Employability, Communication, Leadership & Education Foundations

A student teacher wants to redesign a vocabulary lesson to make it more engaging. They hope to add something that requires students to apply new words instead of memorizing them. Which action best fits their goal?

• Use a digital game that requires word application

• Assign more definitions

• Have silent reading the entire period

• Repeat last year's method

During a group activity, a student looks confused while the others rush ahead. The student teacher wants to show strong interpersonal communication skills. What should they do first?

• Ask open-ended questions to understand the student’s confusion

• Take over the task

• Tell the student to figure it out alone

• Ignore the situation

You must email a parent about missing assignments and want to show professionalism. You also want them to feel comfortable asking for clarification. Which email is most appropriate?

• “Your child didn’t do work. Fix this.”

• “Attached is a list of missing assignments. Please contact me if you'd like to discuss next steps.”

• “Hey, they didn’t turn stuff in.”

• “I don’t have details right now.”

Your mentor teacher expresses frustration about a lesson and begins explaining what went wrong. You want to demonstrate strong listening skills. What should you do?

• Maintain eye contact and summarize what you heard

• Interrupt with your own story

• Look at your phone

• Change the subject

Two students begin arguing during a reading activity and tensions rise quickly. You want to use effective interpersonal abilities. What should you do first?

• Calmly ask each student to share their viewpoint

• Raise your voice

• Remove both students immediately

• Ignore the issue

Your class must complete a bulletin board display and divide responsibilities. Some parts involve creativity while others involve personal writing. Which part is best done in a group?

• Designing the theme and layout

• Writing personal reflections

• Completing individual journals

• Conducting personal evaluations

You were assigned to prepare materials for tomorrow’s lesson and finished early to review everything for accuracy. Your mentor teacher appreciates your reliability. Which trait are you demonstrating?

• Responsibility

• Carelessness

• Impulsivity

• Disorganization

You are preparing questions for a lesson and want students to go beyond basic recall. Which question demonstrates higher-order thinking?

• “What page is the definition on?”

• “What is a food chain?”

• “How would you design an ecosystem that could survive in another climate?”

• “Is a forest green?”

A disagreement occurs during a group project, and you use conflict-resolution strategies learned in class. Your mentor notices and compliments your approach. What are you demonstrating?

• Teaching skill sets

• Avoidance

• Disinterest

• Irresponsibility

You attend job shadowing events and interview teachers to build your understanding of the field. These activities help you choose your future path. What are you doing?

• Building a relevant career plan

• Avoiding research

• Focusing on unrelated hobbies

• Making random choices