SBU Field Block 1 Exam 1

Constructivist learning environments are based on the belief that

• learning is demonstrated by the random actions of the child which should be encouraged.

• adults and children learn in different ways and therefore children’s learning must be structured and monitored.

• teachers and children must collaborate about what and is to be learned and taught and how  

        how teaching and learning should occur.

• children build their own knowledge of the world as they attempt to establish connections between what they already know and what is new to them.

__________________ emphasize learning as a social process.

• Social constructivists.

• Cultural constructivists.

• Cognitive constructivists.

• Language constructivists.

When children are given a task they are able to complete with just the right amount of assistance they are considered to be experiencing the zone of 

• actual development.

• assisted development.

• proximal development.

• constructional development.

According to NCSS, powerful social studies teaching is

• skills and technology based. 

• challenging, student-centered, and standards focused.

• meaningful, integrative, value-based, challenging and active.

• consistent, teacher-directed, well-planned.

Another name for graphic organizers is 

• content maps.

• concept maps.

• thinking maps.

• research maps.

The classroom environment is complex, and teachers must make many quick decisions throughout the school day. Which of the following options would most effectively reduce complexity and make classes flow more smoothly?

• Keeping meticulous notes about what needs to be done, when it gets done, and how it gets done

• Sticking to the planned schedule each day and adhering carefully to the lesson plan in individual lessons

• Reflecting carefully and thoroughly before making any decision regarding management or instruction

• Developing a management plan to provide structure, increase efficiency, and prevent unproductive behavior 

Which of the following should receive the most emphasis in a classroom management plan?

• Fostering a sense of community and cooperation 

• Developing strong patterns of compliance

• Interacting with the students who seem most engaged

• Remediating problem behaviors immediately

What is an effective classroom manager most likely to do when students are uninterested in the topics under study?

• Spend little time on those topics, instead allocating their time to topics that are more engaging to students

• Consider ways to connect the material to students’ lives and to use engaging activities as motivators 

• Tell students that the material isn’t always interesting but that they are still responsible for learning

• Spend class time building relationships and talking about why the curriculum includes the information that it does

Some teachers generally demonstrate high influence behaviors and low affect behavior. What reactions would you expect from their students?

• Their students would most likely comply with directives and seek to meet expectations, viewing themselves as valued members of a class with reasonable expectations.

• Their students would most likely not be fully clear about what is expected of them, but would view their teacher as caring, supportive, and interesting.

• Their students would most likely comply with directives and seek to meet expectations out of a sense of responsibility or fear.  

• Their students would most likely be confused about class structure, be minimally invested in meeting expectations, and demonstrate negativity and disconnectedness.

Which of the following statements most accurately reflects a caution about boundary concerns in relationship development?

• Teachers who develop warm and supportive relationships with their students are more likely to receive parental criticism than teachers who maintain firm boundaries.

• Teachers must establish a hard and fast set of boundaries to guide their student interactions and should not deviate from these boundaries.

• Teachers must be mindful of the nature and scope of the relationships they develop with students.  

• Teachers who do not establish firm boundaries are unlikely to develop meaningful and supportive relationships with students.