questions for credit - the master teacher€¦ · d. let your students know you mentor because you...

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Questions for Credit

The following short answer questions for Volume 49 give participants an opportunity to earn

additional Professional Development Points (PDP) or Continuing Education Units (CEU). These

questions can also be used to facilitate discussion during professional development or inservice

sessions to give participants a chance to reflect on what they learned and apply the material to real

classroom situations.

Directions:

1. Copy and Paste the questions for the appropriate module out of this document.

2. Provide the questions to your staff and ask them to complete the Questions for Credit

(Essay) after reading the selected module.

3. Staff members submit completed questions to administrator for review.

THE MASTER TEACHER recommends ½ credit for each set of Questions for Credit (Essay) associated

with an individual module.

By completing these questions for all 36 modules in a volume, the participant could earn up to 18

PDPs/CEUs (where 1 hr. = 1 credit).

The answer key for the Post-tests is only available in printed copies of the Leader’s Guide.

http://www.masterteacher.com/


MTPd 4901 – Mindsets You Need For Making A Difference

Objective: In this lesson, the participant will learn winning mindsets to make an impact on every

student in his or her classroom.

Post-test

1. What does a teacher need to do in order to be highly effective?

a. Model specific mindsets constantly.

b. Assign lots of extra activities.

c. Meet with parents at least once a year.

d. None of the options.

2. How can teachers motivate students to give full effort?

a. By keeping student aspirations and hopes alive.

b. By adopting the mindset that learning is aspirational.

c. By never forgetting today’s failure is not permanent.

d. All of the options.

3. Which of the following is NOT true about choosing to be positive?

a. It means not being blocked by the negative.

b. It means choosing to see the cup as half full.

c. It encourages students to try less since they think they’ll succeed anyway.

d. It should begin with teacher modeling.

4. If students are never _____ and never _______, that class is a waste of time.

a. Ridiculed; receive an F.

b. Stretched; falter.

c. Challenged; quit.

d. Taught a new perspective; travel the world.

Essay Questions:

1. Why might it be said that mindsets are disciplines we choose to live by? Provide at least two

examples.

2. Discuss what it means to teach mindsets to students. What are some useful strategies?

3. What is the relationship among hope, effort, and persistence in generating new learning?

4. How can we teach students that attitude is a choice and habit, not a predictable result of

circumstances?

5. What is the relationship between respect and learning? Discuss at least three examples of

this relationship?



MTPd 4902 – Start And Stay With “Why?”

Objective: In this lesson, the participant will learn how making certain students know the purpose

and reason for what they are being asked to learn will increase learning in his or her classroom.

Post-test

1. Which of the following is NOT a reason to focus on “why”?

a. It powers much of children’s early learning.

b. It is a conversation driver for children.

c. Knowing why makes us more likely to commit and remain engaged.

d. It’s often obvious to us or so difficult to explain we stumble.

2. Why should we be clear with students about the purpose of their learning?

a. Uncertainty and confusion can undermine our efforts to explain “why.”

b. So we can just indirectly refer to why we’re teaching a particular concept.

c. So we can move on even if the students are confused.


3. If we can tap into students’ _______, we can create ________ from the

beginning.

a. Fears; anxiety.

b. Natural inclinations; excitement.

c. Previous learning; peer-groups.

d. Curiosity; confusion.

4. What does it mean when students ask why they must learn something?

a. They already fail to see value in the effort.

b. They’re curious about real-world applications.

c. They’re testing us to see if we know.

d. They’re probably a transfer student.

Essay Questions:

1. What steps do you take to ensure students understand the purpose or benefits of what you

ask them to learn? What additional steps might you take to address this important aspect of

learning?

2. What actions can you take or resources can you tap when you are unclear about the

purpose of what students are expected to learn?

3. How might you engage your students in conversations or investigations to seek out the

purpose of what they are learning? Provide at least three examples.

4. How can you tap what you know about your students to help them see value and purpose in

what they are learning? Discuss at least three strategies.

5. Why might giving students opportunities to apply what they are learning help them see

value and purpose? Provide at least two examples.



MTPd 4903 – Teach Students To Act Like An Owner

Objective: In this lesson, the participant will learn how to help students think like owners of their

own learning.

Post-test

1. Wanting students to take ownership of their learning:

a. Is imposed by administration.

b. Is often parents’ idea.

c. Is a selfish desire of teachers.

d. Is a common and healthy desire for teachers.

2. What is the MOST valuable thing students own?

a. Their clothes.

b. Their books.

c. Their minds.

d. Their vehicles.

3. Once we turn ownership for something over to students:

a. It’s no longer ours.

b. It’s ours even more.

c. It’s both ours and students.

d. It belongs to no one.

4. Which of the following is NOT a strategy suggested in the article?

a. Insist students set their own goals.

b. Refer to the class as “my class.”

c. Keep the concept of ownership fresh.

d. Discuss with students what owners would do.

Essay Questions:

1. What steps and strategies can we use to help students see the classroom as a place where

they have shared ownership?

2. What must we “give up” for students to feel ownership of their learning and experiences?

What are the implications for us and our role?

3. How might having students set goals for their learning help them feel greater ownership?

4. How might having students consider whether they increased the value of their learning or

whether they are receiving a good return on their learning investment help students change

the ways they think about learning?

5. How might thinking like owners shift students from compliance with adult expectations to

commitment driven by the value of learning for its own sake? What are strategies we can

use to help students make this shift?



MTPd 4904 – Ways To Build A Classroom Culture Primed For Achievement

Objective: In this lesson, the participant will learn five key actions that will create an

achievement-oriented culture.

Post-test

1. In order pass on values, we must first:

a. Pretend to have them.

b. Talk about them a great deal.

c. Assign a values-based novel or poem to read.

d. Know ourselves intimately and model the values we espouse.

2. To encourage values, it’s important to do all the following EXCEPT:

a. Announce our value-based performance measurements.

b. Refer to measurements often.

c. Exclude students who don’t live up to our standards.

d. Adopt a one-for-all and all-for-one culture.

3. Trust is a function of:

a. Character.

b. Will.

c. Intent.


4. Which of the following is NOT an action that leads to high expectations and

achievement?

a. Setting the right and appropriate goals.

b. Leaving the path to success up to the students’ interpretation.

c. Teaching, observing student reactions, and making adjustments.

d. Showing students “how to succeed.”

Essay Questions:

1. Why must we know ourselves and what we value before we can build a culture of high

achievement? Provide at least two examples.

2. What actions and strategies can we employ to instill and nurture values associated with high

achievement in our students?

3. What does it mean to create a “one for all” and “all for one” culture? Why might this

commitment increase the achievement of each learner?

