1.

Principal B tells her teachers that training in the

humanities is most important. To which educational
philosophy does he adhere?
A. Existentialism B. Perennialism
C. Progressivism D. Essentialism
. Principal C shares this thought with his teachers! "Subject
matter should help students understand and appreciate
themselves as unique individuals who accept complete
responsibility for their thoughts, feelings, and actions." "rom
which philosophy is this thought #ased?
A. Perennialism B. Essentialism
C. Existentialism D. Progressivism
$. To come closer to the truth we need to "go back to the
things themselves." This is the advice o% the
A. #ehaviorists B. phenomenologist
C. idealists D. pragmatists
&. 'tudent B claims! "I cannot see perfection but I long for it.
So it must be real." (nder which group can he #e classi)ed?
A. *dealist B. Empiridst
C. +ealist D. Pragmatist.
,. -hich o% the %ollowing prepositions is attri#uted to Plato?
A. Truth is relative to a particular time and place.
B. .uman #eings create their own truths.
C. /earning is the discovery o% truth as latent ideas are
#rought to consciousness.
D. 'ense perception is the most accurate guide to 0nowledge.
1. 2n whose philosophy was A. '. 3eil4s 'ummer .ill5 one o%
the most experimental schools5 #ased?
A. +ousseau B. Pestalo66i
C. 7ontessori D. 8ohn /oc0e
9. As a teacher5 you are a rationalist. -hich among these will
#e your guiding principle?
A. * must teach the child that we can never have real
0nowledge o% anything.
B. * must teach the child to develop his mental powers to the
%ull.
C. * must teach the child so he is assured o% heaven.
D. * must teach the child every 0nowledge5 s0ill5 and value
that he needs %or a #etter %uture.
:. Teacher ( teaches to his pupils that pleasure are not the
highest good. Teacher4s teaching is against what philosophy?
A. +ealism B. .edonism
C. Epicureanism D. Empiricism
;. -ho among the %ollowing puts more emphasis on core
re<uirements5 longer school day5 longer academic year and
more challenging text#oo0s?
A. Perennialist B. Essentialist
C. Progressivist D. Existentialist
1=. -hich group o% philosophers maintains that "truth exists
in an objective order that is independent of the knower"?
A. *dealists B. Pragmatists
C. Existentialists D. +ealists
11. >ou arrive at 0nowledge #y re?thin0ing o% latent ideas.
"rom who does this thought come?
A. Experimentalist B. +ealist
C. *dealist D. Existentialist
1. As a teacher5 you are constructionists. -hich among
these will #e your guiding principle?
A. * must teach the child every 0nowledge5 s0ill5 and value
that he needs %or a #etter %uture.
B. * must teach the child to develop his mental powers to the
%ull.
C. * must teach the child so he is assured o% heaven.
D. * must teach the child that we can never have real
0nowledge o% anything.
1$. Teacher B engages her students with in%ormation %or
thorough understanding %or meaning and %or competent
application. -hich principle governs Teacher B4s practice?
A. Contructivist B. @estalt
C. Behaviorist D. Cognitivist
1&. -hich isAare the sources o% man4s intellectual drives5
according to "reud?
A. *d B. 'uperego
C. *d and ego D. Ego
1,. 'oc exhi#its %ear response to %reely roaming dogs #ut does
not show %ear when a dog is on a leash or con)ned to a pen.
-hich conditioning process is illustrated?
A. @enerali6ation B. Extinction
C. Ac<uisition D. Discrimination
11. The concepts o% trust vs. maturity5 autonomy vs. sel%?
dou#t5 and initiative vs. guilt are most closely related with the
wor0s o% BBBBBBBBBB.
A. Eri0son B. Piaget
C. "reud D. 8ung
19. Teacher " is convinced that whenever a student per%orms
desired #ehavior5 provided rein%orcement and soon the
student will learn to per%orm the #ehavior on his own. 2n
which principle is Teacher "4s conviction #ased?
A. Cognitivism B. Environmentalism
C. Behaviorism D. Constructivism
1:. in a social studies class5 Teacher * present a morally
am#iguous situation and as0 his students what they would do.
2n whose theory is Teacher *4s techni<ue #ased?
A. Cohl#erg B. Bandura
C. Piaget D. Bruner
1;. Based on "reud4s psychoanalytic theory which
componentDsE o% personality is DareE concerned with a sense o%
right and wrong?
A. 'uper?ego B. 'uper?ego and Ego
C. /D D. Ego
=. -hich does 3aom Choms0y5 assert a#out language
learning %or children?
I. oung children learn and apply grammatical rules and
vocabulary as they are exposed to them.
II. !egin formal teaching of grammatical rules to children as
early as possible.
III. "o not require initial formal language teaching for children.
A. * and *** B. ** only
C. * only D. * and **
1. -hich teaching activity is %ounded on Bandura4s 'ocial
/earning Theory?
A. /ecturing B. 7odeling
C. Fuestioning D. inductive +easoning
. Behavior %ollowed #y pleasant conse<uences will #e #e
strengthened and will #e more li0ely to occur in the %uture.
Behavior %ollowed #y unpleasant conse<uences will #e
wea0ened and will #e less li0ely to #e repeated in the %uture.
-hich one is explained?
A. "reud4s Psychoanalytic Theory
B. Thorndi0e4s /aw o% EGect
C. B. ". '0inner4s 2perant Conditioning Theory
D. Bandura4s 'ocial /earning Theory
$. Bruner4s theory on intellectual development moves %rom
enactive to iconic and sym#olic stages. *n which stageDsE are
diagrams help%ul to accompany ver#al in%ormation?
A. Enactive and iconic B. 'ym#olic
C. 'ym#olic and enactive D. *conic
&. *n a treatment %or alcoholism5 +amil was made to drin0 an
alcoholic #everage and then made to ingest a drug that
produces nausea. Eventually5 he was nauseated at the sight
and smell o% alcohol and stopped drin0ing alcohol which
theory explains this?
A. 2perant conditioning B. 'ocial /earning Theory
C. Associative /earning D. Attri#ution Theory
,. A mother gives his #oy his %avorite snac0 every time the
#oy cleans up his room. A%terwards5 the #oy cleaned his room
everyday in anticipation o% the snac0. -hich theory is
illustrated?
A. Associative /earning B. Classical Conditioning
C. 2perant Conditioning D. Pavlonian Conditioning
1. +esearches conducted show that teacher4s expectations
o% students #ecome. Do not re<uire initial %ormal language
teaching %or children sel%?%ul)lling prophecies. -hat is this
phenomenon called?
A. .alo eGect B. Pygmalion eGect
C. +ipple eGect D. .awthorne eGect
9. -hat does extreme authoritarianism in the home
rein%orce in learners?
A. Doing things on their own initiative
B. A#ility to direct themselves.
C. Dependence on others %or direction.
D. Creativity in wor0.
:. The%t o% school e<uipment li0e tv5 computer5 etc. #y
teenagers in the community itsel% is #ecoming a common
phenomenon. -hat does this incident signi%y?
