCue is calle:a. onitionin . hainin. #ain 5. =einforcement

4%. ri;son sai that chilren ae 3-! is most li;el':a. 7ischieous . a'. o-centric 5. +ltruistic

!0. ri;son laele chilren who are two 'ears of ae as Gterrile twoH ecause>>>>>.a. The' are inCuisitie . the' +re pla'ful. The' are sic;l' 5. The' are assertie

!1. + person who is frienl' an has a capacit' to ma;e people lauh possess:a. Naturalistic intellience . 9ntrapersonal intellience. *patial intellience 5. 9nterpersonal intellience

!2. + chil who alwa's fiht with his/her classmates who has a er' short attention span an who has freCuent tantrums iseliee to e sufferin from:

a. 7ental retaration . +ttention-5eficit ,'peractiit' 5isorer. 5ownAs s'nrome 5. earnin isailit'

!3. 8hen is a teacher pre?uicial aainst a learner<a. 8hen she refuses a pupil with a sliht ph'sical isailit' in class.. 8hen she ma;es a farsihte pupil to sit at the ac;.c. 8hen she ma;es a nearsihte pupil to sit in front.. 8hen she consiers multiple intelliences in the choice of her teachin strateies.

!4. The effectieness of learnin is ase on the fulfillment of the asic nees in the hierarch' of nees. This is ase on thetheor' of >>>>>.

a. =oers . ,orne'. 7urra' 5. 7aslow

!!. >>>>> are the first +merican teachers in the &hilippines.a. Brauates of the &hilippine Normal *chool . *oliers. 7issionaries 5. Thomasites

!. 6tiliin oth sies of the rain is important in achiein holistic learnin conitie an affectie an the loical alon with the >>>>.

a. ehaioral . 7usical. 9ntuitie 5. =ational

!E. &hilippine ucation urin the =eolutionar' perio was focuse on the:a. 7aster' of the *panish lanuae . 7aster' of asic s;ills. *trenthenin of the moral f ier of the people 5. stalishment of nationhoo

!". The oernment controls reulates an superises which schools<a. &ulic priate sectarian an nonsectarian schools . &riate schools. &ulic schools 5. *ectarian an nonsectarian schools

!%. >>>>> was aopte to proie uniersal access to asic learnin an to eraicate literac'.

a. G&aaralan-sa-awat-arana'H . alues ucation #ramewor;. ucation for +ll 5. *cience an ucation 5eelopment &lan

0. + stuent with +ttention 5eficit 5isorer e$hiits:a. are for his/her personal thins . omplete wor; efore shiftin to another. 9mpatient while waitin for his/her turn urin ames 5. $cessiel' Cuite

1. 8hich amon the statements elow is true aout ,uman =ihts<a. ,uman rihts are unlimite . +ll human rihts are inalienale. ,uman rihts is a moral power not a ph'sical power 5. ,uman riht is miht


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2. + chil with +5,5 is characterie ':a. 9nailit' to rea . &oor health. 9nattention 5. 9nailit' to spell

3. >>>>>> emoies a teacherAs uties an responsiilities as well as the proper ecorum in performinthem.

a. oe of thics for Teachers . ill of =ihts. 7ana arta for &ulic *chool teachers 5. &hilippine onstitution of 1%"E

4. + chil treats his friens hihl' aressie. The reason ehin this attitue is his past e$periences with his father who isalso hihl' aressie. This is emonstrate on what theor'<

a. *ocial conitie theor' . perant conitionin. onitie eelopment theor' 5. lassical conitionin

!. ase on IunAs &s'choloical theor' a chil who is sh' an prefers to e alone falls uner what classification<a. $troert . &aranoi. +miert 5. 9ntroert

. >>>>>> puts emphasis on the importance of sensitie perios in eelopment.a. coloical theor' . ps'choanal'tic theor'. *ocial onitie theor' 5. thnoloical theor'

E. ontrar' to #reuAs concept that the primar' motiation of human ehaior is se$ual in nature ri;sonAs is >>>>>> innature.

a. *ocial . &h'sical. ultural 5. ioloical

". atel' authoritiesA aice parents of left hane chilren to:a. Train the chil with left-han tenenc' to use the riht. Train the left hane chil to use oth riht an left hans

c. +llow chilren to use the han the' want. 5iscourae the chil in usin his left han

%. >>>>> is escrie ' #reu as the component(s) of personalit' that is concerne with the iea of riht or wron.a. *upereo . 9. *uper-eo an eo 5. o

E0. 8hat iea aout ae is not riht<a. hronoloical ae is ifferent from ioloical an ps'choloical ae. hronoloical ae ioloical ae ps'choloical an ae are relatec. &s'choloical ae an social ae are two ifferent thins. horoloical ae is the same as ioloical an ps'choloical ae

E1. >>>>> reflects the teachersA unerstanin of eelopment as results of maturation an learnin.a. &atience when ealin with the slower ones. reatiit' with the classroom strateies or tas;c. #airness when iin raes or school mar;s. heerfulness an enthusiasm when iscussin

E2. >>>>>> is ri;sonAs &iaetAs an #reuAs thouht aout pla'.a. ontriutes to the chilAs master' of his ph'sical an social enironment. 7a;es a chilAs life so en?o'ale that he will ten to hate school life laterc. &repares a chil for an e$cellent acaemic performance in formal schoolin. 5eelops in the chil hihl' competitie attitue ecause of the nature of pla'

E3. + stuent has een starin at a pule. ,e/*he is fiurin out how to sole it an suenl' an iea flashe in thestuentAs min an e$citel' she was ale to learn how to sole the pule. This e$emplifies >>>>>>.

a. 7etaconition . +nal'tical learnin. 9nsiht learnin 5. Trial an error learnin

E4. The importance of proiin free pulic eucation for oth in primar' an seconar' leels is hihlihte in +rticle J9section 2. This is neee ecause:

a. lementar' an *econar' school proies formal eucation. These leels proie the founation for life functions an roles


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c. No one oes to collee without passin the rae an hih schools. + few people cannot affor the e$pensie Cualit' of priate schools

E!. 8hen we sa' that rihts an uties are correlatie we meant that>>>>>>>>>>>>>>>.a. =iht an uties reulate the relationship of men in societ'. ach riht carries with it one or seeral corresponin utiesc. =ihts an uties ultimate come from Bo. =ihts an uties arise from the natural law

E. + teacher attemptin to eelop a stuentAs metaconitie s;ills teaches the stuents to:a. =ecall past lesson . #ormulate h'pothesis. isualie 5. Thin; aout their thin;in

EE. + teacher ma$imies the conitie eelopment of stuents ' hain an enironment that ies multisensorialstimulation. 9n this situation the teacherAs role is:

a. 7oler of character . 5ispenser of ;nowlee. #acilitator of learnin 5. aluator of learnin

E". +ccorin to #rierich #roeel eucation shoul awa;en the chilAs ormant potentials an eelop them in the est wa'possile. This showcases the teacherAs role as:

a. 7oler of character . 5ispenser of Fnowlee. #acilitator of learnin 5. aluator of learnin

E%. +n aolescent e$hiits what common characteristics<a. =easonale an secure . *low ut stea' ph'sical rowth. #eels intense emotions an sense of iseCuilirium 5. &assie an oeient

"0. 9n rural areas most stuents asent themseles especiall' urin plantin seasons. 8hat coul e an innoatie solutionto this prolem<

a. =efusin reamission of pupils who hae een asent for lon. serance of seasonal school calenarc. Biin lecture to parents on the importance of schoolin

. Feepin a recor of asences for information

"1. The school irector emphasies the necessit' of clean an reen enironment to contriute to effectie teachin anlearnin. This is an e$ample of:

a. &roiin an atmosphere conucie to learnin . 6tilie eucational technolo'. &roiin aeCuate ph'sical facilities 5. stalish rapport etween teachers an pupils

"2. + chil with +5,5 e$hiits the followin characteristics e$cept:a. ,'peractiit' . 9nattention. #ocus 5. 9mpulsiit'

"3. The' sa' that rihts an uties are correlatie. This statement means:

a. =iht an uties reulate the relationship of men in societ'. ach riht carries with it one or seeral corresponin utiesc. =ihts an uties ultimate come from Bo. =ihts an uties arise from the natural law

"4. +ccorin to Iocano >>>>>>>>>>> is the strenth of the #ilipino peoplea. *ense of commitment to nationalistic ieals . *ense of humor. *ense of historical or national ientit' 5. *ense of national prie

"!. TeacherAs &rofessionalism +ct is >>>>>>>>>>>.a. =+ E"3 . =+ EE22. =+ 4E0 5. =+ %2%3

". 9nstincts are uner what mental imension<a. o an super-eo . 9. o 5. *uper-eo

"E. + chil cannot o >>>>>>>>>>>> accorin to &iaetAs concrete operational stae.a. 5oin mentall' what was ?ust ph'sicall' one. =easonin applie to specific e$amplec. lassif'in o?ects into ifferent sets. 9mainin the steps necessar' to complete an aleraic eCuation