4. What role does trust play in building a high-achievement culture in your classroom? Provide

at least three examples.

5. Why might it be true that in a culture focused on high achievement accountability is a “two-

way street”?



MTPd 4905 – Five Ways To Help Students Monitor Their Own Thinking

Objective: In this lesson, the participant will learn five ways to help students develop the habit of

monitoring their thinking as they learn so they remain focused and on track.

Post-test

1. Metacognition is a process defined by:

a. Strenuous teacher-involvement.

b. Monitoring one’s own thinking while learning.

c. Extreme critical thinking.

d. Subconscious learning.

2. If students are unclear about the focus and purpose of our lesson:

a. They will have difficulty focusing their thinking.

b. Their efforts to monitor their thinking will be frustrating.

c. Their efforts to monitor their thinking will be unproductive.


3. Which of the following questions should student learning plans NOT address?

a. What is it that I am going to learn?

b. What strategies can I use?

c. How will I prioritize my efforts?

d. Why can’t I just get it?

1. Which of the following is an example of student “self-talk”?

a. Saying “got it” when they understand and “hmm” when they’re confused.

b. Mumbling to themselves while off-task.

c. Talking into the mirror as a confidence booster.


Essay Questions:

1. What learning benefits are generated when students monitor their thinking? Provide at least

three examples.

2. What actions do we need to take to position learning so that students can realize maximum

benefit from monitoring their thinking?

3. Choose at least one strategy for helping students learn to monitor their thinking and explain

how the strategy can be useful.

4. What role can self-talk play in helping students monitor their thinking?

5. Why does teaching students to be aware of their senses and their surroundings help them

monitor their thinking and increase their learning?



MTPd 4906 – The Do’s And Don’ts Of Being A Superb Mentor

Objective: In this lesson, the participant will learn or reinforce what he or she already knows

about being a special mentor to students.

Post-test

1. What does EAR stand for?

a. Effort, Armor, Results

b. Effort, Attitude, Respect

c. Every, Always, Remember

d. Use your EARs not your mouth.

2. Which of the following is a mentoring “don’t”?

a. Model the acronym EAR.

b. Customize your communication.

c. Tell others of your success.

d. Let your students know you mentor because you “want to.”

3. Why is acting indispensable to students not always a good thing?

a. It may push them away.

b. It may reveal your true talents.

c. It may make parents grateful.

d. Students may not know how much you care.

4. What’s one final mistake we might make in our zeal to be a good mentor?

a. Not being helpful enough.

b. Leaving the helpfulness to others.

c. Forgetting students need encouragement.

d. Being too helpful and forgetting students must try and fail.

Essay Questions:

1. How can the acronyms EAR and ARE help us increase our impact as mentors?

2. What does it mean to customize our communication style to each student? How can we

determine the best communication approach to employ?

3. In what ways can we communicate to students that we are mentoring because we care and

choose to rather than because we are expected to mentor?

4. What dangers accompany the emergence of a belief that we “know it all?” How can this

attitude get in the way of our effectiveness as a mentor?

5. How can being too helpful get in the way of our mentoring effectiveness? Provide at least

two examples.



MTPd 4907 – Be Sure Parents See And Share Your Vision

Objective: In this lesson, the participant will learn how to have parents understand and value the

vision you have for working with their children.

Post-test

1. What is the biggest reason parents should be our natural partners?

a. Our powers of persuasion.

b. Their tax dollars pay our salaries.

c. They understand our vision for schools.

d. We share a common goal: the success of their children.

2. What do we risk if parents don’t understand our vision?

a. Their confusion.

b. Them not buying in.

c. Our efforts being at cross-purposes.


3. How can we help overcome obstacles to parental assistance?

a. Making parents figure out what they can do—and why it’s important.

b. Being specific, realistic, and encouraging.

c. Expecting the same level of assistance from all parents.


4. The foundation of a successful year rests on ____________.

a. A compelling vision that places learning and learners at the center.

b. A compelling vision for improving teacher contentment.

c. A compelling vision for maximizing parent volunteer hours.

d. A compelling vision for restructuring administrative priorities.

Essay Questions:

1. What consequences are predictable if we have no clear vision for our work with students?

2. What consequences can we anticipate when parents fail to see the vision we have for our

work with their children?

3. What steps can we take to encourage parents to share our vision? What does it look and

sound like for parents to share our vision? Discuss at least two examples.

4. What role does ongoing communication play in supporting our partnership with parents?

What information are parents likely to want and need?

5. What signs and signals from parents are evidence that they see and share our vision?



MTPd 4908 – Five Lessons Students Shouldn’t Learn From Us

Objective: In this lesson, the participant will discover lessons we shouldn’t be teaching in class.

Post-test

1. How should teachers spend their time?

a. Planning, designing, reflecting, and adjusting lessons we want students to learn.

b. Reflecting on what lessons we don’t want our students to learn.

c. Avoiding signals that hold the potential to undermine student success.


2. Which of the following is true about compliance?

a. It alone is adequate for life-long success.

b. Jobs that require only compliance pay well and are rewarding.

c. Most schools encourage and reward compliance.

d. Compliance in schools breeds chaos.

3. Which of the following is a lesson we should teach?

a. Grades are what’s most important.

b. There’s more to academic learning than mastering content.

c. “How” something is done is more important than “why” it’s done.

d. Student learning is just for school.

4. The learning our students experience in school must form a solid foundation for:

a. The learning they’ll experience for the rest of their lives.

b. The academic learning they’ll face in the next grade.

c. The work tasks they’ll perform in their jobs.

d. The tests students will take in the future.

Essay Questions:

1. Why shouldn’t students’ experience with learning be largely a matter of compliance?

2. How can a focus on grades get in the way of learning? Provide at least two examples.

3. What is the correct balance between the specific content we ask students to learn and larger

skills and understandings that are important beyond a single context?

4. Why is it important for students to understand the value and purpose of what they are

asked to learn? What impact can this understanding have on the learning process?

5. Why is it important that students see the lessons we teach as having value beyond the

classroom?



MTPd 4909 – Give Effort The Respect It Deserves

Objective: In this lesson, the participant will learn the importance of nurturing a “growth mindset”

in students.

Post-test

1. What did Carol Dweck discover about conquering learned helplessness?

a. It can be fixed with a series of successes.

b. It isn’t actually learned, it’s genetic.

c. It has everything to do with how people regard their failures.


2. After a failure, a student with a growth mindset is likely to say:

a. I am not smart in that area.

b. I thought I was smart, but this new information contradicts that.

c. I will likely fail my next attempt as well.

d. I am going to have to try some different strategies if I am going to learn this.