A. Prevalence o% poverty in the community.
B. *na#ility o% school to hire security guards.
C. Deprivation o% "ilipino schools.
D. Community4s lac0 o% sense o% co?ownership.
;. A student passes a research report poorly written #ut
ornately presented in a %older to ma0e up %or the poor <uality
o% the #oo0 report content. -hich "ilipino trait does this
practice prove? Emphasis on H
A. art over academics
B. su#stance over IpormaI
C. art over science
D. JpormaI over su#stance
$=. 'tudent K does not study at all #ut when the /icensure
Examination %or Teachers D/ETE comes5 #e%ore he ta0es the
/ET5 he spends one hour or more praying %or a miracle5 i.e. to
pass the exam. -hich attitude towards religion or @od is
displayed?
A. +eligion as %a0e B. +eligion as magic
C. +eligion as authentic D. +eligion as real
$1. During the 'panish period5 what wasAwere the
mediumAmedia o% instruction in schools?
A. The Lernacular B. English
C. 'panish D. 'panish and the Lernacular
$. All su#Mects in Philippine elementary and secondary
schools are expected to #e taught using the integrated
approach. This came a#out as a result o% the implementation
o% BBBBBBBBB.
A. Program %or Decentrali6ed Education
B. 'chool?Based 7anagement
C. Basic Education Curriculum
D. 'chools "irst *nitiative
$$. (nder which program were students who were not
accommodated in pu#lic elementary and secondary schools
#ecause o% lac0 o% classroom5 teachers5 and instructional
materials5 were enrolled in private schools in their respective
communities at the government4s expense?
A. @overnment Assistance Program
B. 'tudy 3ow?Pay /ater
C. Educational 'ervice Contract 'ystem
D. 3ational 'cholarship Program
$&. -hat was the most prominent educational issue o% the
mid 1;:=s?
A. Bilingual Education B. Lalues Education
C. Accounta#ility D. 7ainstreaming
$,. Availment o% the Philippine Education Placement Test
DPEPTE %or adults and out?o%?school youths is in support o% the
governmentNs educational program towards BBBBBBBBBB.
A. e<uita#le access B. <uality
C. <uality and relevance D. relevance
$1. The main purpose o% compulsory study o% the Constitution
is to BBBBBBBBBB
A. develop students into responsi#le5 thin0ing citi6ens
B. ac<uaint students with the historical development o% the
Philippine Constitution
C. ma0es constitutional experts o% the students
D. prepare students %or law?ma0ing
$9. -hich one may support e<uita#le access #ut may
sacri)ce <uality?
A. 2pen admission B. 'chool accreditation
C. Deregulated tuition %ee hi0e D. 'elective retention
$:. -ith which goals o% educational institutions as provided
%or #y the Constitution is the development o% wor0 s0ills
aligned?
A. To develop moral character
B. To teach the duties o% citi6enship
C. To inculcate love o% country
D. To develop vocational eOciency
$;. 'tudies in the areas o% neurosciences disclosed that the
human #rain has limitless capacity. -hat does this imply?
A. 'ome pupils are admittedly not capa#le o% learning.
B. Every pupil has his own native a#ility and his learning is
limited to this native a#ility.
C. Every child is a potential genius.
D. Pupils can possi#ly reach a point where they have learned
everything.
&=. Based on Piaget4s theory5 what should a teacher provide
%or children in the concrete operational stage?
A. Activities %or hypothesis %ormulation.
B. /earning activities that involve pro#lems o% classi)cation
and ordering.
C. @ames and other physical activities to develop motor
s0ills.
D. 'timulating environment with ample o#Mects to play with.
&1. Based on Piaget4s theory5 what should a teacher provide
%or children in the sense motor stage?
A. @ames and other physical activities to develop motor s0ill.
B. /earning activities that involve pro#lems o% classi)cation
and ordering.
C. Activities %or hypothesis %ormulation.
D. 'timulating environment with ample o#Mects to play with.
&. -hich #ehavior is exhi#ited #y a student who is strong in
interpersonal intelligence?
A. -or0s on hisAher own.
B. Ceeps interest to himsel%Ahersel%.
C. 'ee0s out a classmate %or help when pro#lem occurs.
D. 'pends time meditating.
&$. A sixth grade twelve?year old #oy comes %rom a
dys%unctional %amily and has #een a#used and neglected. .e
has #een to two orphanages and three diGerent elementary
schools. The student can decode on the second grade level5
#ut he can comprehend orally material at the %ourth or )%th
grade level. The most pro#a#le causeAs o% this student4s
reading pro#lem isAare BBBBBBBBBB.
A. emotional %actors B. poor teaching
C. neurological %actors D. immaturity
&&. A child who gets punished %or stealing candy may not
steal again immediately. But this does not mean that the child
may not steal again. Based on Thorndi0e4s theory on
punishment and learning5 this shows that BBBBBBBBBB
A. punishment strengthens a response
B. punishment removes a response
C. punishment does not remove a response
D. punishment wea0ens a response
&,. *t is not wise to laugh at a two?year old child when he
utters #ad word #ecause in his stage he is learning to
BBBBBBBBBB.
A. consider other4s views B. distinguish sex diGerences
C. sociali6e D. distinguish right %rom wrong
&1. 8ohn -atson said! "#en are built not born." -hat does
this statement point to?
A. The ineGectiveness o% training on a person4s development.
B. The eGect o% environmental stimulation on a person4s
development.
C. The a#sence o% genetic inPuence on a person4s
development.
D. The eGect o% heredity.
&9. -hich types o% play is most characteristic o% a %our to six?
year old child?
A. 'olitary and onloo0er plays
B. Associative and cooperative plays
C. Associative and onloo0er plays
D. Cooperative and solitary plays
&:. All o% the %ollowing descri#e the development o% children
aged eleven to thirteen EQCEPT BBBBBBBBBB.
A. they shi%t %rom impulsivity to adaptive a#ility
B. sex diGerences in *F #ecomes more evident
C. they exhi#it increase o#Mectivity in thin0ing
D. they show a#stract thin0ing and Mudgment
&;. +odel is very aloo% and cold in his relationships with his
classmates. -hich #asic goal must have not #een attained #y
+odel during his developmental years5 according to Eri0son4s
theory on psychological development?
A. Autonomy B. Trust
C. *nitiative D. @enerativity
,=. +u#en is very attached to his mother and +uth to her
%ather. *n what developmental stage are they according to
"reudian psychological theory?
A. 2edipal stage B. /atent stage
C. Annal stage D. Pre?genital stage
,1. -hich assumption underlies the teacher4s use o%
per%ormance o#Mectives?
A. 3ot every %orm o% learning is o#serva#le.
B. Per%ormance o#Mectives assure the #learier o% learning.
C. /earning is de)ned as a change in the learner4s o#serva#le
per%ormance.
D. The success o% learner is #ased on teacher per%ormance.
,. The principle o% individual diGerences re<uires teachers to
BBBBBBBBBB.