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"". 8hat shoul teachers teach stuents to eraicate ull'in amon ;is in school<a. #ull eelopment of talents . =espect for the init' of persons. +thletic s;ills 5. #ull eelopment of ph'sical power

"%. ucation is the acCuisition of the art an the utiliation of ;nowlee. This statement means:a. + learnerAs application of what she has learne is necessar'. + learnerAs interest in art is commenalec. + learnerAs acCuisition of information is sufficient. + learnerAs acCuisition of information is not important

%0. *tuentAs initiatie is stifle ':a. =ationalism . G6tan na looH. $treme authoritarianism 5. Gahala naH

%1. + piece of music ma' soun sa ut when each note is pla'e there is nothin sa aout it. This is ase on theoctrine that sa's:

a. The whole e$perience is eCual to the sum of its parts. The whole e$perience is more than the sum of its partsc. The whole of e$perience is less than the sum of its parts. The whole of e$perience is not in an' wa' relate to the sum of its parts

%2. 6nli;e the *panish +mericans tauht us there >>>>>.a. Boernment . anuae. +rt 5. =eliion

%3. +s enisione ' the 5epartment of ucation a #ilipino learner shoul e:a. 7a;aa'an ma;asarili ma;a;ali;asan at ma;a-5i'os. 7a;aa'an ma;atao ma;ahalaman at ma;a-5i'osc. 7a;aa'an ma;a;araatan ma;atao at ma;-5i'os. 7a;aa'an ma;atao ma;a;ali;asan at ma;a-5i'os

%4. G&ataasan n ihiH M this Cuote eun;s >>>>>>.a. 9nitiatie . Teamwor;. #le$iilit' 5. =eliiousl'

%!. 8hich amon the wors elow oes not preent the emerence of truth which the learners an teachers are in searchof<

a. 7inset . pen min. 7as; 5. 5efense

%. + research was conucte aout the future reams of #ilipino chilren. Noo' sai that the' want to e a citien ofanother countr'. This finin shows >>>>>.

a. 9nferiorit' of other nationalities . *uperiorit' of other nationalities

. *uperiorit' of the #ilipino 5. #ilipinosA sense of national prie

%E. onfucius supports >>>>> when he sai that there shoul e no istinction of classes in eucation.a. + 7oral recoer' proram . ucation for all. . ac; to asics 5. alues eucation

%". The curriculum is esine this wa' to proie for iniiual ifferences.a. +. *ome eree of fle$iilit' is proie . 7inimum learnin competencies are inclue. . =ealistic an meaninful e$periences are proie 5. *ocial s;ills are emphasie.

%%. 8hat a teacher shoul o if stuents are misehain in class<+. *en the misehain pupils to the uiance counselor

. 9nole the whole class in settin rules of conuct in the whole class. 7a;e a report to the parents aout their chilrenAs misehaior5. *et the rules for the class to osere

100.9s it moral if someone will put up a school in a far arrio in orer to et otes for an unworth' caniate<+. No the caniate is uneserin. Kes the otes were in e$chane for the school uilt. Kes it was his ut' to strateie for his caniac'5. No his motie was not meant for a oo effect


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101.>>>>> introuce the iea of GchilAs arenH or Finerarten.+. 7aria 7ontessori . #rierich #roeel. war &aparai 5. Iohn oc;e

102.9f a teacher eliees in the concept of eucation that ma;es eer' iniiual a useful citien to thestate then he is influence ' the concept of:

+. onformit' . ,umanitarianism. *ecurit' 5. 6tilitarianism

103.Teenaers stealin school eCuipment is ecomin a common prolem in communit' schools. 8hat isthe implication of this incients<

+. 9nailit' of schools to hire securit' uars . &realence of poert' in the communit'. 5epriation of #ilipino schools 5. . ommunit'As lac; of co-ownership

104.10!. 8hat is an inappropriate metho in teachin 'oun chilren<+. 9niiual ifferences are e$pecte an accepte . 9solates s;ill eelopment. 9nterate teachin-learnin 5. &ositie uiance techniCue

10!.10. 8hat statement woul inspire fresh rauate to clin unto his ieals on ein a teacher<+. 9ntrouction of eucational innoations . . &ressure of wor;. *upport of liin moels 5. . ,ih salar'

10. ase on the results of the sure' conucte ' ,irsch-&ase; et al in 1%"% there are harmful effectscause ' iin hihl' acaemicall' oriente earl' chilhoo eucation proram. 8hat is a properrecommenation to sole this issue<

+. Bie chilren the total freeom to o as the' please insie the classroom. 5o not ie assessment actiities for pre-school stuents. &lan enain acaemic lessons5. 5o not enae stuents in hihl' structure irect instruction in pre-school

10E. 9f a teacher eliees that a chilAs min in T+6+ =+*+ then the teacher will most li;el' to enaethe stuents in >>>>>> process for them to learn.

+. *ensor' impressions . =eflection. =easonin 5. 7etaconition

10".. >>>>>>> is the wea;ness of the 7ontessori approach.+. #oster eelopment of the conitie s;ills . . mphasies eral interaction. #oster inepenence 5. Nelects chilrenAs social eelopment

10%.+ stuent i not stu' ut spent one hour in the church pra'in to pass the e$am. This concept ispla's whatattitue towars Bo an reliion<

+. =eliion as fa;e . =eliion as real. =eliion as maic 5. =eliion as authentic

110.8hat is a primitie iew aout the pupil/stuent<+. +ctie participant . mpt' essel. ,'potheses enerator 5. 7oule uiler

111. The concept of Farma oriinate from:+. ,erews . Bree;s. ,inus 5. hinese

112. + oernment position coul onl' e occupie upon passin a state e$amination on onfucianthouht. This is an influence from the:

+. ,erews . ,inus. hinese 5. Bree;s

113. >>>> introuce ;inerarten:+. 7aria 7ontessori . #rierich #roeel. war &aparai 5. Iohann ,erart

114.Iean IacCues =ousseau sai that eer'one is essentiall' oo. This iew can help a teacher when >>>>>>.

+. 5ealin with misehain stuents . Teachin the stuents some alues. ,elpin the fast learners in class 5. ;nowin the stuents potentials


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11!. + teacher onl' teaches wheneer she wants it. 8hat oes she lac;<+. motional intellience . . ompetence. 9nterit' an accountailit' 5. 9ntellience

11.The wa' the stuents learn is as important as what the' learn. #or this particular iea what statementis important<

+. Fnowin how to sole prolem . 5eterminin the ien. Bettin the riht answer to the wor prolem 5. *olin the prolem within the time limit

11E.8hen a o' scout sai Gahala naH efore ?umpin into a pool to sae a rownin chil what attitue was e$emplifie<

+. + arin attitue . + arin attitue comine with Gpamamalasa;itH. + Gseurista attitueH 5. +n 9 onAt care attitue

11". 9f 'ou are a principal an one of 'our teachers is not actin the wa' he shoul e how woul 'ou aress this prolem<+. $plain to the pupils that there are some thins that aults can o ut chilren canAt. e tolerant aout the teacherAs ehaior. 9n writin e$press isapproal of the unecomin ehaior of the teacher5. Tal; to the teacher aout the importance of ein consistent in oneAs action an in the rules of

iscipline enforce insie the classroom.

11%.The proision on >>>>>>>> enales the lin an eaf stuents to partiall' or full' interate insie thelassroom.

+. +caemic freeom for stuents an teachers. &roiin ocational trainin to ault citiens an out of school 'ouths. reatin scholarship for poor an eserin stuents5. &rotectin an promotin the riht of all citiens to Cualit' eucation

120.+ teacher compile the outputs of her peers an put her name as the author. 8hich is unprofessional<in her action<

+. Not iin creit to others for their wor;. #ailin to correct what appears to e unprofessional conuct

. Biin ue creit to others for their wor;5. ,olin iniolate all confiential information concernin associates

121.,ow can a teacher uphol the hih stanar of the teachin profession<+. ' wor;in for the promotion in the s'stem. ' continuousl' improin themseles personall' an professionall'. ' pointin out the aantaes of ?oinin the teachin profession5. ' oo roomin to chane peopleAs poor perception of teachers

122.The oe of thics of &rofessional teachers coers eer'one e$cept:+. Teachers in acaemic ocational special technical or non-formal institutions. Teachers in all eucational institutions at the pre-school elementar' an seconar' leels

. Teachers in tertiar' leel5. +ll full time pulic an priate school teachers an aministrators

123.ecause of the poor writin an content of the pro?ect a stuent wrappe his pro?ect with niceornaments. This is an e$ample of:

+. &orma oer sustance . *ense of ,i'a. Ninas Fuon 5. *ustance oer porma

124.+ccorin to the onstitution the *tate is reCuire to estalish an maintain free pulic ancompulsor' eucation in the >>>>>>>>>>.