3. Which of the following is NOT a step we can take to nurture a growth mindset?

a. Teach students about the two mindsets.

b. Give students learning challenges.

c. Share with students some of the difficulties we’ve had.

d. Rush in and help make their paths easier.

4. Students who find easy success need _______, while those who struggle need

_______.

a. To be challenged to stretch; to be reassured that growth will occur.

b. To be knocked down a peg; to be rewarded for trying.

c. To be held up as model students; to be hidden from view.

d. To be given lower grades than they earned; to be given passing grades and

encouragement.

Essay Questions:

1. Why is learned helplessness not necessarily “cured” by a string of successes?

2. Why is what we believe about failure so important to learning?

3. What is the difference between a growth mindset and a fixed mindset? Provide at least two

examples.

4. Why might it be said that “smart is not who you are; it is who you can become”?

5. Which is more important, effort or results? Defend your answer.



MTPd 4910 – Six Techniques To Reduce Dead Time

Objective: In this lesson, the participant will learn six techniques for keeping students engaged

and actively learning during the slower moments of classroom time.

Post-test

1. It is hard for ______ to remain engaged when they do not find what’s going on

important.

a. Teachers.

b. Students.

c. Both teachers and students.

d. Neither teachers nor students.

2. Which of the following is NOT a level of student motivation?

a. Fully active learners.

b. Responsible learners.

c. Halfhearted workers.

d. Allergic learners.

3. Which of the following is listed as a way to keep attention while giving

instruction?

a. Total silence.

b. Requesting complete attention.

c. Keeping instructions simple and short.


4. When should teaching and learning be a passive activity?

a. At no time.

b. Less than half the time.

c. Less than 10 minutes an hour.

d. Learning is usually a passive activity.

Essay Questions:

1. Why might it be said that “dead time is contagious”? What are the learning implications of

this reality?

2. Review the four levels of student motivation discussed in the lesson. Discuss how students

in each of the levels might view learning and its relationship to their lives.

3. How can warm up activities at the beginning of class reduce dead time?

4. What role can physical movement play in reducing dead time?

5. What strategies can you employ when giving instructions to reduce dead time? Provide

examples.



MTPd 4911 – How To Keep A Compelling Score Card

Objective: In this lesson, the participant will learn how to use the themes of time, quality, and

impact to create an easy-to-use scorecard for his or her teaching.

Post-test

1. Determining the highest priority content for students:

a. Is impossible.

b. Is unrealistic.

c. Puts our most important goals at the bottom.

d. Puts our most important goals within reach.

2. Which of the following instructional elements does the lesson focus on?

a. Time, quality, and impact.

b. Reading, writing, and arithmetic.

c. Teacher talk time, student talk time, and parent talk time.

d. Length, breadth, and depth.

3. What is a good way to assess the impact of your teaching?

a. Record teacher talk time.

b. Study student work samples.

c. Brush up on new curriculum.


4. What should you do with your scorecard?

a. Display it for the class to see.

b. Put it in a drawer.

c. Turn it in to an administrator.

d. Send it to an educational magazine.

Essay Questions:

1. What role can a “scorecard” play to help us focus, monitor, and adjust our instruction?

2. How does a teacher’s scorecard differ from a scorecard for students?

3. What are the key elements to be included on a teaching scorecard? What role does each

element play?

4. Why is it important to monitor teacher talk time? What role does teacher talk time play in

student learning?

5. How can we collect high-quality, actionable feedback from students? Discuss at least three

examples.



MTPd 4912 – Let Students See Your Wisdom

Objective: In this lesson, the participant will learn the attributes of being wise and how to share

our wisdom with students.

Post-test

1. Which of the following is universally agreed upon about wisdom?

a. It’s difficult to define.

b. People recognize and appreciate it when they experience it.

c. It’s highly beneficial in all professions.


2. Which of the following is true about wisdom and knowledge?

a. Knowledge is information and skills while wisdom is judgment.

b. Knowledge is set while wisdom is ever-changing.

c. Knowledge is difficult to obtain while wisdom is easy.

d. People who are wise are usually very pessimistic.

3. How should we best correct mistakes?

a. Through punishment.

b. By ignoring them.

c. With caring.


4. Students will respect us if, when we don’t know an answer, we:

a. Say, “I don’t know.”

b. Bluff.

c. Change the subject.

d. Turn the question back on the students.

Essay Questions:

1. What intellectual components and life experiences are combined to form wisdom? What

does each component contribute to the development of wisdom?

2. Is it possible to be a strong teacher by relying on knowledge alone? Must wisdom be part of

a teacher’s intellectual assets? Explain your reasoning.

3. How can wisdom be shared through what we choose to notice and ignore?

4. How is our wisdom demonstrated and shared through our willingness to be vulnerable and

admit that we do not know every answer?



MTPd 4913 – Help Students Deal Successfully With Peer Pressure

Objective: In this lesson, the participant will learn how to help students with a pressure that is as

old as time.

Post-test

1. All of the following are risky behaviors “cool kids” in middle school may feel

pressure to engage in EXCEPT:

a. Vandalism.

b. Drug use.

c. Ditching school.

d. Trying out for a play.

2. The following are all key to the art of making friends EXCEPT:

a. Getting to know one another.

b. Just being nice.

c. Helping each other through struggles.

d. Having fun.

3. The activity I Wish My Teacher Knew did all the following EXCEPT:

a. Created an environment where students felt encouraged to talk about their worries.

b. Gave insecure and isolated students a chance to overcome fear.

c. Tricked students into confessing to crimes they had committed.

d. Spawned a viral phenomenon and its own hashtag.

4. Which of the following is TRUE about being a mentor?

a. It comes easily, especially to bright and well-adjusted students.

b. It does not come easily, with the exception of bright and well-adjusted students.

c. Mentoring and learning are incompatible.

d. To be an effective mentor requires being respectful, trustworthy, and a superb

listener.

Essay Questions:

1. Is peer pressure a more powerful force on popular students than their less popular

classmates? Why or why not?

2. What signs or symptoms can signal that peer pressure is getting out of hand for a student?

Provide at least two examples.

3. What insights and strategies can we share with students to help them see and deal with

positive and negative peer pressure effectively?

4. How can helping students become more skilled at making friends be a counter to peer

pressure? Provide an example.

5. Discuss at least three strategies we can use with students to help them avoid or extricate

themselves from bad or dangerous situations.



MTPd 4914 – Curiosity May Not Be On The Test But…

Objective: In this lesson, the participant will learn how to ignite and sustain curiosity in students.