A. gives greater attention to gi%ted learners
B. provide %or a variety o% learning activities
C. treats all learners ali0e while in the classroom
D. prepare modules %or slow learners in class
,$. *n instructional planning it is necessary that the parts o%
the plan %rom the )rst to the last have BBBBBBBBBB.
A. clarity B. symmetry
C. coherence D. conciseness
,&. A goal?oriented instruction culminates in BBBBBBBBBB.
A. planning o% activities B. evaluation
C. identi)cation o% topics D. %ormulation o% o#Mectives
,,. A teacher4s summary o% a lesson serves the %ollowing
%unctions5 EQCEPT
A. it lin0s the parts o% the lesson
B. lt #rings together the in%ormation that has #een discussed
C. it ma0es provisions %or %ull participation o% students.
D. it clinches the #asic ideas or concepts o% the lesson.
,1. *n Crathwohl4s aGective domain o% o#Mectives5 which o%
the %ollowing is the lowest level o% aGective #ehavior?
A. Laluing B. Characteri6ation
C. +esponding D. 2rgani6ation
,9. The %ollowing are used in writing per%ormance o#Mectives5
EQCEPT
A. delineate B. diagram
C. integrate D. comprehend
,:. *% a teacher plans a constructivist lesson5 what will he
most li0ely do? Plan how he can
A. do evaluate his students4 wor0
B. does reciprocal teaching
C. lecture to his students
D. engage his students in convergent thin0ing
,;. *n mastery learning5 the de)nition o% an accepta#le
standard o% per%ormance is called a
A. '7A+T B. criterion measure
C. #ehavior D. condition
1=. The primary o#Mective o% my lesson is! "$o add similar
fractions correctly." Be%ore * can do this * must )rst aim at this
speci)c o#Mective! "$o distinguish a numerator from a
nominator." -hat 0ind o% o#Mective is the latter?
A. 7aMor B. Terminal
C. Ena#ling D. Primary
11. -hich #ehavioral term descri#es a lesson outcome in the
highest level o% Bloom4s cognitive domain?
A. Create B. Evaluate
C. Analy6e D. Design
1. As a teacher5 what do you do when you engage yoursel%
in maMor tas0 analysis?
A. Test i% learning reached higher level thin0ing s0ills.
B. Brea0down a complex tas0 into su#?s0ills.
C. Determine the level o% thin0ing involved.
D. +evise lesson o#Mectives.
1$. Teacher @4s lesson o#Mective has something to do with the
s0ill o% synthesi6ing? -hich #ehavioral term is most
appropriate?
A. Test B. Assess C. Appraise D.
Theori6e
1&. *n Crathwohl4s taxonomy o% o#Mectives in the aGective5
which is most authentic?
A. Characteri6ation B. 2rgarli6ation
C. +esponding D. Laluing
1,. "% stitch on time saves nine"5 so goes the adage...
Applied to classroom management5 this means that we
BBBBBBBBBB
A. may not occupy us with disruptions which are worth
ignoring #ecause they are minor
B. must #e reactive in our approach to discipline
C. has to resolve minor disruptions #e%ore they are out o%
control
D. may apply ; rules out o% 1= consistently
11. .ow can you exhi#it re%erent power on the )rst day o%
school?
A. By ma0ing they %eel you 0now what you are tal0ing a#out.
B. By telling them the importance o% good grades.
C. By reminding your students your authority over them
again and again.
D. By giving your students a sense o% #elonging and
acceptance.
19. Teacher B clears his throat to communicate disapproval o%
a student4s #ehavior. -hich speci)c inPuence techni<ue is
this?
A. 'ignal inter%erence B. Direct appeal
C. *nterest #oosting D. Proximity control
1:. .ow can you exhi#it expert power on the )rst day o%
school?
A. By ma0ing they %eel you 0now what you are tal0ing a#out.
B. By ma0ing they reali6e the importance o% good grades.
C. By reminding them your students your authority over them
again and again.
D. By giving your students a sense o% #elonging and
acceptance.
1;. Teacher . strives to draw participation o% every student
into her classroom discussion. -hich student4s need is she
trying to address? The need BBBBBBBBBB
A. to show their oral a#ilities to the rest o% the class
B. to #e creative
C. to %eel signi)cant and #e part o% a group
D. to get everything out in the open
9=. -hich is a sound classroom management practice?
A. Avoid esta#lishing routinesR routines ma0e your student
ro#ots.
B. Esta#lish routines %or all daily needs and tas0s.
C. Apply rules and policies on a case to case #asis.
D. Apply reactive approach to discipline.
91. An eGective classroom manager uses low?pro)le
classroom control. -hich is a low?pro)le classroom techni<ue?
A. 3ote to parents B. A%ter?school detention
C. -ithdrawal o% privileges D. +aising the pitch o% the
voice
9. -hich is one characteristic o% an eGective classroom
management?
A. *t <uic0ly and uno#trusively redirects mis#ehavior once it
occurs.
B. *t teaches dependence on others %or sel%?control.
C. *t respects cultural norms o% limited group students.
D. 'trategies are simple enough to #e used consistently.
9$. .ow can you exhi#it legitimate power on the )rst day o%
school?
A. By ma0ing your students %eel they are accepted %or who
they are.
B. By in%orming them you are allowed to act in loco parentis
C. By ma0ing they reali6e the importance o% good grades.
D. By ma0ing they %eel you have mastery o% su#Mect matter.
9&. -ith?it?ness5 according to Counin5 is one o% the
characterestics o% an eGective classroom manager. -hich
phrase goes with it?
A. .ave hands that write %ast.
B. .ave eyes on the #ac0 o% your heads.
C. .ave a mouth ready to spea0.
D. .ave minds pac0ed with 0nowledge.
9,. -hich is an appropriate way to manage oG?tas0
#ehavior?
A. 7a0e eye contact.
B. 'top your class activity to correct a child who is no longer
on tas0.
C. 7ove closer to the child.
D. +edirect a child4s attention to tas0 and chec0 his progress
to ma0e sure he is continuing to wor0.
91. +e%erring to Teacher '5 3icolle descri#es her teacher as
"fair, caring and someone you can talk to." -hich power or
leadership does Teacher ' have?
A. +e%erent power B. /egitimate power
C. +eward power D. Expert power
99. +esearch tells that teachers as0 mostly content
<uestions. -hich o% the %ollowing terms does NOT re%er to
content <uestion?
A. Closed B. Direct
C. Concept D. Convergent
9:. +ead the %ollowing then answer the <uestion!
$&%'(&)* I+ ,(%$ ,%S -$(&) $(%+ $(& .&)I-"I' $%!/&
#I0($ ,& .)&"I'$ $(& 1+"IS'-2&)&" &/&#&+$S3
!-!!* ,& '-1/" 0- $-$(& #--+ %+" S&& I4 $(&)& %)&
S-#& &/&#&+$S $(&)& ,& "-+5$ (%2&.
