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Instructor 1 Final Exam Review With correct Answers.
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Instructor 1 Final Exam Review With correct Answers.
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Instructor 1 Final Exam Review With correctAnswers
Desire nto nteach n- nANS-Which ncharacteristic nof nan neffective ninstructor ncan ngenerate
nenthusiasm nin nstudents nand nadministrators?
Strong ninterpersonal nskills n- nANS-Which ncharacteristic nof nan neffective ninstructor nshows
nsensitivity?
Motivation n- nANS-Which ncharacteristic nof nan neffective ninstructor nencourages nstudents
nas nthey nattempt nto nlearn?
Preparation nand norganization n- nANS-Which ncharacteristic nof nan neffective ninstructor
ninvolves npracticing ntheir npresentation nto ndetermine nwhether nsufficient ntime nis
nscheduled?
Empathy n- nANS-The nability nto nunderstand nthe nfeelings nand nattitudes nof nanother nperson
nis nknown nas:
Fairness n- nANS-Which ncharacteristic nof nan neffective ninstructor nevaluates nperformance
nagainst nan nestablished nobjective?
Sincerity n- nANS-The nquality nof nbeing nopen nand ntruthful nthat nwill nencourage nstudents nto
nreact, nrespond, nand ncooperate nmore npositively nis:
Vocation nthat nrequires nspecialized nknowledge nand nlong npreparation n- nANS-The nterm
nprofessionalism nis ndefined nas na:
Members nof na nprofession nare ncommitted nto ncontinued nstudy nand neducational
nadvancement n- nANS-Which nf nthe nfollowing nstatements nabout na nprofession nis nMOST
naccurate?
Providing neffective ntraining nthat nis nsafe n- nANS-Which nof nthe nfollowing nis nan ninstructors
nobligation nto nthe nstudent?
Providing ntraining nthat nsupports nthe ndepartments nmission n- nANS-Which nof nthe nfollowing
nis nan ninstructors nobligation nto nthe norganization?
Being na npositive nrole nmodel nand neffective nleader n- nANS-Which nof nthe nfollowing nis nan
ninstructors nobligation nto nthe nprofession?
,Being naware nof nnew nimprovements nor ndevelopments n- nANS-Which nof nthe nfollowing nis
nan ninstructors nobligation nto nthemselves?
Instructor npriorities n- nANS-Which nchallenge nrequires nthe ninstructor nto nperform nmultiple
ntasks nwithin nan norganization?
Student nPriorities n- nANS-Which nchallenge nrequires ninstructor nawareness nof ntime
nconstraints nand nother noutside ninfluences no nstudents nability nto ntrain?
Organizational napathy n- nANS-Which nchallenge nrequires nthe ninstructor nto ngain nthe
nrespect nof ntheir norganization nby nproviding nthorough nsafe, nand neffective ntraining?
Professional ndevelopment n- nANS-Which nchallenge nrequires nthe ninstructor nto ncontinue
nto nlearn nby ncontinuing neducation nopportunities?
Management ndirectives n- nANS-Which nchallenge nrequires nthe ninstructor nto nwork nwith
nsuperiors nto naffect nchange nwithin norganizations?
Cooperative nrelationships n- nANS-Which nchallenge nrequires nthe ninstructor nto nwork nwith
nofficials nfrom nother nagencies?
Title nVII nof nthe ncivil nRights nAct n- nANS-Which nfederal nlaw nprohibits nemployment
npractices nthat ndiscriminate nbased non nrace, ncolor, nreligion, nsex, nor nnational norigin?
Buckley nAmendment n- nANS-Which nfederal nlaw nprohibits ninvasion nof na npersons nright nto
nprivacy nor nunwanted npublicity?
Ordinance n- nANS-A n_____________ nis na nlocal nlaw nthat napplies nto npersons, nthings, nand
nactivities nin na njurisdiction.
Code n- nANS-Which nof nthe nfollowing nis na nbody nof nlaws narranged nsystematically nusually
npertaining nto none nsubject narea?
Standards n- nANS-Which nof nthe nfollowing nare ncriterion ndocuments nthat nare ndeveloped nto
nserve nas nmodels nor nexamples nof ndesired nperformance nor nbehaviors?
Code nof nEthics n- nANS-A nstatement nof nwhat nis nright nand nproper nconduct nfor nan
nindividual nin nall nrelationships nand nactivities nwithin nan norganization nis nknown nas na:
Ethics nprogram n- nANS-Which nof nthe nfollowing nincludes nan norganizational nand nindividual
ncode nof nconduct?
Acceptable nbecause nno none nwill never nknow n- nANS-A ncommon nexplanation nused nto
njustify nwrong nactions nis nbelieving nthat nthe naction nis:
, Sensory nStimulus nTheory n- nANS-Which nof nthe nfollowing nstates nthat nthere nis na nlifelong
nreliance non nthe nfive nsenses nas nthe nprimary ntool nset nfor nlearning?
Knowles nAssumption nof nAdult nLearners n- nANS-Which nof nthe nfollowing nprovides na nset nof
nassumptions nfor neffectively nteaching nadults?
Thorndike's nLaws nof nLearning n- nANS-Which nof nthe nfollowing nincludes nreadiness,
nexercise, neffect, ndisuse nand nassociation?
Life nexperience n- nANS-An nadult nstudent npossessing na nvariety nof nknowledge ngained
nthrough nwork, nleisure, nand nfamily nresponsibilities nis nknown nas:
Motivation n- nANS-Adult nstudents ninternal ndesire nto ngain nknowledge nor nskill nthey nbelieve
nwill nhelp nthem nto nbe nsuccessful nis nan nexample nof:
Self-confidence n- nANS-Adult nstudents nbelieving nin ntheir nabilities nto nbe nsuccessful nis nan
nexample nof:
Age n- nANS-Which npart nof nstudent ndiversity nmay ncause none ngroup nof nstudents nto nprefer
ntraditional ninstruction nrather nthan nweb-based ninstruction?
Gender nBias n- nANS-Which npart nof nstudent ndiversity nmay neffect nstudents nperception nof
nthe ninstructor nand ncan nbe ndisruptive nto neffective ninstruction?
Take nadvantage nof nopportunities nto nattend ncultural ndiversity ntraining n- nANS-Which nof
nthe nfollowing nis nthe nbest nway nfor nan ninstructor nto nprepare nfor ncultural ndiversity nin nthe
nclassroom?
Cognitive n- nANS-Which nof nthe nfollowing ndomains nof nlearning nis nusually npresented nin na
nlecture nor ndiscussion nform?
Psychomotor n- nANS-Which ndomain nof nlearning nis nreferred nto nas nhands-on ntraining?
Affective n- nANS-Which ndomain nof nlearning ninvolves nhow nindividuals ndeal nwith nissues
nemotionally?
Reaches nindividual nlearning nstyles n- nANS-Instructors nshould nplan na nvariety nof nteaching
nmethods nin ntheir nlessons nbecause nit:
Learning nstyles ncan nbe nrecognized nby ninstructors n- nANS-Which nof nthe nfollowing
nstatements nabout nlearning nstyles nis nMOST naccurate?
Orderly nthinking nprocess nthat nhas nboth na nbeginning nand nend n- nANS-Which nof nthe
nfollowing nis nan nexample nof na nsequential nstrategy?
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