Post-test

1. Which of the following is NOT TRUE about curiosity?

a. Philosophers have hailed it as central to human DNA.

b. It is why we love visiting faraway places and googling everything.

c. It had little to do with American ingenuity.

d. Thomas Edison, the Wright Brothers, and Sergey and Larry were driven by it.

2. What does IGNITE stand for?

a. Imagination, Goldilocks formula, Novelty, Inquiry-based approaches, Team exams,

Embrace mistakes.

b. Ignite your old ideas.

c. Internal Goals, Renewed Imagination, Teamwork, Energy

d. None of the options. The acronym is FLAME.

3. Which of the following is detrimental to long-term learning?

a. A classroom that is always too busy and loud.

b. A classroom that is always dim and subdued.

c. Both overstimulation and understimulation.

d. Neither overstimulation nor understimulation.

4. Because the world is full of ambiguity:

a. Learning how to avoid all mistakes is a must.

b. Mistakes are not important.

c. Modeling how to learn from mistakes is a must.

d. There’s no way to avoid mistakes, so why try?

Essay Questions:

1. What can we do to counter the loss of curiosity students often experience as they move

through the grades? Discuss at least three strategies.

2. What benefits accompany the tapping of curiosity to stimulate learning?

3. How can we “tune” the learning environment to stimulate curiosity and learning?

4. What is it about inquiry-based approaches to learning that can stimulate curiosity and a

desire to learn?

5. How can we position errors and unsuccessful attempts to learn as stimulators of curiosity?

Provide at least two examples.



MTPd 4915 – What Makes You The Most Critical Factor?

Objective: In this lesson, the participant will learn how to maximize the impact of his or her

teaching.

Post-test

1. The teacher is the most important factor in learning, behind only:

a. The administration.

b. Essential coaching staff.

c. The students themselves.

d. Well-constructed workbooks.

2. How can we give learning the respect it deserves?

a. Placing learning at the center of everything we do.

b. Communicating we can’t be successful if learners are not.

c. Intervening early and effectively.


3. Which of the following is NOT a strategy mentioned in this lesson?

a. Having students start with brand new material.

b. Having students start with what they already know.

c. Supporting students to set and pursue goals.

d. Nurturing in students the skills necessary to self-assess.

4. For the teacher to become the most critical factor in learning:

a. Requires nothing—because we already are.

b. Requires employing a number of influential steps and strategies.

c. Is a fool’s errand.

d. Is not for the faint of heart—and is nearly impossible!

Essay Questions:

1. Why is it that relationships often represent our greatest opportunity to make a difference for

students? Are relationships enough? Why or why not?

2. What does it mean to have respect for learning? Provide at least three examples.

3. What are the implications of the following statement: “Learning does not start with the

lesson; it starts with the learner”?

4. What does it mean to be the strongest, most consistent advocate our students encounter?

Provide examples.

5. How does nurturing in students the ability to self-assess make a crucial difference to their

learning?



MTPd 4916 – A Personality Clash Can’t Be An Excuse

Objective: In this lesson, the participant will learn how to choose to take the right actions to fulfill

his or her responsibilities to every student, regardless of a personality clash.

Post-test

1. Which statement best describes personality clashes?

a. They’re abnormal.

b. They’re unacceptable in a school environment.

c. They’re completely avoidable.

d. They’re common.

2. Before you do anything you should:

a. Find out the source of your feelings and the other person’s behavior.

b. Take time to reflect.

c. Take a deep breath and stay calm.

d. Make absolutely sure it’s the behavior, not the person, you dislike.

3. As often as possible, you should talk to the individual ______.

a. In class.

b. In front of their friends.

c. In front of other teachers.

d. In private.

4. Maintaining our professionalism means:

a. Moving closer and not pulling away from the student.

b. Maintaining a healthy distance from the student.

c. Spending more time with better behaved students.


Essay Questions:

1. Why is it important to understand the source of your feelings and the other person’s

behavior to deal effectively with personality clashes?

2. What steps can you take when you find yourself in an emerging personality clash?

3. Why is it important to separate the behavior from the person during a personality clash?

4. How can a personality clash be a teaching opportunity? Provide at least three examples.

5. Why might it be said that “we clash with others who are just like us”?



MTPd 4917 – What Increasing Student Achievement Should Mean

Objective: In this lesson, the participant will learn three practices to ensure each student is

achieving in the areas most important to their future success.

Post-test

1. What can a scaled score NOT give us the value of?

a. How well students performed on standardized assessments.

b. How students performed compared to peers.

c. How students performed year-to-year.

d. Overall student achievement and life skills.

2. Most employers are looking for students who:

a. Have high SAT scores.

b. Maintained impressive GPAs.

c. Can communicate clearly and think critically.

d. Are good at solving IQ-test-style puzzles.

3. What do we mean by “Discovery”?

a. Discovering which students are the brightest.

b. Discovering projects and approaches that inspire students to take action and learn.

c. Discovering where our school stands in the district and where the district stands in

the state.


4. What is our emotional radar?

a. Our ability to pay close attention to the feelings and attitudes of students.

b. Our ability to keep our emotions to ourselves.

c. Our ability to detect threatening emotions, such as anger.

d. Our ability to keep up the pace during presentations.

Essay Questions:

1. What are useful practices to help students learn through discovery? Provide at least three

examples.

2. What are good strategies to manage the pace of lessons and limit “teacher talk”? Provide at

least two examples.

3. What does it mean to “fine tune our emotional radar”? Why is this aspect of instruction so

important?

4. Why is it so important that we use multiple measures to gauge growth in achievement?

Provide examples.



MTPd 4918 – Teacher Habits Students May Forgive But Won’t Forget

Objective: In this lesson, the participant will learn seven habits he or she should avoid—and

eliminate if he or she holds them.

Post-test

1. What can a scaled score NOT give us the value of?

a. How well students performed on standardized assessments.

b. How students performed compared to peers.

c. How students performed year-to-year.

d. Overall student achievement and life skills.

2. Most employers are looking for students who:

a. Have high SAT scores.

b. Maintained impressive GPAs.

c. Can communicate clearly and think critically.

d. Are good at solving IQ-test-style puzzles.

3. What do we mean by “Discovery”?

a. Discovering which students are the brightest.

b. Discovering projects and approaches that inspire students to take action and learn.

c. Discovering where our school stands in the district and where the district stands in

the state.


4. What is our emotional radar?

a. Our ability to pay close attention to the feelings and attitudes of students.

b. Our ability to keep our emotions to ourselves.

c. Our ability to detect threatening emotions, such as anger.

d. Our ability to keep up the pace during presentations.

Essay Questions:

1. What does it mean to practice habits that are more teacher-centered than student-

centered? What are some examples?