!&$$* ,& '-1/" "I0 "-,+ $- $(& '&+$&) -4 $(& &%)$(
%+" S&& I4 ,& 4I+" %+ -4 $(& #ISSI+0 &/&#&+$S.
)I'6* ,& '-1/" S$1" "&!)IS 4)-# $(& #&$&-)I$&S I4
,& '%+ 4I+" %+.
$&%'(&)* $(-S& %)& %// 0--" %+S,&)S !1$ ,(%$ I4
$(-S&, &7'1)SI-+S $- $(& #--+, $- $(& '&+$&) -4 $(&
&%)$(, -) $- 4I+" #&$&-)I$&S ,&)& $-- '-S$/ %+"
$I#& '-+S1#I+03 (-, #I0($ ,& 1S& $(& &/&#&+$S ,&
%/)&%" (%2& (&)& -+ &%)$( $- 4I+" S-#& +&, -+&S3
Fuestion! -hich <uestioning strategyAies doesAdo the
exchange o% thoughts a#ove illustrate?
A. "unneling B. 'owing and reaping
C. 3ose?dive D. Extending and li%ting
9;. -hich <uestioning practice promotes more class
interaction?
A. As0ing the <uestion #e%ore calling on a student.
B. "ocusing on divergent <uestions.
C. "ocusing on convergent <uestions.
D. As0ing rhetorical <uestions.
:=. -hich techni<ue should a teacher use to encourage
response i% his students do not respond to his <uestion?
A. As0 a speci)c student to respond5 state the <uestion5 and
wait a response.
B. Tell the class that it will have detention unless answers are
%orthcoming.
C. As0 another <uestion5 an easier one.
D. -ait %or a response.
:1. Teacher P wants to develop the s0ill o% synthesi6ing in her
pupils. -hich one will she do?
A. As0 her students to %ormulate a generali6ation %rom the
data shown in graphs.
B. As0 her students to answer <uestions #eginning with
I-hat i% ...S
C. Tell her pupils to state data presented in graphs.
D. Directs her students to as0 <uestions on the parts o% the
lesson not understood.
:. The %ollowing are sound speci)c purposes o% <uestions
EQCEPT
A. to call the attention o% an inattentive student
B. to teach via student answers
C. to stimulate leaders to as0 <uestions
D. to arouse interest and curiosity
:$. "or maximum interaction5 a teacher ought to avoid
BBBBBBBBBB <uestions.
A. in%ormational B. rhetorical
C. leading D. divergent
:&. *% teacher has to as0 more higher?order <uestions5 he has
to as0 more BBBBBBBBBB <uestions.
A. closed B. "act
C. concept D. Convergent
:,. -hich is NOT a sound purpose %or as0ing <uestions?
A. To pro#e deeper a%ter an answer is given.
B. To discipline a #ully in class.
C. To remind students o% a procedure.
D. To encourage sel%?rePection.
:1. A%ter giving an input on a good paragraph5 Teacher -
as0s her students to rate a given paragraph along the
elements o% a good paragraph. The students4 tas0 is in level o%
BBBBBBBBBB
A. application B. analysis
C. evaluation D. synthesis
:9. +ead the %ollowing then answer the <uestion
$&%'(&)* I+ ,(%$ ,%S -$(&) $(%+ $(& .&)I-"I' $%!/&
#I0($ ,& .)&"I'$ $(& 1+"IS'-2&)&" &/&#&+$S3
!-!!* ,& '-1/" 0-$- $(& #--+ %+" S&& I4 $(&)& %)&
S-#& &/&#&+$S $(&)& ,& "-+5$ (%2&.
!&$$* ,& '-1/" "I0 "-,+ I+$- $(& '&+$&) -4 $(&
&%)$( %+" S&& I4 ,& 4I+" %+ -4 $(& #ISSI+0 &/&#&+$S
)I'6* ,& '-1/" S$1" "&!)IS 4)-# $(& #&$&-)I$&S I4
,& '%+ 4I+" %+
$&%'(&)* $(-S& %)& %// 0--" %+S,&)S. !1$ ,(%$ I4
$(-S& &7'1)SI-+S $- $(& #--+, $- $(& '&+$&) -4 $(&
&%)$(, -) $- 4I+" #&$&-)I$&S ,&)& $-- '-S$/ %+"
$I#& '-+S1#I+03 (-, #I0($ ,& 1S& $(& &/&#&+$S ,&
%/)&%" (%2& (&)& -+ &%)$( $- 4I+" S-#& +&, -+&S3
Fuestion! The Teacher4s <uestions in the a#ove exchange are
examples o% BBBBBBBBBB <uestions.
A. %act B. Concept
C. direct D. Closed
::. +ead this <uestion! "(ow will you present the layers of
the earth to your class3" This is a <uestion that
A. directs
B. leads the student to evaluate
C. assesses cognition
D. pro#es creative thin0ing
:;. The teacher4s )rst tas0 in the selection o% media in
teaching is to determine the BBBBBB.
A. choice o% the student B. availa#ility o% the media
C. o#Mectives o% the lesson D. techni<ue to #e used
;=. Based on Edgar Dale4s Cone o% Experience5 which activity
is closest to the real thing?
A. Liew images B. Attend exhi#it
C. -atch a demoD. .ear
;1. Based on Edgar Dale4s Cone o% Experience5 which activity
is %arthest %rom the real thing?
A. +ead B. .ear
C. Liew images D. Attend exhi#it
;. -hich criterion should guide a teacher in the choice o%
instructional devices?
A. Attractiveness B. Cost
C. 3ovelty D. Appropriateness
;$. To elicit more studentsN response5 Teacher @ made use o%
covert responses. -hich one did she NOT do?
A. 'he had the students write their response privately.
B. 'he showed the correct answers on the overhead a%ter the
students have written their responses.
C. 'he had the students write their responses privately then
called each o% them.
D. 'he re%rained %rom Mudging on the student4s responses.
;&. Teacher - wants to review and chec0 on the lesson o% the
previous day? -hich one will #e most relia#le?
A. .aving students identi%y diOcult homewor0 pro#lems.
B. .aving students correct each other4s wor0.
C. 'ampling the understanding o% a %ew students.
D. Explicitly reviewing the tas0?relevant in%ormation
necessary %or the day4s lesson.
;,. Teacher 74s pupils are <uite wea0 academically and his
lesson is already %ar #ehind his time ta#le. .ow should
Teacher 7 proceed with his lesson?
A. Experientially B. *nductively
C. /ogically D. Deductively
;1. -hich activity should a teacher have more %or his
students i% he wants them to develop logical?mathematical
thin0ing?
A. Pro#lem solving B. Choral reading
C. Drama D. 'torytelling
;9. -hich guideline must #e o#served in the use o%
prompting to shape the correct per%ormance o% your students?
