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Acknowledging & Probing a student’s response
Accepting & clarifying a student’s response
Acknowledging & reinforcing a student’s response
Framing and Prompting a student’s response
State Adopted Textbooks
Programmed instructions
Hands On Instructions
Independent study
Independent study
Recitation of material to be learned
Programmed Instructions
Hands On Instructions
Check for traffic patterns in the room
Ask other teachers opinions on how to arrange the classroom
Plan activities that will limit the need for the students movements
Consider the physical environment requirements for different types of teaching strategies
Demonstrating the lesson and then allowing students to view the demonstration on a videotape
Playing classical music softly in the background while students complete their laboratory assignments
Requesting that students write a process analysis of an experiment
Asking students to draw models of the elements of compounds
Critical thinking
Semantic mapping
Inductive mapping
Skills application
Monitoring
Focus On Form
Modeling
Provide Context
To teach students that rules are applicable to all
To enforce rules in the classroom so that students do not bother others
To be assertive as a teacher
To gain students commitment to the rules
Language Abilities
Direct Teaching
Multiple Intelligences
Met cognitive strategies
Contact students parents for advice and assistance
Refer the student to the child study team
Seek the advice and assistance of a more experienced teacher
Refer the student to a professional counselor in a private practice
The student will think clearly and rationally
The student will identify the nouns in a sentence
The student will list the main ideas in a short story
The students will give a well organized speech
Arrange for Kwane to show pictures of his national dress to the class and explain the purpose of the cap
Repeat rules for dress to the class and explain the reason of the rule
Punish all students, except Kwane, who’s wears a cap to class because they do not have permission
Invite the principle to the class to talk about rules and how they were developed
Providing monolingual dictionaries, regular assessing students writing and simplifying question types
Translating when appropriate, teaching English language skills overtly and providing comprehensible input
Reaching to students learning styles, having non ELL students explain key concepts and using a whole language approach
Introducing learning strategies, teaching content and language skills ad introducing multicultural topics in class.
Lecture
Programmed Learning
Independent Seat work
Guided Discovery
Performance
Norm Referenced
Criterion Referenced
Intelligence
Self Interest
Self Esteem
Curiosity
Competence
Stand next to john at the next fire drill
Present a film on fires and safety procedures
Present a role playing opportunity for john related to emergencies fire procedures
Conduct class discussions on the important of obeying rules for the self protection
Reading achievement is Comparable to the average students repeating the 5th grade for the second time
Reading achievement is Comparable to the average students having a stanine score of 5
Conduct class discussions on the importance of obeying rules for self protection
Reading achievement is Comparable to the average student in the second month of the 5th grade
Florida Department of Education
Local teacher Organization
Commissioner of Education
Educational standards of Commission
Align with the textbook
Multiple Solutions
Have creative instructions
Are carefully organized
The knowledge to be included on the end of the unit test
The knowledge and behaviors expected of students after instruction
The behaviors required of students during instruction
The activities in which the students will be engaged during the unit
Have a peer test the student orally
Enlarge the print on the test
Have the student write vocabulary words and define the vocabulary words on a large sheet of paper
Tests only the learning objectives instead of all objectives that cover the content
Reinforcement is supplied after the student completes mutually agreed upon assignments and exhibits appropriate behavior
Undesirable behavior Is weakened by temporarily removing positive reinforcements
The student selects an agreed upon learning activity from a choice of related activities
The teacher ignores undesirable responses and reinforces desirable responses
Stop the behavior each time it occurs
Develop a plan to change the behavior
Confer with the parent and principle about the students behavior
Ignore the behavior and talk with the students after the class
Promoting instructional reading and writing in content area
Grouping students according to achievements in content area
Aligning curriculum with parental value
Emphasizing multiculturalism in the curriculum
The students way to solve the problem is to begin this way
Other students do not give gifts
It’s too expensive
It is likely to influence the teachers professional judgment
A better way to solve the problem is to begin this way
The author did not intend for you to see it that way
No, I wouldn’t make that comparison
I continue to see new things in this picture everyday
Avoid making fraudulent statements to students
Use institutional privileges to raise student scores
Maintain honesty in all professional dealings
Allow for the individual preparation of teachers made materials
Giving students the resource list for each presentation
Reviewing the content of the lesson at the end of each presentation
Giving the students a quiz at the end of each presentation
Repeating the main points at the end of each presentation
Mark the first choice which appears to be correct answer
Omit items rather than making informed guesses
Go back and check the answers if time permits
Mark all the items without returning to reconsider the answer
Asking students to choose a famous composer from the period to research
Playing examples of music by great composers from that period
Asking local musicians to talk about music from the period
Requesting students to find examples of music from the period
Assume the students lacks the ability to do the work and refer to a special class
Provide opportunities for the student to experience success
Assign a classmate to help the student with the assignment and interactions with other students
Contact the students parents and ask them to provide help to bring the student up to grade level
Drill & Practice
Simulation
Application
Tutorial
Make music to illustrate Gandhi’s struggles and triumphs
Write a description of Gandhi’s early schooling and work
Describe how Gandhi’s life compared to the life of nelson Mandela
Identify the elements of Gandhi’s strategy that made it ultimately successful
John Dewey
Abraham Maslow
B.F Skinner
Frank Dillard
Discussing the situation with the students in a problem solving setting
Making the punishments for rule infraction more severe
Analyzing the broken rules situation and whether the consequences are appropriate
Analyzing the rules to determine which ones need to be revised
The teacher participates by interpreting, explaining, or directing
The teacher restates the students messages
The teacher focuses on the student’s feelings and gives advice
The teacher emphasizes, reassures and questions students
Jigsaw
Cooperative reading
Modeling
Mindless
Avoid embarrassment or humiliation of students
Maintain honesty in professional dealings
Create a safe nurturing environment
Provide access to diverse points of the view
Intelligence and creativity
Reading ability
Students time on task
Reference for learning style
Is a careful observer, views things from different perspectives and looks for the meanings of things
Is a systematic planner, acts on intellectual understandings and analyzes ideas logically
Relates to people is sensitive to feelings and people and learns from specific experiences
Is able to get things done, influences events through action and is a risk taker
Understanding
Interpretation
Self Confidence
Self Actualization
Consult the cumulative records of assigned students to previous test scores and grades
Assume class will have students with varying abilities and skills
Consult the students teachers from the previous year
Wait for the results of the fall standardized testing program to plan curriculum
Invite the principle to discuss disciple with the students
Work with the student to develop a list of rules
Distribute and discuss the schools code of conduct with the student
Hold parent conferences with the student present
Describing the characteristics of mammals, giving an oral presentation on a holiday and writing a postcard
Discussing food from their countries writing a one page summary of a favorite short story and reading poems
Doing story problems in mathematics answering the phone and asking directions
Ordering lunch in school cafeteria, greeting the principle and playing a game with the classmates
Language diffusion
Comprehensible input
Code Switching
Language transfer
Graphic organizer
Anticipation guide
Perspective graph
Priority pyramid
Teach a procedure for asking questions during the teachers presentation
Realize that this is there learning style and just plan to cover less material during each lesson
Ignore their hands until the presentation is finished
Talk with the students privately and explain that they are annoying other students
Ask question that have students predict outcomes and solve problems
Ask question that have students recall and recognize
Ask question that have students respond to who when and where
Ask question that have students define explain and describe
Enforcing state standards
Tracking
Issuing report cards
Standardized testing
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