2. Why is changing directions or requirements after students have begun to work on a project

or assignment a habit that should be broken? What are learning consequences of this habit?

3. How can judging a student’s potential or predicting their future be a destructive habit? Are

there times when it can also be a helpful action?

4. Why is using sarcasm a practice to avoid? What consequences can accompany it?



MTPd 4919 – Rekindle First Day Excitement

Objective: In this lesson, the participant will learn strategies to re-create first day excitement

mid-year.

Post-test

1. What makes the first day so special?

a. It is the beginning of the experience of working together.

b. It offers a new and fresh start to learn.

c. It gives students and teachers an opportunity to achieve on new levels.


2. Which of the following is NOT a way to rekindle the excitement of the first day?

a. Focusing on what students need from you to be successful.

b. Choosing what to promise students.

c. Reducing challenges for students and teacher.

d. Offering the right kind of praise.

3. Teaching students to develop a “growth mindset” means:

a. Telling them to work harder.

b. Giving them strategies and tools to build their capacity to learn.

c. Telling them they can do anything.

d. Raising your expectations of them.

4. The key to improving student attitudes about learning is:

a. Teaching them the brain can be strengthened.

b. Letting them learn about their brains by trial and error.

c. Explaining that different people have different set aptitudes.


Essay Questions:

1. How might thinking about how to help your students be successful result in different actions

and priorities than thinking about what tasks students in your class must complete?

2. What does it mean to “position” yourself to lead your students? Provide at least two

examples.

3. What promises have you made to your students? What additional promises can you make to

help your students be more successful?

4. What cautions do you need to observe when you praise students? How might praise work

against student success? Provide at least three examples.

5. What does it mean to have a “growth mindset?” Why might such a mindset be important to

learning? Provide examples.



MTPd 4920– The Case For Memorizing—Some Things

Objective: In this lesson, the participant will learn where memorization still can and should play a

role.

Post-test

1. What most separates today’s students from previous generations?

a. The prevalence of technology to look up information.

b. Their IQs are lower, making it harder to memorize things.

c. They can carry larger backpacks.

d. Encyclopedias are less expensive.

2. Which of the following reasons is given for information students should

memorize?

a. The periodic table.

b. The etymologies of vocabulary words.

c. The birth and death dates of famous authors.

d. Basic grammar and punctuation to support communication.

3. What does the lesson say about memorizing poems, speeches, and written

passages?

a. It’s a waste of student learning time.

b. It served previous generations but is no longer relevant.

c. It can still enrich our lives and inform our thinking.

d. It is the sign of an ineffective teacher.

4. The Master Teacher is ________ about when to ask students to memorize

information and processes.

a. Thoughtful.

b. Automatic.

c. Rigid.

d. Feckless.

Essay Questions:

1. Why is memorization still important to some learning? Provide at least three examples.

2. Why might memorization be important for some foundational or fundamental aspects of

learning? Discuss.

3. How might memorization in some areas improve creativity and productivity?

4. Are there still good reasons for students to memorize poems, speeches, and quotes? Why or

why not?

5. What considerations or decision rules do you apply to decide whether to ask students to

memorize a portion of your curriculum content? Provide at least three examples.



MTPd 4921 – Getting Through To A Student Who’s “In Your Face”

Objective: In this lesson, the participant will learn what motivates the defiant student and specific

strategies to change this disturbing behavior.

Post-test

1. Defiant students are often sensitive to what?

a. Teacher cologne and perfume.

b. Bright lights.

c. Teacher fairness.


2. Student defiance does all the following EXCEPT:

a. Disrupt lessons.

b. Challenge rules.

c. Create crises.

d. Reduce tension.

3. Conveying, through questions and body language, that the problem couldn’t

possibly be you is which technique?

a. The “Third-Person” technique.

b. The “Delayed Teacher Reaction” technique.

c. The “In Your Face” technique.

d. The “Assertion vs. Aggression” technique.

4. Hurting people to meet your needs is an example of what?

a. Assertion.

b. Aggression.

c. Agitation.

d. Aggregation.

Essay Questions:

1. What are the “drivers” or causes of defiant behavior? Why is it important that we are aware

of these drivers?

2. What roles might the search for power, attention, self-confidence and revenge play in this

behavior? Discuss.

3. What are the secondary needs being expressed in defiant behavior and what role does each

play?

4. What responses must we avoid when confronted with defiant behavior? Provide at least

three examples.

5. What is the “Third-Person” technique and how can it be applied in response to defiant

behavior? Why might this response be successful?



MTPd 4922 – Surefire Ways To Spoil A Professional Relationship

Objective: In this lesson, the participant will learn six relationship situations he or she would be

wise to avoid.

Post-test

1. It is a MISTAKE to think:

a. We can ask anything of our colleagues without repercussions.

b. That everyone has the right to seek help.

c. You shouldn’t use your colleagues just to advance your position.

d. You shouldn’t complain about a colleague to others in the organization.

2. Which of the following is NOT a mistake listed in this lesson?

a. Using a colleague solely to advance our career.

b. Asking a colleague to do a favor for a friend.

c. Denying a request you feel is inappropriate.

d. Telling a colleague what another colleague asked you to do.

3. Which of the following is a reason a colleague might deny your request?

a. Lack of time.

b. Too much effort required.

c. Level of ability needed.


4. The Master Teacher believes in what mentality?

a. All for one and one for all.

b. Every man for himself.

c. Dog-eat-dog.

d. A bird in the hand is worth two in the bush.

Essay Questions:

1. What limits should we place on our use of colleagues to help us further our career? What

are some appropriate ways to leverage the support of colleagues? What are examples of

inappropriate actions?

2. When might it be appropriate to ask a colleague to “do a favor” or take action on behalf of

one of our friends or a family member? What are the limits of this type of request?

3. How should we respond when a colleague refuses our request or declines to take an action

we desire? Provide examples.

4. What does a “all for one and one for all” mentality mean for a school staff? What limits

would you place on this commitment? Why?

5. Identify at least one additional action, beyond what was discussed in this lesson, that is

likely to damage professional relationships. What makes this behavior so damaging? Provide

an example.



MTPd 4923 – Four Ways We Grow Achievement Gaps

Objective: In this lesson, the participant will learn four common practices in schools that actually

widen achievement gaps.

Post-Test

1. What is the expectation and traditional American dream for education?

a. That it will allow the privileged to excel.

b. That it will identify the cream of the crop.

c. That it will perpetuate the class system.

d. That it will narrow the achievement gap.

2. Which of the following is an achievement gap variable under teacher control?

a. Nutrition.

b. Expectations.

c. Family stability.

d. Interaction with adults at home.