A. (se the least intrusive prompt )rst.
B. (se all prompts availa#le.
C. (se the most intrusive prompt )rst.
D. +e%rain %rom using prompts.
;:. To promote eGective practice5 which guideline should you
#ear in mind? Practice should #e
A. done in an evaluative atmosphere
B. diOcult %or students to learn a lesson
C. arranged to allow students to receive %eed#ac0
D. ta0es place over a long period o% time
;;. -hich is one role o% play in the pre?school and early
childhood years?
A. Develops competitive spirit.
B. 'eparates reality %rom %antasy.
C. *ncreases imagination due to expanding 0nowledge and
emotional range.
D. Develops the upper and lower lim#s.
1==. Teacher T taught a lesson denoting ownership #y means
o% possessives. .e )rst introduced the rule5 and then gave
examples5 %ollowed #y class exercises5 then #ac0 to the rule
#e%ore he moved into the second rule. -hich presenting
techni<ue did he use?
A. Com#inatorial B. Comparative
C. Part?whole D. 'e<uential
1=1. The #urnout malady gets worse i% a teacher doesn4t
intervene to change whatever areas he or she can control.
-hich one can renew a teacher4s enthusiasm?
A. 'tic0 to Mo# B. *nitiate changes in Mo#s
C. 8udge someone else as wrong
D. Engage in sel%?pity
1=. -hich "ilipino trait wor0s against the shi%t in teacher4s
role %rom teacher as a %ountain o% in%ormation to teacher as
%acilitator?
A. Authoritativeness B. Authoritarianism
C. .iya D. Pa0i0isama
1=$. -hich method has #een proven to #e eGective in
courses that stress ac<uisition o% 0nowledge?
A. 'ocratic 7ethod
B. Cooperative learning
C. 7astery learning
D. *ndirect instruction
1=&. Direct instruction is %or %acts5 rules5 and actions as
indirect instruction is %or BBBBBBBBBB5 BBBBBBBBBB5 BBBBBBBBBB.
A. hypotheses5 veri)ed data and conclusions
B. concepts5 patterns and a#stractions
C. concepts5 processes and generali6ations
D. guesses5 data and conclusions
1=,. "or which may you use the direct instruction method?
A. Become aware o% the pollutants around us.
B. Appreciate 7ilton4s Paradise /ost.
C. (se a microscope properly.
D. Distinguish war %rom aggression.
1=1. * want to teach concepts5 patterns and a#stractions.
-hich method is most appropriate?
A. *ndirect instruction
B. Discovery
C. Direct instruction
D. Pro#lem solving
1=9. -hat should a teacher do %or students in his class who
are not on grade level?
A. @ive them materials on their level and let them wor0 at a
pace that is reasona#le %or them5 trying to #ring them up to a
grade level.
B. @ive them the same wor0 as the other students5 #ecause
they will a#sor# as much as they are capa#le o%.
C. @ive them the same wor0 as the other students5 not much5
so that they won4t %eel em#arrassed.
D. @ive them wor0 on the level o% the other students and
wor0 a little a#ove the classmateNs level to challenge them.
1=:. By what name is indirect instruction the 'ocratic 7ethod
also 0nown?
A. 7astery learning B. *ndirect 7ethod
C. 7orrison method D. Fuestioning method
1=;. Teacher B is a teacher o% English as a 'econd /anguage.
'he uses voca#ulary cards5 )ll?in?the?#lan0 sentences5
dictation and writing exercises in teaching a lesson a#out
grocery shopping. Based on this in%ormation5 which o% the
%ollowing is a valid conclusion?
A. The teacher is rein%orcing learning #y giving the same
in%ormation in5 a variety o% methods.
B. The teacher is applying Bloom4s hierarchy o% cognitive
learning.
C. The teacher wants to do less tal0.
D. The teacher is emphasi6ing listening and spea0ing s0ills.
11=. -hich is a %orm o% direct instruction?
A. Discovery process B. Pro#lem solving
C. Programmed instruction
D. *nductive reasoning
111. -hich does NOT #elong to the group o% alternative
learning systems?
A. 7ulti?grade grouping
B. 7ulti?age grouping
C. @raded education
D. 3on?graded grouping
11. Teacher . gave her )rst?grade class a page with a story
in which pictures ta0e the place o% some words. -hich method
did she use?
A. The whole language approach
B. The 'paulding method
C. The re#us method
D. The language experience approach
11$. Teacher B uses the direct instruction strategy. -hich
se<uence o% steps will she %ollow?
I. Independent practice
II. 4eedback and correctiveness
III. 0uided student practice
I2. .resenting and structuring
2. )eviewing the previous day5s work
A. L?**?*L?***?* B. ***?**?*L?*?L
C. L?lL?***?**?* D. *?L?**?***?*L
11&. -hy should a teacher NOT use direct instruction all the
time?
A. *t re<uires much time.
B. *t re<uires use o% many supplementary materials.
C. *t is generally eGective only in the teaching o% concepts
and a#stractions.
D. *t reduces studentNs engagement in learning.
11,. Teacher A is a teacher o% English as a 'econd /anguage.
'he uses voca#ulary cards5 )ll?in?the?#lan0 sentences5
dialogues5 and dictation and writing exercises in teaching a
lesson a#out grocery shopping. Based on this in%ormation5
which o% the %ollowing is a valid conclusion?
A. The teacher is applying Bloom4s hierarchy o% cognitive
learning.
B. The teacher is teaching in a variety o% ways #ecause not all
students learn in the same manner.
C. The teacher wants to ma0e her teaching easier #y having
less tal0.
D. The teacher is emphasi6ing reading and writing s0ills.
111. * com#ined several su#Mect areas in order to %ocus on a
single concept %or inter?disciplinary teaching. -hich
strategyAmethod did * use?
A. Pro#lem?entered learning
B. Thematic instruction
C. +eading?writing activity
D. (nit method
119. Teacher E discussed how electricity Pows through wires
and what generates the electric charge. Then she gave the
students wires5 #ul#s5 switches5 and dry cells and told the
class to create a circuit that will increase the #rightness o%
each #ul#. -hich one #est descri#es the approach used?
A. *t used taxonomy o% #asic thin0ing s0ills
B. *t was constructivist
C. *t helped students understand scienti)c methodology
D. *t used cooperative learning
11:. -ith indirect instruction in mind5 which does NOT
#elong to the group?
A. Pro#lem solving B. /ecture?recitation
C. *nductive reasoning D. Discovery
11;. * drew learners into several content areas and
encouraged them to solve a complex <uestion %or inter?
disciplinary teaching. -hich strategy did * use?
A. Pro#lem?centered learning
B. (nit method
C. +eading?writing activity
D. Thematic instruction
1=. in sel%?directed learning5 to what extent should a
teacher4s "sca8olding" #e?
A. To a degree the student needs it.
B. 3one5 to %orce the student to learn #y himsel%.
C. To the minimum5 to speed up development o% student4s
sense o% independence.
D. To the maximum5 in order to extend to the student all the
help he needs.
11. -hich is a maMor advantage o% a curriculum?#ased
assessment?