+. elementar' leel onl' . seconar' an tertiar' leels. seconar' leel onl' 5. elementar' an seconar' leels

12!.,ow oes peer roup influence aolescence<a. +llows the 'oun to free himself from too much epenence on the famil'. +llows the 'oun to sta' awa' from homec. *tops the learnin an eelopment of social roles. &roies the aolescence the time to ma;e unwise ecisions

12.8hich of the followin e$plains wh' the plateau phenomenon often foun in human ein oes NT e$ist in animallearnin e$periments


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a. +nimals are unale to profit from errors.. +nimals are unale to spurt in learnin.c. +nimals hae wea; incentie in learnin.. The incentie in animal learnin is constant.

12E.,ereit' has a part in eterminin intellience. 8hich of the followin statements support this principle<a. nironment affects oth fraternal an ientical twins.. 9ntellience hines in ph'sical structure.c. 9ntellience is etermine partl' in pre-natal nutrition.. 9entical twins are more ali;e than fraternal twins.

12".TermanAs stuies of superior chilren show that in moral an personal traits the superiorit' is sinificantl' mar;e. 8hatoes this suest to the teacher<

a. &roie this roup with more e$periences in school outsie of moral an personal.. $pose this roup to moral an personal e$periences.c. 5istriute the actiities of this roup eCuall' etween moral an personal.. imit the e$perience of this roup to personal rowth.

12%.The ucational +ct of 1%"2 e$pressl' rante to institutions of hiher learnin the freeom to etermine on acaemicrouns who shall e amitte to stu' who ma' teach an what shall e the su?ect of the stu' an research. Thisrefers to >>>>>>>>>.

+. acaemic freeom . institutional freeom. eucational freeom 5. constitutional freeom

130.,uman eelopment follows a pattern. 8hich of the followin emonstrates this theor'<a. 9n a Beoraph' class chilren learn the ifferent proinces ahea of their own town.. &etra names sampauita roses an camia efore learnin the wor flower.c. 9n 7athematics learners ;now iision ahea of aitions.. + chil learns the wor +N97+* efore he can e name o cat oat an cow.

131.8ho introuce the techniCue of sin rawin of a man as a measure of intellience<a. +. inet . +ristotle . ,erert 5. Booenouh

132.,ow oes a teacher emonstrate that the course of human eelopment can e influence positiel' ' manipulatinsome aspects of the internal an e$ternal eelopment<

a. &roiin learners with a set of routine actiities to e followe strictl'.. &roiin learners with a ariet' of enriche learnin materials an ais for the ifferent su?ects.c. +rranin the seats in such a wa' that eer' learner feels comfortale.. Feepin the room well-entilate orerl' an clean.

133.*ection +rticle of the 1%" onstitution proies that *tate shall assin the hihest uetar' priorit' to eucation to >>>>>>>>.

a. ensure that all schools are proie with moern eCuipment an facilities. encourae teachers to conuct more researchers an stuies on the arts an culture

c. attract the est aailale talents to aeCuate remuneration. curtail the e$ous of teachers see;in emplo'ment aroa

134.8ith whose philosoph' was pramatism ientifie<+. inet . &estaloi . Terman 5. 5ewe'

13!.The ps'choloical eelopmentalist mae the chil the center of the eucational process throuh application of its law oflearnin. Teachin shoul therefore e primaril' irecte towars the >>>>>>>>>>>>>>.

a. use of effectie meia technolo'. s'stematic formulation of methosc. promotion of the chilAs social unconsciousness. eelopment of the chil from within

13.5ue to mismatch of manpower an hih rate of unemplo'ment traine #ilipino professionals see; emplo'ment in foreinlans. This refers to the prolem of >>>>>>>>>>>.

a. isaantae wor;ers . #ilipino omestic wor;ers. #ilipino oerseas wor;ers 5. rain-rain

13E.8hen an aolescent comines ailit' to see euctie an inuctie reasonin in constructin realistic rules that he canrespect an lie ' how oes he perceie his enironment<

a. ,e sees the worl an himself throuh the e'es of other people. ,e interprets eents from a limite iew


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c. ,e sees eents apart from himself an other people. ,e iews the worl from his own perspectie

13".8hich of these statements in T=6 rearin the inoctrination of a chil in ma;in ecisions<a. This will facilitate the chilAs ailit' to ma;e ecisions.. This will ma;e him epenent on the thin;in of others.c. This will ie him an opportunit' to ma;e riht ecisions at an earl' stae.. This will enhance his ailit' to thin; an ecie.

13%.This 1"th centur' octrine aocates for eucation in accorance with nature ucator who hol this iew stresse that inlearnin the chil shoul e >>>>>>>>>>>>>.

a. traine in accorance with the stanars set ' the teacher. naturall' iscipline for him to concentrate morec. su?ecte to a specific reimen or trainin. allowe to eelop accorin to his own inner impulses an inclinations

140.*ocial eelopment means that acCuisition of the ailit' to ehae in accorance with >>>>>>.+. social insihts . uniersal norms. stereot'pe ehaior 5. social e$pectations

141.8hich of these contriutions was the iea aance ' GBestaltH ps'choloists<a. The est metho of learnin is throuh GconitioninH.. ach Gfacult'H of the rain must e proie with appropriate e$ercise.c. The iniiual reacts to a total enironment.. + particular stimulus will lea to a specific response.

142.9n content this moement initiate a s'stematic o?ectie anal'sis of curriculum materials in orer to eterminescientificall' what shoul e tauht. This refers to >>>>>>>>>>>>>>.

+. *ocial e$perimentalism . 5eelopmentalism. =ationalism 5. *cientific eterminism

143.8hich polic' of the *tate oes the aministration of the National lementar' +chieement Test (N+T) enhance<

a. The coorination of functions an actiities of eucational institutions. The maintenance of the hihest Cualit' of eucationc. The reision of elementar' eucation curriculum to ma;e it responsie to the nees of time. The ealuation of the elementar' rae rauates

144.8hich of the current classroom practices is influence ' *;innerAs operant conitionin<a. onnection etween stimulus an response. 9noluntar' response to a stimulusc. &roression of suorinate learnin. =einforcement of correct practices

14!.5eelopment tas;s are to e learne ' the iniiual at each stae of eelopment. 9f these tas;s are not eelope at

an earl' stae this ma' cause prolems in later 'ears. +rrane the followin tas;s accorin to the staes when the'occur in oneAs life span.

a. +cCuirin a set of alues an an ethical s'stem.. 99. 5eelopin conscience moralit' an a scale of alues.c. 999. earnin to istinuish riht from wron.. 9. Ta;in on ciic responsiilit'.

+. . 999 9 99 9 . 99 9 9 999 . 9999999 5. 9 99 999 9

14.To strenthen teacher eucation the Teacher ucation ouncil create uner =.+. No. EE4 will choose a priate orpulic collee enae in pre-serice continuin formal an non-formal eucation of teachers in strateic places in eachreion of the countr' ase on certain criteria. This will e calle>>>>>>>>>>>.

a. 5epartment of Teacher ucation . Teacher eucation enter of $cellence. Teacher ucation ommission 5. ommission on Teacher ucation

14E.This s'stem of learnin inclues wa's an methos which are use in preserin an uilin certain traitions withincultural communities. This refers to >>>>>>>>>.

a. inienous learnin s'stem . cultural learnin s'stem. non-formal learnin s'stem 5. multi-leel learnin s'stem

14".alues ucation in the N* is offere as a separate su?ects as alues eelopment in the N* is>>>>>>>>>>>.a. interate with Technolo' an ,ome conomics


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. interate in all su?ect areasc. emphasie in *cience an Technolo'. emphasie for creatiit' an prouctiit'

14%.The enironment must e interactie to facilitate learnin. 8hich of the followin situation is an e$ample of this<a. The class oes out an iscoers the haitats of insects.. The teachers show posters of the haitat of insects.c. The class copies a list of facts concernin the haitat of insects.. The teacher lectures on the haitat of insects.

1!0.9n teachin the ma?or classifications of plants an animal which of the followin will e 7*T effectie<a. 7emorie the plants an animals uner each classification.. 9nite a spea;er to lecture on this su?ect.c. ist own all plants an animals uner each classification.. et the chilren iscoer the characteristics of plants an animals uner each classification.