3. Why can we not always just teach what comes next?

a. Students may not be ready to learn it.

b. Students who lag behind may find themselves unprepared.

c. Student readiness is not always designed into instruction.


4. The Master Teacher holds _____ expectations and aspirations for _____ learners.

a. High; all.

b. High; some.

c. High; the elect few.

d. Low or high; different.

Essay Questions:

1. What factors contribute to the existence of achievement gaps? Describe the role and impact

of at least three factors.

2. How might the expectations we hold for students contribute to widening of achievement

gaps? What steps might we take to counter this outcome?

3. What role does curriculum play in sustaining and widening achievement gaps? What are at

least three steps that could improve this situation?

4. What tensions exist between set curricula and pacing guides and student readiness to learn?

How might this tension contribute to achievement gaps?

5. How can we balance the role of academic background and the learning skills students bring

with them to school so that all students have an opportunity to succeed? Provide at least

three examples.



MTPd 4924 – Remember: Generating New Ideas Requires New Learning

Objective: In this lesson, the participant will learn how to teach students the strategies that will

help them generate new learning—a skill they need now and in the world of work.

Post-Test

1. Which of the following is NOT TRUE about technology?

a. It has accelerated over the past few decades.

b. It was introduced in the 1980s.

c. It is essential to success in the work force.

d. It is changing the face of the work force.

2. To remain a world leader, we will need to meet the following demand:

a. We need “better ideas.”

b. We need to think more creatively.

c. We need more inventive and productive ideas.


3. What does it mean to think “in reverse” in this lesson?

a. Brainstorming about creating the problem instead of solving it.

b. Writing your sentences backwards.

c. Using counterintuitive methods to resolve a problem, such as lengthening lunch to

shorten the school day.


4. Newton’s apple and Archimedes’ bath tub are examples of what?

a. Connecting the unconnected.

b. Playful diversions.

c. How easily it is to become distracted.

d. Things that did not exist during these scientists’ lifetimes.

Essay Questions:

1. Why might it be true that students today graduate with only a fraction of what they will

need to know for a lifetime? Are students learning less, or is something else the cause?

Discuss.

2. Can anyone be creative? Why or why not? Provide examples to support your position.

3. What role do assumptions play in learning and creating? Provide examples.

4. What does it mean to “think in reverse?” What are some examples of this thinking

approach?

5. Why might expressing ourselves through different media lead to new ideas and insights?

Provide at least three examples.



MTPd 4925 – How To Craft An Authoritative, But Warm Communication Style

Objective: In this lesson, the participant will learn six specific behaviors and actions to take to

craft an authoritative, but warm communication style.

Post-Test

1. Why does our authoritative style need to be WARM?

a. Because we need order in the classroom.

b. Because students need to know the requirements of a high-achieving classroom.

c. Because we need a relationship with each student.

d. Because older school houses are often drafty.

2. What is wrong with “talking at” students?

a. It conveys that “the teacher knows, students don’t.”

b. It says, “I’ll tell, you listen.”

c. It leads to a hard and abrasive instructional style.


3. It’s easier to lead a class when the students think:

a. It’s our class, our learning, our classmates, and our teacher.

b. It’s the teacher’s class and the teacher is boss.

c. We answer to the teacher and he or she answers to the principal.

d. We are all just waiting for summer break.

4. The Master Teacher causes students to want their leadership by:

a. Ordering, insisting, and demanding.

b. Urging, promising, inspiring, and motivating.

c. Judging students harshly at the beginning of the year.


Essay Questions:

1. What role does ego play in effective communication and leadership? Is a strong ego

important? Discuss.

2. What strategies can we use to talk “with” students and avoid talking “at” them? Provide at

least three examples.

3. How can we avoid judging students as “good” or “bad”? Where should we place our focus in

relation to students and their behavior?

4. What strategies can we use to help students talk about themselves and what is on their

minds? How is the information students share important to their learning and us?

5. What role should standards and expectations play in our communication with students? How

can we communicate our expectations without pushing students away?



MTPd 4926 – Help Students Stretch For Achievement: Right Now

Objective: In this lesson, the participant will learn how to position students now for a strong

finish.

Post-Test

1. When can each student benefit from our efforts and influence?

a. Tomorrow.

b. Now.

c. At the end of the year.

d. At the beginning of next year.

2. Which of the following is not a step recommended in this lesson?

a. Think about what student are interested in and what they enjoy doing.

b. Spend most of your time presenting information.

c. Talk to students about the need to focus and persist.

d. Give students learning challenges at which they can succeed.

3. What is the number one reason we should remain energized and enthusiastic?

a. It will lead to more promotions.

b. Students are likely to respond accordingly.

c. It will reduce our blood pressure.

d. It will safeguard us from parent attacks.

4. The Master Teacher is committed to ________ student(s) getting learning

challenges that are compelling, purposeful, and achievable.

a. Most.

b. Every.

c. High-achieving.

d. Well-behaved.

Essay Questions:

1. How can we best use what we know about our students to increase their level of

engagement and learning right now? Provide at least two examples.

2. How can we leverage the concepts of prospective, spective, and retrospective to increase

learning focus and success?

3. What information and evidence can we use to calibrate the level of challenge students need

to be most successful at this point in the year? Identify at least four sources.

4. How can you shift the balance between presenting content and supporting student reflection

and engagement? Why is this shift particularly important at this time of the year?

5. What three actions can you take to communicate to students that you are committed to

making the most of what is left of the school year? Discuss the rationale for each action.



MTPd 4927 – Don’t Let A “Chiseler” Learn The Wrong Lessons

Objective: In this lesson, the participant will learn how to handle and change the behavior of the

student who “chisels.”

Post-Test

1. Which of the following is a side effect of the chiseler’s behavior?

a. The teacher may violate expectations set for this student.

b. The teacher may become inconsistent in following through.

c. Other students may become angry that the chiseler is getting extra advantages.


2. Which of the following primary or secondary needs are being met by chiseling?

a. The primary need of Sex/Sexuality.

b. The secondary needs of aggression, inquisitiveness, and power.

c. The primary need of Escape from Pain.


3. Why should we approach this situation with an “I’m good, you’re good” mentality?

a. These students are prone to violence.

b. These students don’t have a sense of humor.

c. Teachers shouldn’t care how students behave.

d. It allows students to accept that you’re criticizing the behavior, not them.

4. The Master Teacher never forgets that this student:

a. Doesn’t know what he or she is doing.

b. Knows that you know what he or she is doing.

c. Has probably never done this before.

d. Knows what he or she is doing—but needs to know that you know too.