A. *t is in%ormal in nature.
B. *t connects testing with teaching.
C. *t tends to %ocus on anecdotal in%ormation on student
progress.
D. *t is #ased on a norm?re%erenced measurement model.
1. -hich are direct measures o% competence?
A. Personality tests B. Per%ormance tests
C. Paper?and?pencil tests D. 'tandardi6ed test
1$. ",hat is most likely to happen to our economy when
export continuously surpasses import" is a thought <uestion
on BBBBBBBBBB.
A. creating B. +elating cause?and?eGect
C. synthesi6ing D. Predicting
1&. The test item "0roup the following items according to
shape" is a thought test item on BBBBBBBBBB.
A. creating B. classi%ying
C. generali6ing D. comparing
1,. *n the context on the theory on multiple intelligences5
what is one wea0ness o% the paper?pencil test?
A. *t is not easy to administer.
B. *t puts the non?linguistically intelligent at a disadvantage
C. *t utili6es so much time.
D. *t lac0s rea#ility.
11. -ith synthesi6ing s0ills in mind5 which has the highest
diagnostic value?
A. Essay test B. Per%ormance test
C. Completion test D. 7ultiple choice test
19. -hich one can #est evaluate students4 attitudinal
development?
A. Essay test B. Port%olio
C. 2#servation D. 'hort answer test
1:. -ith speci)c details in mind5 which one has DhaveE a
stronger diagnostic value?
A. 7ultiple choice test B. 3on?restricted essay test
C. +estricted essay test D. +estricted and non?restricted
essay tests
1;. Teacher A discovered that his pupils are very good in
dramati6ing. -hich tool must have helped him discover his
pupils4 strength?
A. Port%olio assessment B. Per%ormance test
C. 8ournal entry D. Paper?and?pencil test
1$=. -hich can eGectively measure students4 awareness o%
values?
A. ProMective techni<ues B. 7oral dilemma
C. /i0ert scales D. Anecdotal record
1$1. Teacher " wanted to teach the pupils the s0ill to do cross
stitching. .er chec0 up <ui6 was a written test on the steps o%
cross stitching. -hich characteristic o% a good test does it
lac0?
A. 'cora#ility B. +elia#ility
C. 2#Mectivity D. Lalidity
1$. *% your /icensure Examination Test D/ETE items sample
ade<uately the competencies listed in the sylla#i5 it can #e
said that the /ET possesses BBBBBBBBBB validity.
A. concurrent B. Construct
C. content D. Predictive
1$$. "In the light of the facts presented, what is most likely to
happen when ... 3" is a sample thought <uestion on
A. in%erring B. @enerali6ing
C. synthesi6ing D. 8usti%ying
1$&. *n a criterion?re%erenced testing5 what must you do to
ensure that your test is %air?
A. 7a0e all o% the <uestions true or %alse.
B. As0 each student to contri#ute one <uestion.
C. 7a0e twenty <uestions #ut as0 the students to answer
only ten o% their choice.
D. (se the o#Mectives %or the units as guide in your test
construction.
1$,. -hich test has #road sampling o% topics as strength?
A. 2#Mective test B. 'hort answer test
C. Essay test D. Pro#lem type
1$1. -hich is the )rst step in planning an achievement test?
A. De)ne the instructional o#Mective.
B. Decide on the length o% the test.
C. 'elect the type o% test items to use.
D. Build a ta#le o% speci)cation.
1$9. The )rst thing to do in constructing a periodic test is %or
a teacher to BBBBBBBBBB
A. decide on the num#er o% items %or the test
B. goes #ac0 to her instructional o#Mectives
C. study the content
D. decide on the type o% test to construct
1$:. *n the parlance o% test construction what does "$-S"
mean?
A. Ta#le o% 'peci)cs
B. Ta#le o% 'peci)cations
C. Ta#le o% 'peci)c Test *tems
D. Team o% 'peci)cations
1$;. 'hown a picture o% children in sweaters inside the
classroom5 the students were as0ed this <uestion! "In what
kind of climate do these children live3" This is a thought
<uestion on BBBBBBBBBB
A. in%erring B. Applying
C. creating D. Predicting
1&=. -hich guideline in test construction is NOT o#served in
this test item 8ose +i6al wrote BBBBBBBBBB.
A. The central pro#lem should #e pac0ed in the stem.
B. There must #e only one correct answer.
C. Alternatives must have grammatical parallelism.
D. The alternates must #e plausi#le.
1&1. Fui6 is to %ormative test while periodic is to BBBBBBBBBB
A. criterion?re%erence test B. 'ummative test
C. norm?re%erence test D. Diagnostic test
1&. *% teacher wants to test students4 a#ility to organi6e
ideas5 which type o% test should she %ormulate?
A. 7ultiple?choice type B. 'hort answer
C. Essay D. Technical pro#lem
1&$. 2ut o% $ distracters in a multiple choice test item5
namely B5 C5 and D5 no pupil chose D as answer. This implies
that D is BBBBBBBBBB
A. an ineGective distracter B. A vague distracter
C. an eGective distracter D. A plausi#le distracter
1&&. 'tudy this group o% tests which was administered with
the %ollowing results5 then answer the <uestion
'u#Mect 7ean 'D +onnels4s 'core
7ath ,1 1= &$
Physics &1 ; $1
English := 11 1=;
*n which su#MectDsE did +onnel per%orm #est in relation to the
group4s per%ormance?
A. Physics and 7ath B. English
C. Physics D. 7ath
1&,. 'tudy this group o% tests which was administered with
the %ollowing results5 and then answer the <uestion.
'u#Mect 7ean '2 +onnel4s 'core
7ath ,1 1= &$
Physics &1 ; $1
English := 11 1=;
*n which su#MectDsE did +onnel per%orm most poorly in relation
to the group4s per%ormance?
A. English B. English and 7ath
C. 7ath D. Physics
1&1. -hat can #e said o% Peter who o#tained a score o% 9, in
a @rammar o#Mective test?
A. .e answered 9, items in the test correctly.
B. .e answered 9,T o% the test items correctly.
C. .is rating is 9,.
D. .e per%ormed #etter than ,T o% his classmates.
1&9. *n his second item analysis5 Teacher . %ound out that
more %rom the lower group got the test item U 1 correctly.
This means that the test item BBBBBB.
A. has a negative discriminating power
B. has a lower validity
C. has a positive discriminating power
D. has a high rea#ility
1&:. NSAT and NEAT results are interpreted against set
mastery level. This means that NSAT and NEAT %all under
BBBBBBBBBB.
A. intelligence test B. Aptitude test
C. criterion?re%erenced test
D. norm?re%erenced test
1&;. Teacher > does norm?re%erenced interpretation o% scores.
-hich o% the %ollowing does she do?
A. 'he descri#es group per%ormance in relation to a level o%
mastery set.
B. 'he uses a speci)ed content as its %rame o% re%erence.
C. 'he compares every individual studentNs scores with
others4 scores.
D. 'he descri#es what should #e their per%ormance.
1,=. Test norms are esta#lished in order to have a #asis %or
BBBBBBBBBB.