1!1.The Baalon +ct in the &hilippine +sseml' helps reatl' in the e$pansion proram of the eucational s'stem ' >>>>>>>>>>>>>.

a. authoriin the le' of ta$es for school purposes. proiin local funs for eucational facilitiesc. proiin for a hihl' centralie s'stem of aministerin the pulic schools. appropriatin a lare sum for the construction of schools

1!2.The operation G=eturn to the asicH saw its emoiment in the >>>>>>>>.a. National lementar' +chieement Test . New *econar' ucation urriculum. New lementar' *chool urriculum 5. National *econar' +chieement Test

1!3.hilren in the earl' chilhoo stae consier teachers an parents as authorities an moels. 8hat oes this statementimpl'<

a. Teachers an parents shoul sere as role moels at all times.. &arent-teacher conference shoul alwa's e an actiit' in school.c. Teachers shoul eman complete oeience from the learners in school.

. &arents shoul enforce strict iscipline at home an teachers in school.

1!4.,ow can the +thenian ieal of eucation of formin a cultural soul in a raceful an s'mmetrical o' e achiee<a. ' a well-alance eelopment of min o' an soul. ' iin more focus on ocational eucationc. ' emphasis on ph'sical eucation. ' aoptin the philosoph' G;now th'selfH.

1!!.The principles of iniiual ifferences reCuire teachers to >>>>>>>>.a. prepare moules for slow learner in the class. ie more attention to the ifte stuentsc. proie arie learnin actiities to suit iniiual nees

. treat all learners ali;e while in the classroom

1!.8hich of the followin woul 'ou consier 7*T inicatie of actual mala?ustment of a stuents<a. #inin fault with the wor; of his classmate. *penin his entire allowance each wee; on science fiction paperac;s.c. 9nitin his classmates to eatin places in an attempt to ma;e popular. #ailin to ta;e care of school properties

1!E.9n which of the followin teacher tas; is ;nowlee of chilrenAs affectie eelopment of +*T sinification<a. 6nerstanin the emotionall'-ase cases of pupil ehaior. ,elpin chilren oercome neatie emotionsc. *amplin of classroom actiities that enerate e$citement an happiness

. $plorin oneAs own emotional reactions to arious t'pes of pupil ehaior.

1!".8hich of the followin emonstrates that eucation an culture tens to e c'clist<a. ulture is transmitte ' the school s'stem an the classroom ecomes the place of transmission.. The school is shape ' culture an culture in turn is influence ' the school.c. The school functions primaril' as a transmitter of culture an is a chane aent.. The school ecomes an aenue ' which iniiual learn their culture.

1!%.*ection ! +rticle J9 of the onstitution states that acaemic freeom shall e en?o'e in >>>>>>>>>.a. pulic assemlies . state collees an uniersities


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. all institutions of hiher learnin 5. all leel of learnin

10.+ccorin to 7ana arta for teachers a teacher assine to a school ten or more ;ilometers from the polacion withouta reular means of transportation to reach it is entitle to >>>>>>>>>>.

a. serice creit of one a' for eer' fie a's of serice urin the whole 'ear. a harship allowance of 2.! percent of the monthl' salar' as aitional compensationc. an aitional compensation of !0 percent of the monthl' salar'. the priilee of teachin onl' four a's a wee;

11.8hich of the followin statements rearin muscular eelopment ?ustif' the selection of perspectie contestant for anintercolleiate tournament in weiht liftin from the hih school roup<

a. 9t continuous to row reachin its pea; at ae 20.. 9t epens upon the proportion of muscles an fate which stailies after ae 20.c. 9t reaches its pea; at ae 1E an stailies at ae 20.. 9t reaches full maturation after ae 20.

12.#ree an compulsor' eucation as manate in the 1%"E onstitution hols true for >>>>>>>>>>>>.a. all chilren of school ae . Brae 9 pupils. elementar' an seconar' eucation 5. ucation in the primar' raes

13.8hich of the followin illustrates the hristian perspectie of emocrac' in eucation<a. ucation controlle ' the oernment. Cual opportunities of eucatin men an womenc. ucation susiie ' the oernment. ucation of all human eins without istinction of race social economic or political status of life

14.earnin increase irectl' in proportion to the e$tent to which the learner is wholl' oun up in his tas;. ,ow oes ateacher show this in her lesson< The teacher ies lessons that>>>>>>>>>>>>>>>.

a. hae sinificance an worth to the chil. are eas' to comprehenc. portra' comple$ ieas. are fictitious to appear in their imaination

1!.8h' are some aministrators slow in acceptin computers in their school in spite of its efficienc' an effectieness in theoerall manaement< 8hich of these statements elow are li;el' to e the reason<

9. The cost of harware is hih99. omputer literate teachers are few999. &rorams neee to run the computer are not aailale.

+. 99 an 999 onl' . 9 an 99 onl' . 9 an 999 onl' 5. 9 99 an 999

1.8hich of the followin ehaior inicates that the chil has eelope conentional maturit'< The ehaior is ase on >>>>>>>>>>>>.

a. personal ecisions ase on his satisfaction

. the esire to aoi seere ph'sical punishment ' a superior authorit'c. internalie ieals to aoi self-conemnation rather than social censure. the e$pectations of the roup or societ' in eneral to ain approal

1E.+ chil in his earl' chilhoo must e proie manipulatie materials to eelop >>>>>.+. reain reainess s;ill . pre-hanwritin s;ills. social s;ills 5. numeration s;ills

1".9n each stae of eelopment a ps'cho-social crisis occurs. This iew is espouse ' >>>>>>>.+. #reu . ric;son . &iaet 5. Thorni;e

1%.Those who teach chilren at the late chilhoo stae e more attentie an patient with their numerous enless an

often curious Cueries ecause >>>>>>>>.a. The Cuestions nee not e answere as lon as the teacher listens.. +t this ae chilren en?o' listenin more than tal;in.c. This stae of eelopment is the GCuestionin staeH. hilren at this stae are more prone to tease an irritate their teacher

1E0. ,ow is curriculum esine to proie for iniiual ifferences<a. proiin realistic an meaninful e$periences. incluin minimum essentials in each su?ect areac. emphasiin social oraniation an proceures


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. ma;in ecision for some eree of fle$iilit'

1E1.8hich of the followin teacher ehaior *T illustrates an instance in which the teacher proie the stuents offacilitatie instructional feeac;<

a. Teacher rae the stuentAs composition ' mar;in them G&assH or G#ailH. ,e reCueste that the stuents who faile repeat their wor;.

. Teacher 5 ae a epartment test in histor'.c. Teacher ae a spellin test. 8ors misse ' a numer of stuents appeare in the ne$t test.. Teacher + wal;e aroun the classroom watchin the learner o their wor;. *he watches each stuent o

throuh the process praisin those who i it correctl' an showin others how to correct their use of fault'proceures.

1E2. 8hat oes oo teachin reCuire the teacher to e 7*T alert to<a. famil' ac;roun of stuent . appropriate ehaior an proper rewars. pulic concerns of eucation 5. poor ehaior an use of immeiate punishment

1E3. #reeom in a emocrac' as applie in the classroom means>>>>>>>>.a. teacherAs freeom with restraint. pupilAs freeom to reason out their sie of the Cuestionc. teacherAs freeom to o an'thin that he pleases. teacherAs freeom to plan classroom actiities the wa' she sees fit

1E4.8hich of the followin characteristics shoul an innoator consier in aocatin chane<a. The irection must come uner scrutin' of an control ' intellience an reason.. hanes occur at ifferent leels of operation as well as at ifferent leels of conceptualiation.c. +ll of these.. hane ta;es place at arious rates.

1E!.9n what of these actiities will the success of the teacher in the classroom epen<a. ,e can steer an uie pupils properl'.. ,e emplo's arious techniCues she learns from oo;s.c. ,e implements suestions on how to manae a class.

. ,e ma;es ecisions.

1E.8hat is &iaetAs practical implication in the fiel of eucation<a. onitie rowth is inepenent of accommoation an assimilation.. mphasis on chilren thin;in shoul e on the proucts rather than the process.c. 9niiual ifferences shoul e oerloo;e an accept that all chilren pass throuh all staes at eCual rates.. hilren cannot appl' conitie s;ills for which the' are not eelopmentall' rea'.

1EE.&iaet iews the aolescents as a thin;er. 8hen confronte with a comple$ prolem inolin alternate solutions with anumer of ariales the aolescent can >>>>>>>>.

a. sole the comple$ prolem without isolatin the ariales.. preten that the prolem has een sole without een tr'in

c. thin; of wa's to aoi the comple$ prolem. mentall' isolate the ariale an tr' s'stematic cominations to arrie at the proper solution

1E".=eucin certain class actiities into routinar' wor; helps to ma;e teachin more effectie. 8hich of these reasons is the7*T appropriate for this<

a. 9t ies teachers an learners time to o more important tas;.. 9t proies learners aluale trainin an sharin of ieas in oin routine trainin.c. 9t enales teachers an learners to spen more time with each other.. None of these

1E%.*elf-confience in learnin is est achiee when the teacher ies a chil >>>>>>>>>.a. assinment that will challene his est efforts.