Essay Questions:

1. What primary needs drive students to engage in “chiseling” behaviors? What role does each

of these needs play in the behavior?

2. What secondary needs are associated with “chiseling” behaviors? How do these needs

contribute to the actions of “chiselers”?

3. What is the difference between “aggressive” and “assertive” behavior? Provide three

examples.

4. What strategies can you employ to help “chiseling” students see the long-term negative

consequences of their behavior? Discuss at least two strategies.

5. Why is it important to assume a “your good, I’m good” stance when dealing with students

who make a habit of trying to “chisel” for benefits they have not earned?



MTPd 4928 – Dealing With The “Poor Me” Syndrome

Objective: In this lesson, the participant will learn specific strategies to help the student who

perpetually claims to be a victim.

Post-Test

1. Which of the following is NOT a symptom of the “poor me” syndrome?

a. Students don’t think they’re being treated fairly.

b. Students believe everyone is criticizing them.

c. Students take ownership of what goes wrong in their life.

d. Students express being “down on their luck.”

2. Because the “poor me” student lives in irrational fear and takes everything

personally, he or she may:

a. Avoid taking risks out of fear.

b. Take criticism of classmates as criticism of them.

c. Fear making more mistakes.


3. Which technique invites these students to shift their thinking about a situation?

a. “Is it possible”

b. “Could it be”

c. Both “Is it possible” and “Could it be”

d. Neither “Is it possible” nor “Could it be”

4. To get students out of the “poor me” mentality, you must:

a. Personalize the present and ignore the future.

b. Ignore the student’s complaints.

c. Tell the student how bad others have it.

d. Depersonalize the present and focus on the future.

Essay Questions:

1. What are some of the causes leading to students feeling as though they are constantly

victims? Identify and discuss at least two causes.

2. What fears drive “poor me” behaviors? What role do these fears play in perpetuating the

habit?

3. What initial steps can you take to begin to shift the perspective of students who feel like

victims?

4. How might the “What is vital, why is insignificant” technique help students change their

perspective and behavior?

5. What are mistakes to avoid when dealing with students who feel like victims? How might

these actions make the situation worse?



MTPd 4929 – Do You Know What Others Expect Of You?

Objective: In this lesson, the participant will learn why it’s important to try to meet both the

expressed and unexpressed expectations of students and colleagues.

Post-Test

1. The most difficulty and opportunity lie in which kind of expectations?

a. Those students and colleagues don’t have a right to expect of us.

b. Those students and colleagues have a right to expect of us.

c. Those we don’t have a right to expect of students and colleagues.

d. Those we have a right to expect of students and colleagues.

2. Which of the following is an “above and beyond” expectation students have of us?

a. Knowing our subject matter.

b. Having lessons planned that fit what students are ready for.

c. Focusing on their learning.

d. Making learning exciting and fun.

3. Which of the following is NOT an example of an “above and beyond” expectation?

a. Making colleagues and students look good.

b. Coming to work with a positive mindset and energy, regardless of our personal

problems.

c. Forgiving colleagues and students for mistakes.

d. Going beyond just identifying problems.

4. Those of us who ______and make every day ______ are treasured individuals.

a. Naturally create problems; longer.

b. Constantly identify problems; more complicated.

c. Bring a bad attitude to work; brighter.

d. Work to relieve stress; better.

Essay Questions:

1. Do students have a right to expect us to make learning interesting and fun? Why or why

not?

2. Should students expect that we know them and what motivates them? Why or why not?

3. Do students have a right to expect that we forgive them for past mistakes, missteps, and

misbehaviors? Why or why not?

4. Should students expect that we will make them look good in the eyes of classmates and

family? Why or why not?

5. Do students have a right to expect us to leave personal problems outside of school and

perform with focus, energy and enthusiasm? Why or why not?



MTPd 4930 – Five Myths About Learning We Need To Bust

Objective: In this lesson, the participant will learn five myths about learning and what he or she

needs to do instead.

Post-Test

1. The idea that past performance alone should shape our expectations of students is

a(n):

a. Fact.

b. Myth.

c. Debatable assumption.

d. Unfortunate but effective strategy.

2. The idea that learning begins where students are not where our lesson begins is

a(n):

a. Fact.

b. Myth.

c. Debatable assumption.

d. Issue we should not worry about.

3. What does “developmentally appropriate” mean?

a. Learning is predictable by age.

b. Learning develops at different rates that are unique for each learner.

c. Every cohort can be expected to achieve at predictable levels.

d. Learners shouldn’t be presented material substantially above their grade level.

4. Our instructional strategies should be based on what students need ______.

a. Now.

b. Within the next few years.

c. Per age-development research.


Essay Questions:

1. How can the belief that intelligence is fixed undermine our professional practice?

2. Even though teaching to students’ learning styles has not been shown to be effective, is

there a place for considering preferred ways of learning specific content? Why or why not?

3. Why is it a mistake to assume that learning starts where our lesson begins?

4. What consideration do we need to give to practice to ensure that it supports and reinforces

learning and long-term recall?

5. What cautions do we need to consider when applying “developmentally-appropriate”

practices?



MTPd 4931 – Don’t Let Students Leave Before They Learn This…

Objective: In this lesson, the participant will explore five success habits and skills he or she can

nurture in students that they can take with them into their future.

Post-test

1. What is the most important student outcome?

a. Broad and deep content knowledge.

b. The knowledge that we are skilled and caring educators.

c. That students become better learners.


2. What is true about setting goals?

a. It can enhance our teaching.

b. It can enhance student learning.

c. It can enhance both our teaching and student learning.

d. It can’t enhance our teaching or student learning.

3. Which of the following is most vital to success?

a. Innate skills.

b. Previous performance.

c. Practicing persistence.

d. Performing without resources.

4. Students are most likely to respond to feedback that is:

a. Subjective.

b. Overly critical.

c. Actionable.

d. Confusing.

Essay Questions:

1. Why are a strong sense of curiosity and the need to understand important to the future

success of today’s students?

2. Why is it important for students to develop the skill and habit of setting goals for their

learning, in addition to any goals we may set for them?

3. Why is the ability to persist and adjust when facing challenges a stronger predictor of future

success than intelligence or natural ability?

4. How can we help students to develop a sense of ownership for their learning?

5. Why is feedback such a powerful learning accelerator, and how can we help students value

and utilize feedback to improve their learning?



MTPd 4932 – Not All Practice Is Equal

Objective: In this lesson, the participant will learn what kinds of practice will make learning stick.

Post-test

1. Which of the following is true about reaching “mastery”?

a. It could take someone 22 times as much practice as another person.

b. It only requires practice.

c. As long as you go through the motions, mastery is guaranteed.