A. esta#lishing learning goals
B. interpreting test results
C. computing grades
D. identi%ying pupils4 diOculties
1,1. -hich is most implied #y a negatively s0ewed score
distri#ution?
A. The scores are evenly distri#uted %rom le%t to the right
B. 7ost pupils are achievers
C. 7ost o% the scores are low
D. 7ost o% the scores are high
1,. -hich holds true to standardi6ed tests?
A. They are used %or comparative purposes
B. They are administered diGerently
C. They are scored according to diGerent standards
D. They are used %or assigning grades
1,$. 'tudents4 scores on a test were! 95 95 9$5 9&5 915 9:5
:15 :$5 and :,. The score 91 is the BBBBBB.
A. mode B. average C. mean D. median
1,&. Are percentile ran0s the same as percentage correct?
A. *t cannot #e determined unless scores are given.
B. *t cannot #e determined unless the num#er o% examinees
is given.
C. 3o D. >es
1,,. *n which competency do my students )nd the greatest
diOculty? *n the item with a diOculty index o% BBBBBBBBB
A. =.1 B. =.; C. =., D. 1.=
1,1. 'tudy this group tests which was administered wit the
%ollowing results5 then answer the <uestion
'u#Mect 7ean 'D +unnelNs 'core
7ath ,1 1= &$
Physics &1 ; $1
English := 11 1=;
*n which su#MectDsE were the scores most homogenous?
A. 7ath B. English
C. Physics D. Physics and 7ath
1,9. -hich measureDsE o% central tendency separateDsE the
top hal% o% the group %rom the #ottom hal%?
A. 7edian B. 7ean
C. 7edian and 7ean D. 7ode
1,:. -hich applies when s0ewness is 6ero?
A. 7ean is greater than the median
B. 7edian is greater than mean
C. 'cores have three modes
D. 'cores are normally distri#uted
1,;. 'tandard deviation is to varia#ility as mode to
BBBBBBBBBB.
A. level o% diOculty
B. discrimination
C. correlation
D. central tendency
11=. -hat is the mean o% this score distri#ution! &5 ,5 15 95 :5
;5 and 1=?
A. 9 B. 1 C. :., D. 9.,
111. 'tandard deviation is to varia#ility as mean is to
BBBBBBBBBB.
A. coeOcient o% correlation
B. central tendency
C. discrimination index
D. level o% diOculty
11. -hat measure o% central tendency does the num#er 11
represent in the %ollowing data! 1&5 1,5 195 115 1;5 =5 115 1&5
and 11?
A. 7odeB. 7edian
C. 7ode and median D. 7ean
11$. -hich one can enhance the compara#ility o% grades?
A. (sing common conversion ta#le %or translating test scores
in to ratings
B. "ormulating tests that vary %rom one teacher to another
C. Allowing individual teachers to determine %actors %or rating
D. *ndividual teachers giving weights to %actors considered %or
rating
11&. -hich descri#es norm?re%erenced grading?
A. The per%ormance o% the group
B. -hat constitutes a per%ect score?
C. The students4 past per%ormance
D. An a#solute standard
11,. The search %or related literature #y accessing several
data#ases #y the use o% a telephone line to connect a
computer li#rary with other computers that have data#ase is
termed BBBBBBBBBB.
A. compact disc search
B. manual search
C. on?line search
D. computer search
111. Two students are given the -*'E **. 2ne has a %ull scale
*F o% ;15 while the other has an *F o% 1=;. -hich conclusion
can #e drawn?
A. The second student has signi)cantly higher intellectual
a#ility
B. The )rst student is pro#a#ly #elow average5 while the
second has a#ove average potential
C. Both students are %unctioning in the average range o%
intellectual a#ility
D. Another *F test should #e given to truly assess their
intellectual potential
119. -hich type o% report re%ers to "on9the9spot" description
o% some incident5 episode
or occurrence that is #eing o#served and recorded as #eing o%
possi#le signi)cance?
A. Auto#iographical report
B. Biographical report
C. Lalue and interest report
D. Anecdotal report
11:. The #est way %or a guidance counselor to #egin to
develop study s0ills and ha#its in underachieving student
would #e to BBBBBBBBBB.
A. has these underachieving students o#serve the study
ha#its o% excelling students
B. encourage students to tal0 a#out study ha#its %rom their
own experiences
C. has them view )lm strips a#out various study approaches
D. gives out a list o% eGective study approaches
11;. -hich illustrates a developmental approach in guidance
and counseling?
A. 'potting on students in need o% guidance
B. Teaching students how to interact in a positive manner
C. Acting as a mediator
D. 7a0ing the decision %or the con%used student
19=. -ho among the %ollowing needs less ver#al counseling
#ut needs more concrete and operational %orms o% assistance?
The child who BBBBBBBBBBB.
A. has mental retardation
B. has attention?de)cit disorder
C. has learning disa#ility
D. has conduct disorder
191. The cultivation o% rePective and meditative s0ills in
teaching is an inPuence o% BBBBBBBBBB.
A. 'hintoism B. Ken Buddhism
C. Con%ucianism D. Taoism
19. .elping in the development o% graduates who are
"maka9"iyos" is an inPuence o%
A. naturalistic morality
B. classical Christian morality
C. situational morality
D. dialectical morality
19$. The attention to the development o% a deep respect and
aGection %or our rich cultural past is an inPuence o% BBBBBBBBBB.
A. Con%ucius B. .egel
C. Teilhard de Chardin D. Dewey
19&. -hose teaching is in support o% "&ducation for %ll" DE"AE5
he asserted that in teaching there should #e no distinction o%
social classes.
A. 'un >at 'en B. Con%ucius
C. 7encius D. /ao T6u
19,. -e encounter people whose prayer goes li0e this! "-
0od, if there is a 0od: save my soul, if I have a soul" "rom who
is this prayer?
A. 'toic B. Empiricist
C. Agnostic D. '0eptic
191. .ow would you select the most )t in government
positions? Applying Con%ucius teachings5 which would #e the
answer?
A. By course accreditation o% an accrediting #ody
B. By merit system and course accreditation
C. By merit system
D. By government examinations
199. -hose inPuence is the education program that puts
emphasis on sel%?development through the classics5 music5
and rituals?
A. Buddha B. 7ohammed
C. Con%ucius D. /ao T6u
19:. >our teacher is o% the opinion that the world and
everything in it are ever changing and so teaches you the s0ill
to cope with change. -hat is his governing philosophy?
A. *dealism B. Existentialism
C. Experimentalism D. +ealism
19;. Lalue clari)cation as a strategy in Lalues Education
classes is anchored on which philosophy?
A. Existentialism B. Christian philosophy
C. *dealism D. .edonism
1:=. A guest spea0er in one graduation rites told his
audience! ")eminder, you are what you choose to be." The
guest spea0er is more o% aAan BBBBBBBBBB.