. wor; that are of interest to him.c. tas;s that are eas' to accomplish. necessar' ecision to perform tas;s successfull'

1"0.8hich of the followin is the most positie factor of proramme instruction from the stanpoint of teachin<a. 9t is ase on technoloical process. 9t frees the teacher to o thins esies teachinc. 9t proies the stuents with immeiate feeac;.. 9t is as effectie an more economical as teachers.


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1"1.The eelopment of moern comple$ eices such as T. oerhea pro?ectors ieo tapes slie pro?ectors etc. issinificant to teachin an learnin ecause >>>>>>>>>.

a. materials which are commonplace hae ecome osolete.. the teacher is proie with more tools which as imensions to his teachin.c. teachin eices that must hae een improise an e replace. the teacher can show that she is up-to-ate in her teachin

1"2.&s'choloists hae stresse the importance of feeac; in motiatin people. 8hich of these is the est feeac;<a. orrectin the papers immeiatel' an callin attention to oo answers mae ' stuents.. =eturnin rae papers an callin attention to mista;es mae ' stuents.c. =eturnin rae papers to pupils with comments written on them.. &ostin on the ulletin oar a list of stuents with their raes ran;e from hihest to lowest

1"3.Koun chilren hae troule attenin to more than one eent at a time. This is a principle that affects auitor'perception. 8hich of the followin implications for teachin can e erie from the principle<

a. The teacher shoul set up lessons where accurac' is reware.. The teacher shoul etermine the pupilAs reainess efore a new lesson is introuce.c. The teacher shoul hae eer'oneAs attention when she is iin instruction.. The teacher shoul help the pupils eelop eices to ai recall.

1"4.The 6ltimate aim of oo classroom manaement is to >>>>>>>>>>.a. estalish conitions that ma;e possile effortless teachin an learnin. set up conition that rins aout effectie teachin an learninc. secure conformit' to rules with ease. remoe the ph'sical conitions in the room that istract chilrenAs attention

1"!.ne of the istant features of chilhoo is the increase of motor coorination an o' control. 9n iew of this teachershoul >>>>>>>>>>>.

a. uar aainst too much ph'sical e$haustion. set rules chilren shoul osere in pla'inc. not foret that chilren hae uniCue rowth pattern. ma;e aailale for the chilren arious pla' eCuipment

1".+ chil nees enouh challene an stimuli in his surrounins to trier aitional eelopment of his >>>>>>>>>>>.a. 9nterest . intellience . potentialities 5. social/emotional eelopment

1"E.The tenenc' to imitate elers is er' stron in the earl' chilhoo stae. Teachers shoul therefore e er' oo >>>>>>>>>>.

a. facilitators of learnin . role moels. isciplinarians 5. counselors

1"".9n the ealuation approach the followin are correct J&T one. 8hich is this<a. Brae ?ust to e ifferent. . mphasie respect for eience. mphasie o?ectiel' 5. =epresent the est thin;in an effort

1"%.8hich of the followin assumptions is ase on principles of chil eelopment<a. hilren shoul e e$pecte to reach the aerae achieement for their ae roup.. hilren ma' iffer in rate of rowth.c. hilrenAs learnin st'les are unstale until earl' aolescence.. The rowth patterns of chilren cannot e preicte.

1%0.,ow shoul the penalt' of an offenin stuent e impose ' the teacher<a. &enalt' shoul e retriutie an ase solel' upon the offense.. +minister the penalt' immeiatel'.c. +?ust the penalt' to the motie ehin the offense.

. &enalt' shoul e sere to ie the offener a lesson.

1%1.+ continuous proram of in-serice eucation in the s;ills is necessar' to implement the innoation ecause >>>>>>>>>>>.

a. it is not possile to proie a proram of in-serice eucation on a one-shot asis.. in the 'ears ahea there will e man' sources of chanes in the curriculum.c. 9t ta;es time to conince teachers to implement such innoation. f continuous teacher turn oer.

1%2.8ho amon these stuents will enerall' *T emonstrate reain comprehension


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a. ne who has rea a selection silentl'. ne who has rea alou to another stuentc. ne who has enae in reain alou to the class. ne who has rea alou to the teacher

1%3.=epetition ma' facilitate the learnin process when the repetitions are >>>>>>>>.a. unerta;en in ifferent settins. ;ept as short as possilec. ien in the same form each time. *pare in such a wa' that there is short interal etween repetitions

1%4.+ chilAs mental eelopment is clearl' reeale in his >>>>>>>.a. ailit' to eal with astract o?ects . ailit' to eal with realit'. capacit' to rememer thins 5. ailit' to use lanuae

1%!.earnin e$periences in social stuies can e tauht in three primar' wa's J&T one. 8hich is this<a. $perience which proie opportunit' for the eelopment of roup s;ills attitues an proceures.. $periences which iert the attitue of the learnerc. $periences which eelop necessar' s;ills in the iniiual. $periences which increase ;nowlee an unerstanin of social stuies concepts an eneraliation

1%.+ccorin to #reuAs ps'choanal'tic point of iew uilt eelops when a chil >>>>>>>.a. turns unconsciousl' his pent up feelins towars himself. suppress his feelins to his wor;sc. sulimate consciousl' thru arts. ientifies himself to aults he amires

1%E.+fter the test in +ralin &anlipunan the pupils correcte their own wor;. their raes were not recore. The pupilsreferre to their oo;s for the correct answers. 8hat is the aantae of this proceure to the learners<

a. +ttention was irecte to learnin itself not raes.. ooperation was eelope when pupils compare answers.c. The learners lost their fear of raes.

. 6nue competition was eliminate.

1%".8hich is the 7*T ali statement concernin the aim of a lesson<a. ach chil shoul e as; to write the aim of each lesson in his noteoo; ail'.. The teacher shoul write the aim at the lac;oar at the einnin of each lesson.c. The teacher shoul announce at the einnin of each perio the aim of the lesson.. The aim shoul e an outrowth of an eelope from the motiations.

1%%.oncepts are enerall' learne in seCuence accorin to the learnerAs stae of conitie eelopment. elow are someconcepts. +rrane them in the orer the' come.

+. 7other puts awa' a new a. 9 ;now the a still e$ists.. + allon is more than a liter of water.

. 9f " is to 1 1 to 32 32 to 4.5. Niht is when there is no sun there are moon an stars instea.

+. +---5 . +-5-- . --5-+ 5. +--5-

200.ossin efines lesson plan as Ga statement of achieements to e realie an the specific means ' which these are toe attaine as a result of actiities enae in a' ' a' uner the uiance of the teacher.H

a. essons are means of acCuirin esirale haits attitues an s;ills.. +ttention is focuse on the learner rather than on the su?ect matter itself.c. Fnowlee is an en in itself.. The spotliht is on the chil with the teacher in the ac;roun serin as uie.

201.8hich of these statements proie the *T reason for the use of ramatiation in the classroom<a. 9t allows the teacher to see ps'chorama as a ps'choloical tool.. hilren en?o' character portra'alc. 9t allows chilren to ma;e moral statement in the class.. 9t enales stuents to learn cooperatie self-e$pression.

202.The theor' of Gientical elementsH in learnin hols that transfer is facilitate when the >>>>>>>.a. eelopment tas; is easil' ientifie. teacher uses ifferent teachin eicesc. learner has a master' of specific responses


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. e$perience is similar to the application situation

203.+ superise stu' lesson is one whose purpose is to teach chilren how to stu' a ien su?ect effectiel'. 9n thesuperise stu' lesson >>>>>>>>>.

a. the uiance ta;es place in the classroom. the pupil is tauht the techniCue of learnin.c. The teacher acts as uie in the arious stu' proceures.. Buiance is one a one to one corresponent

204.+s a teacher it is important to iew instruction from istinct aantae pointAs >>>>>>>.a. that which procees the actual eents of instruction. the instructional situation itselfc. the su?ect matter one has to teach. that which follows instruction

20!.9f this nees is not met the aolescent tens to e critical an alwa's tries to fin fault. This is the nee >>>>>>>>>>.a. for aenture . for reconition . for material securit' 5. to elon

20.f the followin which is the +*T aluale wa' for a teacher to present a new lesson<a. $plore some interest alrea' possesse ' the learner. licit an e$planation of the importance of the su?ectc. 5eelope an oeriew of the su?ect. ,an out a step-'-step outline of the lesson

20E.+n oserer can sa' that a classroom is well manae if learners >>>>>>>.a. pursue their tas;s without inhiitions. are earnestl' enae in the actiities that lea to the realiation of a esire oal.c. +re uner the control an superision of the teacher. sere silence as the' o aout their actiities

20".+s an effectie learnin tool how shoul auioisual ais e use<a. to rewar outstanin scholastic achieer

. ' isciplinin chilren an focusin their attention on a su?ectc. as a stimulus to promote learnin. as a part of a planne lesson

20%.This is the stae when the learner ecomes confuse an start to e$perience ientit' crisis. This is the >>>>>>>>>>>.+. earl' aulthoo stae . late chilhoo stae. earl' chilhoo stae 5. aolescent stae

210.The wa' a chil tal;s wal;s or manifest estures ma' hae een learne from moels he ha e$pose to. This e$plains >>>>>>>>learnin.