2. How does visualization help students achieve goals?

a. It allows them to fantasize about the impossible.

b. It allows them to put future achievements into a concrete mental image.

c. It saves on expensive audio-visual materials.

d. It has not been proven to help.

3. Which of the following practices is NOT recommended in this lesson?

a. “Spacing” material to improve long-term recall.

b. “Chunking” related units into a meaningful group.

c. “Cramming” a lot of practice or preparation right before a big test or performance.

d. Providing the right “dose” of practice.

4. Which is true about the results we will see?

a. Not all our students will become the next Yo-Yo Ma.

b. Every student can master the content we’re asking them to pursue.

c. By nudging our students beyond the comfort zone, we can stretch their thinking.


Essay Questions:

1. What is meant by “mindful” practice? Discuss an example.

2. Why is having a target crucial to successful practice? Provide at least two examples.

3. Why is practice more effective when it is spread over time? What implications does this

truth have for “cramming” in preparation for exams?

4. How can “chunking” improve the effectiveness of practice? Provide at least three examples.

5. How can “tapering” help students improve their performance on major exams and

assessments?



MTPd 4933 – Bad Attitudes Are Primed For Your Counsel

Objective: In this lesson, the participant will learn how to change students’ bad habits, even late

in the school year.

Post Test

1. Before we approach a student with “an attitude problem,” we should know:

a. That we can still help.

b. Why now is the best time to approach them.

c. What appeals have the best chance.


2. Which of the following is NOT a reason this is a good time of year to approach

them?

a. They are not happy campers.

b. They probably haven’t done as well as they’d like.

c. Most of their energy is spent hanging out with friends.

d. Their friendships may not be as strong as they want.

3. It’s easier to attract people by being:

a. Negative.

b. Positive.

c. Right.

d. Wrong.

4. Students with bad attitudes are not ______, experiencing ______, or ______.

a. Models of success; the fruits of learning; holders of great joy.

b. Worth the effort; failure too many times; likely to appreciate our time.

c. Likely to change; the same old feelings; likely to be successful in life.

d. In need of intervention; natural consequences; really that important.

Essay Questions:

1. Why might this be a good time to help students change their attitude?

2. Where can we start the process of helping students choose and adopt a different attitude?

3. Why is it important that we take a positive, hopeful approach to changing attitudes, rather

than accusing or admonishing students?

4. What actions can we take to help students see that their attitude may be preventing them

from experiencing the success of which they are capable?

5. What initial steps can we help students take if they want to change their attitude and

experience greater success?



MTPd 4934 – No Pressure, No Diamonds

Objective: In this lesson, the participant will learn how to deliver the right kind of pressure to

students.

Post-test

1. Which is true about pressure?

a. It is never a good addition to our curriculum.

b. All the assumptions we carry are for sure true.

c. It’s important to understand all the nuances that make it valuable.


2. “You’re not as smart as your brother” is an example of which kind of pressure?

a. Negative.

b. Positive.

c. Neutral.

d. Pressure of time.

3. What does the author mean by “diamonds are created by pressure applied over

time”?

a. If we increase the pressure, we can reduce the time.

b. Students who excel in science will have no trouble making money.

c. We need to maintain the right degree of pressure over time.

d. We are the only people in their lives applying pressure.

4. Why do students most need to be pushed?

a. So they will develop the grit that only comes from struggle.

b. So we can learn their breaking point.

c. So they will excel at standardized tests.

d. So we can boast about our high graduation rates.

Essay Questions:

1. Explain the difference between positive pressure and negative pressure. Provide at least

three examples.

2. Why must we calibrate the amount and type of pressure present to create the best learning

conditions for individual students?

3. How can we know the correct type and amount of pressure necessary to help students be

most successful? Discuss at least three indicators.

4. What steps can we take to help students who struggle manage pressure appropriately?

5. How can you utilize the advice in this lesson to improve your ability to manage pressure and

improve your performance?



MTPd 4935 – Change Before You Have To

Objective: In this lesson, the participant will learn to anticipate and handle change.

Post-test

1. What is true about change?

a. It sometimes comes without warning or time to prepare.

b. We often can see it coming.

c. We need to be flexible and learn to adjust to change.


2. If you make the choice to ________, you position yourself to have more control

over how events will play out.

a. Avoid addressing the need to change.

b. Be proactive.

c. Leave these things to the administration.

d. Keep doing what has always worked.

3. How can we create the most space within which to act?

a. Waiting until things are firmly in motion.

b. Remaining rigid until told by administration to be otherwise.

c. Changing at a pace determined externally.

d. Choosing to start now and try a different strategy later if necessary.

4. Which of the following is NOT a reason to change before you need to?

a. It positions you to experience and learn much that may be valuable to others.

b. It will put you above suspicion.

c. It allows you to gain clarity about why the change is necessary.

d. It allows you to choose between multiple paths and action steps.

Essay Questions:

1. What are some key indicators that it is time to make changes in your instructional

practices? Discuss at least three indicators and the changes to which they point.

2. What are the benefits of changing on your timeline rather than waiting until change is

forced?

3. What makes the “why” of change so important to our acceptance of and success with

change?

4. How can deciding to make a change early and then helping others through the process

increase our motivation and commitment to change?

5. Discuss the implications of the statement, “Change is as much about what you leave behind

as it is about what you take on.”



MTPd 4936 – If You Were A Brand, What Would You Be?

Objective: In this lesson, the participant will learn how to engage in a unique reflection process to

present the image he or she wishes to project.

Post-test

1. “Branding” products, services, and people is something:

a. We all do, whether we’re aware of it or not.

b. That is best left to marketing professionals.

c. That is very uncommon in education circles.


2. Which is most important to our brand image?

a. Who we think we are.

b. Who others think we are.

c. Who we are.

d. Who we are not.

3. Why must we continue to re-energize our brand?

a. Because our salaries keep going up.

b. Students are getting harder to deal with.

c. Marketing is a large part of State Standards initiatives.

d. The Master Teacher of fifteen years ago wouldn’t be one today without continuous

growth.

4. The Master Teacher:

a. Spends time in self-reflection over his or her brand.

b. Seeks feedback from others.

c. Makes continuous adjustments to live up to the brand to which he or she aspires.


Essay Questions:

1. Why might it be said that a brand is a promise?

2. What is more important, the brand we want to project or what others perceive to be our

brand? Why?

3. What is important in the relationship between our philosophy about our life and profession

and our brand?

4. What actions can you take if you want to change your brand?

5. What are important considerations for maintaining your brand?


questions for credit - the master teacher€¦ · d. let your students know you mentor because you...

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