A. realistic B. pragmatist
C. idealist D. existentialist
1:1. "%ll men are pretty much alike. It is only by custom that
they are set apart"5 said one 2riental philosopher. -here can
this thought #e most inspiring?
A. *n a multi?cultural group o% learners
B. *n multi?cultural and heterogeneous groups o% learners and
indigenous peoples4 group
C. *n a class composed o% indigenous peoples
D. *n heterogeneous class o% learners
1:. "rom whom do we owe the theory o% deductive
inter%erence as illustrated in syllogisms?
A. Plato B. 'ocrates
C. Aristotle D. Pythagoras
1:$. Teacher A 0nows o% the illegal activities o% a neigh#or
#ut 0eeps <uiet in order not to #e involved in any
investigation. -hich %oundational principle o% morality does
Teacher A %ail to apply?
A. The end does not Musti%y the means.
B. The principle o% dou#le?eGect
C. Always do what is right.
D. Between two evils5 do the lesser evil.
1:&. Teacher A is directed to pass an undeserving student
with a death threat. -hich advice will a hedonist give?
A. Pass the student. -hy suGer the threat?
B. Don4t pass him. >ou surely will not li0e someone to give
you a death threat in order to pass.
C. Don4t pass him. /ive #y your principle o% Mustice. >ou will
get reward5 i% not in this li%e5 in the nextV
D. Pass the student. That will #e o% use to the student5 his
parents and you.
1:,. .istory #oo0s used in schools are replete with events
portraying de%eats and wea0nesses o% the "ilipino as a people.
.ow should you tac0le them in the classroom?
A. Present them and express your %eelings o% shame.
B. Present %acts and use them as means in inspiring your
class to learn %rom them.
C. Present them and #lame those people responsi#le or those
who have contri#uted.
D. Present them as they are presented5 and tell the class to
accept reality.
1:1. *% you agree with +i6al on how you can contri#ute to our
nation4s redemption5 which should you wor0 %or?
A. 2pening our doors to %oreign inPuence
B. (pgrading the <uality o% the "ilipino through education
C. 'ta#ili6ing the political situation
D. @aining economic recovery
1:9. +ights and duties are correlative. This means that
BBBBBBBBBB.
A. rights and duties regulate the relationship o% men in society
B. rights and duties arise %rom natural law
C. each right carries with it one or several corresponding
duties
D. rights and duties ultimately come %rom @od
1::. A teacher who e<uates authority with power does NOT
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A. shame
B. develop sel%?respect in every pupil
C. retaliate
D. intimidate
1:;. -hich is a true %oundation o% the social order?
A. 2#edient citi6enry
B. The reciprocation o% rights and duties
C. 'trong political leadership
D. E<uita#le distri#ution o% wealth
1;=. *n what way can teachers uphold the highest possi#le
standards o% <uality education?
A. By continually improving themselves personally and
pro%essionally
B. By wearing expensive clothes to change people4s poor
perception o% teachers
C. By wor0ing out undeserved promotions
D. By putting down other pro%essions to li%t the status o%
teaching
1;1. A teacherAstudent is held responsi#le %or his actions
#ecause sAhe BBBBBBBBBB.
A. has instincts B. is mature
C. has a choice D. has reason
1;. The typical autocratic teacher consistently does the
%ollowing EXCEPT
A. encouraging students
B. shaming students
C. ridiculing students
D. intimidating students
1;$. -hat should you do i% a parent who is concerned a#out a
grade his child received compared to another student4s grade5
demands to see #oth students4 grades?
A. +e%use to show either record.
B. 'how #oth records to him.
C. +e%use to show any record without expressing permission
%rom principal.
D. 'how only his child4s records.
1;&. Teacher F does not want Teacher B to #e promoted and
so writes an anonymous letter against Teacher B accusing her
o% %a#ricated lies Teacher F mails this anonymous letter to the
'chools Division 'uperintendent. -hat should Teacher F do i%
she has to act pro%essionally?
A. 'u#mit a signed Musti)a#le criticism against Teacher B5 i%
there is any.
B. @o straight to the 'chools Division 'uperintendent and
gives criticism ver#ally.
C. .ire a group to distri#ute poison letters against Teacher B
%or in%ormation dissemination.
D. *nstigate student activists to read poison letters over the
microphone.
1;,. Teachers o%ten complain o% numerous non?teaching
assignments that adversely5 aGect their teaching. Does this
mean that teachers must #e preoccupied only with teaching?
A. >es5 i% they are given other assignments5 Mustice demands
that they #e properly compensated.
B. >es5 #ecause other community leaders5 not teachers5 are
tas0ed to lead in community activities.
C. 325 #ecause every teacher is expected to provide
leadership and initiative in activities %or #etterment o%
communities.
D. >es5 #ecause teaching is enough %ull time Mo#.
1;1. *n a study conducted5 the pupils were as0ed which
nationality they pre%erred5 i% given a choice. 7aMority o% the
pupils wanted to #e Americans. *n this case5 in which
o#ligation relative to the state5 do schools seem to #e %ailing?
*n their o#ligation to BBBBBBBBB.
A. respect %or all duly constituted authorities
B. promote national pride
C. promote o#edience to the laws o% the state
D. instill allegiance to the Constitution
1;9. *n the Pream#le o% the Code o% Ethics o% Pro%essional
Teachers5 which is NOT said o% teachers?
A. /ET passers
B. Duly licensed pro%essionals
C. Possess dignity and reputation
D. -ith high?moral values as well as technical and
pro%essional competence
1;:. Teacher . and Teacher * are rivals %or promotion. To gain
the %avor o% the promotional staG5 Teacher * oGers her #each
resort %or %ree %or mem#ers o% the promotional staG #e%ore the
ran0ing. As one o% the contenders %or promotion5 is this
#ecoming o% her to do?
A. >es. This will #e pro%essional growth %or the promotional
staG.
B. 3o. This may exert undue inPuence or the mem#ers o% the
promotional staG and so may %ail to promote someone on the
#asis o% merit.
C. >es. The rare invitation will certainly #e welcomed #y an
overwor0ed promotional staG.
D. >es. There4s nothing wrong with sharing one4s #lessings.
1;;. Each teacher is said to #e a trustee o% the cultural and
educational heritage o% the nation and is5 under o#ligation to
transmit to learners such heritage. -hich practice ma0es him
%ul)ll such o#ligation?
A. (se the latest instructional technology.
B. 2#serve continuing pro%essional education.
C. (se interactive teaching strategies.
D. 'tudy the li%e o% "ilipino heroes.
==. Teacher " is newly converted to a religion. Deeply
convinced o% his new %ound religion5 he starts 7onday classes
#y attac0ing one religion and convinces his pupils to attend
their religious services on 'undays. *s this in accordance with
the Code o% Ethics o% Pro%essional Teachers?
A. >es. -hat he does is values education.
B. 3o. A teacher should not use his position to proselyte
others.
C. >es. *n the name o% academic %reedom5 a teacher can
decide what to teach.
D. >es5 what he does strengthens values education.