+. conitie . affectie . insiht 5. social

211.9n usin iniiualie instruction how shoul the teacher ein<a. ientif' the ailities of the learners. ealuate the teachin-learnin outcomec. present the actiities neee in the lessons. prepare the necessar' materials

212.oncept formation starts with the >>>>>>>>>>>>>>>>.a. chilAs ailit' to eelop a eneral iea as he oes oer his e$periences. use of auioisual materials for meaninc. teacherAs proiin rich e$periences. Cuestions an prolems that challene thin;in

213.7rs. =e'es attempts eer' stuent into her classroom iscussion. 8hat stuentsA nee is she tr'in to aress<a. To et eer'thin into the open. To e creatiec. To feel sinificant an e a part of a lare roup. To show their oral actiities to the rest of the class

214.The iscoer' approach refers to an inuctie metho of uiin pupils to iscuss an oranie ieas an processes 'themseles. ne of the chief responsiilities of the teacher in the use of the metho is to >>>>>>>>>.

a. ientif' the controlle an manipulate ariales present at the situation. proie the proper settin for prolem-solin within the stuents can iscoer solutions to the prolem at han


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c. proie continuit' in the learnin process. interpret ata recore ase on preious e$periences

21!. .+uio-isual ais are use in classroom teachin to >>>>>>>>>>>>>.a. arouse an sustain stuentAs interest. help ma;e learnin more permanentc. help clarif' important concepts. all of these

21. 8hich of the followin are aspects of classroom manaement<a. are of routine factors an classroom iscipline. TeacherAs riht ;in of interest in her pupils an in their schoolwor;c. TeacherAs ailit' to hanle snas in classroom actiities an concern for her pupils. 5eelopment of chilrenAs attitue towars school rules an reulations.

21E.8hich of the followin is the most important purpose for usin achieement test< To measure the >>>>>>>>>>>>>>>.+. capacit' for future learnin. Cualit' an Cuantit' of preious learnin. eucational an ocational aptitue5. Cualit' an Cuantit' of preious teachin

21".8hat ran; shoul e assine to %2 in the followin istriution of rae point aeraes of seen caniates for the,onor =oll<

%E.! %0.! %3.! %2 %! %1.!

+. 3 . 2 . 4 5. !

21%.8hich of the items elow will measures this o?ectie. GThe stuent woul e ale to sole wor prolems usin percent.Ha. Iuan correctl' answere " out of 12 Cuestions on a test. 8hat percent is this<. 9s 0.02 O 20 percent T=6 or #+*c. Tricia ate P of a pie. ,ow much is left<. 7aria receie a %0 percent on her test.

220.+n item has a iscrimination ine$ of 0.41 an a ifficult' ine$ of 3!. 8hat can the teacher conclue aout the item<a. The item cannot iscriminate etween the poor an riht stuents.. The item is a er' ifficult one.c. The item can hihl' iscriminate etween the poor an the riht stuents.. The item is a moeratel' ifficult one.

221.8hich of the ifferent t'pes of test coer a wie ariet' of o?ecties<+. essa' . matchin . multiple choice 5. true-false

222.8hich of the followin statement aout the use of test is the est<a. Braes shoul rewar effort

. Braes shoul e use as incentiesc. Braes shoul follow a strict cure. Braes shoul respect Cualit' an Cuantit' of performance.

223.9n a multiple-choice test ;eepin the options rief inicates >>>>>>>>>.a. plausiilit' an the attractieness of the item. inclusion of items irreleant clues such as the use in the correct answer of a wor foun in the stemc. inclusion in the item an' wor that must otherwise e repeate in each response.. non-inclusion of options that mean the same

224.The first step in constructin test is >>>>>>>>>> a. outlinin the su?ect matter content of the test . efinin the o?ectie

. preparin a tale of specification 5. writin the test items

22!.The most ifficult an sinificant stae in research wor; is >>>>>>>>.a. +. su?ects of the stu' . prolem ientification. . *tatistical treatment 5. research methos

22.To test if the stuent ;nows what a particular wor mean which of the followin is est for her to as; the stuent to o<A. *elect the correct meanin . 6se it in a sentenceB. 5efine the wor 5. 9entif' its part of speech


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22E.&erformance in 7athematics Test

+** N 7+N *T+N5+=5 59+T9N+ 40 !E.30 ".%2 3! !E.0" 10.1E 40 !".12 11."!5 3% !".2! 10.2"

6sin the mean as asis for comparison what can 'ou sa' aout the four classes in the aoe tale<

lass 5 showe the est performancelasses an 5 showe aout the same performancelass 5 i etter than lass lasses + an hae aout the same performance

22".9n ps'cholo' what oes Greciprocal moificationH refer to<+. forettin . ph'sioloical limit . conitione refle$ 5. transfer of trainin

22%.The simplest measure of the sprea of scores is the >>>>>>>>>>.+. class interal . rane . stanar eiation 5. ariance

230.elow are o?ecties state ifferentl'. 8hich one is state as affectie o?ectie<a. +fter completin this unit the teacher shoul e ale to ie two t'pes of retention prolems associate with

learnin isale chilren.. +fter reain this unit the teacher shoul e ale to write clear ehaioral o?ecties relate to learnin isale

chilren.c. +fter reain this unit the teacher shoul hae a reater sensitiit' to the characteristics of learnin isale

chilren.. +fter reain this unit the teacher shoul e ale to inicate a lanuae prolem characteristic of learnin

isale chilren

231.8hich of the followin escries a i-moal istriution<a. + roup of score whose rane of scores fall within the ".2L of the normal cure.. + roup of score with two ifferent scores with the same lowest freCuenc'.c. + roup of scores with two ifferent scores with the same hihest freCuenc'.. + roup of scores whose rane of scores fall within the mean Q 1 s.. of the normal cure.

232.*tuies show that chilren who ma;e e$ceptionall' oo recors in elementar' raes also ma;e superior in hih school.8hat oes this suest<

a. $pose elementar' rae pupils to arie e$periences.. 9ncrease the appropriation for elementar' schoolin.c. &romote all pupils in the elementar' schools.. *trenthen the founation in elementar' eucation.

233.7r. Iuan notice that one of his stuents is a ru epenent. 8hat shoul 7r. Iuan o<a. =eport the stuent to the rehailitation center.. Tal; to the o'As parent for rehailitation purposes.c. 9nore the prolem.. =eport the prolem to the principal for proper action.

234.*tuents who ma;e hiher scores in a collee entrance e$amination enerall' et etter mar;s in collee than those whoot lower scores in the same 'ear. ient the test that was aministere to them possesses what t'pe of aliit'<

a. +. onstruct . ontent . &reictie 5. oncurrent

23!.8hich of the followin oes an aptitue test attempt to preict<

a. +n iniiualAs eneral ;nowlee. &roale success in a ien coursec. eel of efficienc' of an iniiual. +n iniiual capacit' for improement without trainin

23.8hen a parent ma;es an appointment to isit a teacher to complain the proress of her son which of these shoul theteacher o<

a. arefull' stu' the complete school recor of her son an present these to the parent.. &oint out that her son otaine low mar;s in preious curricular 'ear.c. Tell the parent that man' stuents in the class are failin.


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. +s; the parent if she has superise her sonAs homewor;.

23E.8hich of these criteria is the most important in test construction<a. The stem shoul contain the central prolem.. 9tems shoul e conruent with the o?ecties.c. + tale of specification shoul e prepare.. ptions shoul e almost of the same lenth.

23".onsier the followin ata:T*T 9N +B=+ T*T 9N 9BK

Total numer of items "0 100*usanAs score E4 %47ean !0 E0*tanar eiation 12 10

8hat can 'ou sa' aout *usanAs performance relatie to other test ta;ers<

a. The ien information is not sufficient to ma;e an' interpretation aout *usanAs performance.. *usan performe etter in +lera than in iolo'.c. *usan performe etter in iolo' than in +lera. *usan performe eCuall' well in oth.

23%.Duestions can e irecte towars either conerent or ierent thin;in. 9t is irecte towars ierin thin;in if >>>>>>>>>.

A. it is prescriptie . it calls for arie responsesB. there is onl' one correct answer 5. the ehaior is not oserale

240.&rolems of iscipline an class manaement shoul e consiere in the liht of which the followin principles<A. 9nterests of the school an the iniiual pupil is ientical.B. The chil is the center of all actiities an the school is nothin.C. 9nterest of an' iniiual must alwa's ie wa' efore those of the roup of which he is memer.D. 9nterests of the school are supreme an must e maintaine.

241.8hich of these terms cannot e use ' itself to interpret iniiual score on an intellient test<+. *tanar eiation . *tanine . &ercentile 5. *tanar score

242.+ completel' state o?ectie shoul contain the followin elements: o?ect ehaior conitions performance leeltaret iniiual an time. elow 'ou will fin an o?ectie. =ea it carefull' an ientif' the element in capital letters.GBien a list of fie passaes 9B,TK-#9 &=NT ("!L) # T, *T65NT* will ientif' correctl' three of thepassaes which means compassion after iscussion.H

+. performance leel . ehaior . taret iniiualAs 5. o?ect

243.Benerall' spea;in the rae s'stem aopte in our schools is appropriate in >>>>>>.A. appraisin present achieement an potentialB. inicatin wea; points as area for improementC. preictin success in the fiel of wor; an emplo'mentD. ientif'in stron points for reinforcement purposes

244.9n the achieement test of 1.!0 items two stuents otaine the hihest score of 143. 8hat shoul e the ran; of eachscore<A. ne will e ran;e 1 an the other 1.! . oth will e ran;e 1.!B. oth will e ran;e 1. 5. ne will e ran;e 1 an the other 2.

24!.*upposin a researcher wants to answer the Cuestion: G8ill sin hih ailit' stuents to tutor low ailit' stuents increasethe lanuae s;ill of all stuents inole>>>>>>>.A. compare his stuents relatie stanin in class . improe his instructionB. ie remeial instruction 5. all of these

24E.Buiance is a part of a teacherAs role. 8hich of the followin aspects to e promote amon stuents is the &=97+=Ko?ectie of the uiance<A. 7a$imum achieements within the limit of their capacit'B. Nee to conform to school reulationsC. 7aster' of su?ect matter


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D. 9ncrease capacit' for self-irection

24".8hich of the followin is the *T wa' to eal with a 12-'ear-ol o' who feels inferior to his peers<A. &roie tas;s which he can master with little ifficult'.B. +rrane situations carefull' in which he will e olie to show leaershipC. +ccept his manifestation of lac; of self-confience s'mpatheticall'.D. Tell him how irrational his feelins are.

24%.Kou foun out that 'our stuent snea;s out his classroom urin class hours an oes to the lirar' to rea thenc'clopeia an other reain materials. 8hat measure woul 'ou o to ;eep him in the class<

a. hane 'our teachin strate'. *en him to the schoolAs uiance counselorc. all for his parents an inform him of his ehaior. Bie the stuents special assinments an arie act iities in class.

2!0.8hat percentae of a istriution of stuents falls into the hihest Cuartile<+. 10 . 1! . !0 5. 2!

2!1.8hich of the followin is a limitation of the true-false t'pe of o?ectie test<a. two or more ieas can e elicite. answers come into a reular pattern or seCuencec. proportion of true or false statement are ien. minor etails receie as much creit as sinificant etails

2!2.areer uiance lessons can e interate in an' su?ect in the rae school to >>>>>>.a. acCuaint chilren of the ifferent inustries. assist chilren in the worl of wor;c. help chilren fin ?os suite for them. e$pose chilren in the worl of wor; an appreciate them

2!3.8hich of the followin is the 7*T ali reason for ;eepin pupil personal recor<a. =eferral to communit' aencies. &roie a asis for sectionin pupilsc. &roie ata for eucational research. #or uiance of pupils an improe instructions

2!4.8hich is the most oious an familiar wa' of reportin ariailit'<A. istriution of raw scores . stanar eiationB. rane etween hihest an lowest scores 5. stanar error of the mean

2!!.8hich t'pe of test can assess the stuentAs ailit' to oranie an e$press his ieas<a. +. essa'. ompletion . 7ultiple-choice5. 7oifie true-false

2!.=esearch has shown that neihorhoo ans ten to e more ahesie than roups of the same ae in formal clus oraencies. 8hich is the implication that 'ou can euce in this finins<A. lus will not function aeCuatel' in a ien neihorhoo where ans alrea' e$ist.B. The actiities of the an meets the nees of its memer etter than those of the clu o.C. The clu is potentiall' loner-lie than the an.D. Koun people ?oin clus onl' if the' are not accepte ' the an.

2!E.8hich of the followin can e classifie as an ealuate Cuestion<A. ,ow woul 'ou istinuish a #ilipino from a hinese<B. 8hat is 'our concept of moralit'C. 8hat can e one to presere our la;es an forest<D. +re 'ou in faor of lealiin iorce in our countr'<

2!".9n testin which of the followin is referre to as cultural ias<A. Test will show who is more culture.B. Test items are more familiar with some cultureC. ulture people o etter on tests.D. *ome culture o etter on tests than others.

2!%.9n an e$periment the characteristic of an inepenent ariale is that it is >>>>>>>.A. manipulate ' the researcher . influence ' a epenent arialeB. preicte as the outcome 5. present in the control roup


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20.8hich of the followin is a oo e$ample of a conitie o?ectie<A. To eelop feelins of aeCuac' in einnin a new tas;sB. To e ale to ientif' the ma?or oos an serices prouce in the &hilippinesC. To ma;e ?ument on the asis of eneral principlesD. To e aware of the ten pieces of art that hae shape histor'

21.8hen can an item e sai to hae positie iscriminatin power<A. 8hen the pupils who answere correctl' ot hiher total score in the test than those who answere it incorrectl'.B. 8hen the pupils who answere incorrectl' ot hiher total score in the test than those who answere it correctl'.C. 8hen there is no sinificant ifference etween the eneral achieement of pupils who answere it correctl'.D. 8hen pupils who are low scores answere more items correctl' than the hih scores.

22.+ esirale an o?ectie measure of a stuentAs acaemic proress inicates >>>>>>>.A. the amount of chane in his achieement oer a ien perio of timeB. the status of his achieement at a ien timeC. the profile of present achieementD. the ifference etween present achieement an potential achieement

23.8hich of the followin test measures the learnerAs attainment of specific o?ecties at the en of a ien perio of time<A.

*tanarie test . *ummatie testB. Norm-reference test 5. riterion-reference test

24.+ccorin to research in terms of instructional plannin which of the followin uses of test is est applie in theclassroom<A. 9nstea of usin o?ectie test to facilitate learnin it is est to ie roups of cooperatie stuentAs cooperatie

learnin pro?ects.B. ssa' tests hae hiher reliailit' tan o?ectie e$aminationC. *eeral lon tests ien per term facilitate learnin an retentionD. 7an' tests ien in short interals are superior in terms of learnin an retention to one lon e$amination.

2!.+ new test of reain ocaular' was aministere to a ranom to a sample of 3000 thir rae pupils an

reaministere two wee;s later. The correlation of the scores from the two test aministrations was 2E. #rom theinformation ien the most efensile conclusion to e rawn is that the test is >>>>>>>>>>.+. insinificantl' reliale . insinificantl' ali. ali ut not reliale 5. reliale an ali

2.+ test in nlish containe a aliit' ine$ of 0.!% an a reliailit' ine$ of 0.!. 8hich of the followin statements isT=6 aout the te$t<A. The test is ali ut not reliale . The test is not ali ut relialeB. The test is ali an reliale 5. The test is not ali an not reliale

2E.+ * rauate eliile nees aice in which ?o openin to accept: omestic helper in *aui +raia with R3!0monthl' compensation or to teach on a istant arrio in her own proince. Kou were approach to ie aice on the

matter. 8hich of the followin will 'ou aice


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5. 7r. an 7rs. &inea aution their onl' auhterA choice of a o'frien.

2E1.hoose the est measure which a school official ma' resort in case of a suorinate hire ' a preious official who is without necessar' efinite written contract specif'in the terms an conitions which the suorinate it to wor;<

+. + call the suorinate in his priate office an inCuires his relationship with preious official who hire him.. Bet his serice recor an performance ratin an promote him if meritorious.. =ecommen for ismissal the suorinate without a efinite written contract.5. ,ae a efinite written contract e mae specif'in the terms an conitions uner which the suorinate is to

wor;.

2E2.8hich of the followin will 'ou o if 'ou cannot atten an appointment with the r'. aptain ecause of a ali reason<+. #oret the incient since there are man' memers who will atten.. +s; from the other memers what was aree upon in that meetin.. *en a pro$' who will at the same time apoloie for 'ou an e$plain the reason for not comin.5. +poloie for the incient an ie 'our reason.

2E3.8hose philosoph' suest that life an eucation shoul e interrelate an that schools shoul emulate life e$periencesas much as possile<

a. +. ,erert . *;inner . 5ewe' 5. 7ontessori

2E4.8hich of the followin situations will manae conflictin situations to rin out alues enhancin nationhoo<+. ettin or helpin conicte aliens to escape captiit' for a fee.. ettin wor;erAs pliht in forein-controlle companies althouh miserale an immoral as in motels an other

similar estalishments remains unchec;e.. The practice of some in authorit' to protect oersta'in aliens for a fee.5. + hiher institution of learnin reCuires all staff to wear national ress on #ounation 5a'.

2E!.8hose philosoph' states that Bo shoul e worshippe accorin to the ictate of oneAs conscience an loe aoeall thins for the reator is the founation of all truth of all ?ustice an all actiities<

+. Iose =ial . milio Iacinto . +nres onifacio 5. +polinario 7aini

2E.8hich of the followin is the est situation wherein 'ou can alance rihts an authorit'<

A. 7r. =oCue ae =oerto fie more prolems to sole after ettin a failin mar; in a 7ath e$am.B. 7r. =oCue orere =oerto to re-compute the solution of a prolem he misse urin the e$amination.C. 7r. =oCue sueste a tutor to =oerto after ettin a failin mar; in the 7ath e$amination.D. 7r. =oCue reCuires to sta' after class to clean the room for his failure to sole a 7ath prolem.

2EE.The estalishment of the seconar' school t'pe was one of the reatest contriutions of what t'pe of eucation<+. =ationalism . ,umanistic . =ealistic 5. 5isciplinism

2E".8hich of the followin situation is less eil< + ressma;er for rea'-to-wear school uniform is competin with otherressma;er in price.

+. *he uses inferior ;in of cloth.. *he intentionall' misfit the uniform an chare e$tra for the repair.. *he shortens each uniform a it.

5. *he has aitional pa'ment after the uniform has een use.

2E%.9t is often er' ifficult for the parents of a mentall' retare chil to accept their chilAs retaration. + ps'choloist mae acomplete ianostic stu' of the case. *he was calle upon to interpret the finins to the parent. 8hich of the followin will she o to meet the parentAs resistant at titue<

A. $plainin that the situation was thorouh an o?ectie an that realit' must e accepte no matter howunpleasant.

B. +c;nowlein how the parents miht feel an attemptin to alleiate such feelins of uilt that ma' e present' suestin thins the parents can o to help the chil.

C. =eassurin the parent that man' retare chilren hae compensator' talents that man' normal chilren o nothae.

D. =eassurin the parent that the meical profession has recentl' emar;e on a promisin proram of research

that ma' iscoer means of improin the chilAs conition.

2"0.,ereuner are philosophies of eucation. 8hich of these philosophies woul reCuire a teacher to ta;e a irect an actierole in the learnin process<

9. ,umanism 99. =ealism 999. 9ealism 9. &rematism

+. 99 an 9 . 9 an 999 . 99 an 999 5. 99 an 9

2"1.8hat coe of conuct is iolate in relation of the teacher an his associates when the principal reprimans a teacher infront of her pupils


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+. er' teacher has the riht to present his sie of an' accusation.. er' teacher an school official shoul transact all official usiness throuh channels.. + school official shoul not ma;e an' false accusation aainst his teachers.5. No criticism of an associate shoul e mae in the present of pupils or stuents.

2"2.7an' of the moern science trace their oriin this science which is the olest an most comprehensie of all the stuies;nown to man. 8hich is it<

+. 9eolo' . *cience . 7etaph'sics 5. &hilosoph'

2"3.8hich of the followin situation is less eil< + areneria owner who wants to ma;e i profits ta;es prie in her low-costfoo.

+. *he oils an reoils touher cuts of meats an ones for her soups.. *he coo;s inferior ;ins of foos.. rec'cles left-oer foo.5. *he uses loose or separate eetale leaes for her eetale ishes.

2"4.The intellectual eelopment which foun interest in the human nature throuh the reial of the classics is >>>>>>>>>.+. humanism . nationalism . realism 5. isciplinism

2"!.The +merican reime popularie mass eucation in the &hilippines. 8hich of the followin ecame the corner stone ofemocrac' in this countr'<

+. 7onroe eucation *ure' of 1%2% . =o'al 5ecree of 5ecemer 20 1%"!. +ct No. E4 of the &hilippine ommission in 1%01 5. ucational 5ecree of 1"3

2".#rom which philosoph' is humanism attriute to<+. 9ealism . =ealism . &rematism 5. ,umanism

2"E. 8hich of the followin is the est situation where in 'ou can alance rihts an authorit'<+. 7r. =omero insist sittin with the couple eer' time his 1E-'ear-ol auhter entertains suitors in their house.. 7r. =omero insists a chaperon eer' time his auhter ia as;s permission to atten parties.. 7r. =omero insists chaperonin his 1E-'ear-ol auhter ia himself eer' time ia wants to o out with friens.5. 7r. =omero enies his 1E-'ear-ol auhterAs reCuest to o out with friens.

2"".8ho amon these philosophers use his writins to show the social ills in his countr'<+. rescencio &eralta . milio +uinalo . Iose =ial 5. +ntonio 9siro

2"%.8hich of the followin is the est situation wherein 'ou can alance rihts an authorit'<+. 7rs. e la =osa insists that her auhter will wear the same own that 7rs. e la =osa wore urin her eut.. 7rs. e la =osa chooses the own her auhter will wear to her eut.. 7rs. e la =osa consults her auhter on the own her auhter will wear for her eut.5. 7rs. e la =osa oesnAt care whateer st'le of own her auhter chooses for her eut.

2%0.7iss =e'es is a teacher who is er' much respecte in her communit'. *he has helpe improe the communit' an thearana' officials epen much on her assistance. ,er sister an immirant in anaa offere her a hih-pa'in ?o.

8hich of the followin will 7iss =e'es consier if she wants to manifest alues enhancin nationhoo<+. Tell her sister that the serice she is e$tenin to her communit' is er' compensator'.. +ccept the offer an sen assistance to the communit'.. Tell her sister that teachers now are hihl' pai.5. Than; her sister for the thouhtfulness.

2%1.8hich of the followin shoul a teacher o with a parentAs compliant aainst other teachers<+. *ie the parent an tell other thins aainst the teacher ein complaine.. Tr' to encourae the parent to see the principal an la' the prolem to him.. Tr' to epen the teacher an put the lame on the pupil.5. Tr' his est to encourae the parent to tal; the prolem oer with the teacher concerne.

2%2.The eucation is the inispensale reCuisite to freeom an that eer' citien is entitle to acCuire eucation is whosephilosoph'<

+. +polinario 7aini . milio +uinalo . Iose =ial 5. +nres onifacio

2%3.The 9nstitute of National anuae was estalishe throuh the enactment of ommonwealth +ct No. 1"4. 8ho amonthe &hilippine &resients sine this act<

+. 7anuel . Dueon . arlos &. Barcia . milio +uinalo 5. 7anuel =o$as

2%4.Kou are teachin in an elite school with an air-conitionin unit. +ware of the present economic conition of the countr' which of the followin will e the most appropriate to consier


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+. +ir conitionin is such a small matter that sain on it coul harl' affect the econom'.. *tuents cannot e mae to sacrifice an recite in warm classrooms.. *ains on cuttin own the air-conitionin coul e spent on other worthwhile actiities.5. ut-off the air-conitionin of classrooms on certain a's.

2%!.8ho amon the followin woul most li;el' approe a su?ect-centere curriculum<+. + humanist . +n essentialist . +n e$istentialist 5. + proressiist

2%.8ith whom is the umulatie earnin *chool 7oel mostl' associate<+. 7ontessori . Bane . runer 5. &iaet

2%E.8hich of the followin is the est situation wherein 'ou can alance rihts an authorit'<+. 7rs. *ison chares a hiher electric ill to oarers who use more electricit'. 7rs. *ison foris the use of electric fans an other electric appliances to oarers to cut own electric

consumption.. To cut own the electric consumption 7rs. *ison a lanla' sets an Gironin a'H scheule for her oarers.5. 7rs. *ison oes not min her oarersA e$cessie use of electric appliance for fear that the' ma' transfer to other

oarin houses.

2%".8hich of the followin will 'ou o if a parent of one of 'our failin pupils as;s 'ou to tutor her auhter in consieration ofa certain amount of mone' which 'ou al' nee<

+. 5irect parent to another teacher ut as; for a commission.. +ccept the offer ut o the tutorin at home. 5irect the parent to another teacher for tutorin.5. +ccept the offer with a iscount.

2%%.8hat relationship etween a teacher an a stuent was iolate when 7r. =ama carefull' e$amine the amae one toa newl' ouht hammer than atten to ='an one of the o's in his carpentr' class who slippe an fell from the laer while repairin the roof of their shop<

+. ooperation etween stuents an teachers shoul e eelope for harmonious relationship.. The welfare of the pupil/stuent shoul e the first an foremost concern of the teacher.. 9t is the ut' of the teacher to ta;e oo care of all school properties an eCuipment.

5. There shoul e a oo an harmonious relationship etween teachers an stuents.

a. *ituation 1 M + neihorin municipalit' of Fatapatan 7a'or Farununan conucte a

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Dpe 101 Final Exam Part 1 (Ay '10-11)