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Questions for Credit

The following short answer questions for Volume 51 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 hour = 1 credit).

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

http://www.masterteacher.com/


MTPd 5101 – Start With A Focus On What Can Go Right

Objective: In this lesson, the participant will learn how to focus on what can go right in his or her

classroom and set the stage for a happy and productive school year.

Posttest

1. We will have a more successful year when we think about:

a. What went wrong last year.

b. What might go wrong this year.

c. What we can do to make things go right.

d. What we can’t do anything about.

2. Student fears usually lead to:

a. Calling home.

b. Better grades.

c. Misbehavior and skipping class.

d. Less effort and achievement.

3. Research shows that for many people, fear _______ their intellect and motivation.

a. Supports.

b. Cancels.

c. Amplifies.

d. None of the options.

4. To have a great school year, your professional responsibilities begin with:

a. Quelling fears.

b. Increasing confidence and performance.

c. Making positive changes.

d. All of the options.

Essay Questions

1. What important implications accompany a belief that our students are special and we are there

to lead them to achieve success?

2. How might our expectation that this will be a successful and satisfying year for our students

and us influence how the year will unfold and what success will be achieved? Provide at least

two examples.

3. What attitudes, beliefs, and behaviors will your students need to hold and pursue to have

success this year? What makes these factors important?

4. How can you instill hope and confidence in your students to counter any fear, doubt, or anxiety

that may be getting in the way of their learning?

5. What will you commit to learn this year to ensure that you continue to be effective with

students and successful in your career? Why is this learning your highest priority?



MTPd 5102 – Discover The Magic Words That Persuade

Objective: In this lesson, the participant will learn how to use 11 words frequently and in the right

context to grab students’ attention and motivate them.

Posttest

1. _____, _____, and _____ are some of the biggest and most powerful words used

in digital and traditional marketing, and they can work to motivate students.

a. Now; new; free.

b. Now; old; expensive.

c. Then; new; expensive.

d. Then; old; free.

2. Why can discover be a magic word for students?

a. It helps them have better daydreams during class.

b. It makes them want to try harder to overcome negative emotions.

c. It taps curiosity and produces positive, pleasant feelings.

d. It helps them compare their progress to that of other students.

3. The words easy and doable can build confidence, especially for learners who:

a. Make straight A’s.

b. Forget to do their homework.

c. Are already confident.

d. Tend to be afraid.

4. Which of the following words appeals to the major reasons students are in school?

a. Results.

b. Outcomes.

c. Achievements.


Essay Questions

1. The most frequent question people ask before committing to a task or activity is “What’s in it

for me?” How do you answer this question for your students?

2. What makes the words now, new, and free powerful and effective motivators? Provide

examples.

3. In what specific context might you use the words easy and doable as a means to lessen fear

and increase student confidence to engage in a learning challenge?

4. What results, outcomes, and achievements will you promise your students if they follow your

teaching this year?

5. How might the Charles Kettering quote “This problem, once solved, will prove to be very

simple, not complex” apply to motivating students in your classroom?



MTPd 5103 – Build Your Home-Court Advantage

Objective: In this lesson, the participant will learn how to give his or her students the home-court

advantage they deserve in their classroom.

Posttest

1. What is NOT a reason home courts and classrooms are ideal for success?

a. They are noisy and exciting.

b. Players and students are familiar with the space.

c. The environment is friendly and supportive.

d. Players and students feel comfortable taking risks.

2. A home-court environment creates a safe space for students to:

a. Argue their points of view.

b. Be creative.

c. Make mistakes.


3. Teachers should build rapport with each student and share of a bit of themselves

to create an atmosphere of:

a. Energy.

b. Belonging.

c. Change.


4. What should teachers do to make learning exciting?

a. Not assign homework.

b. Focus on making colorful posters and bulletin board displays.

c. Create wonder and joy that results from growing, learning, and improving.

d. Give a reward to the student with the highest test grade.

Essay Questions

1. What is it about a home-court advantage in sports that makes success more likely in that

setting? How might this concept be applied to your classroom?

2. How can you create an environment of safety and confidence in your classroom? How can you

use this environment to encourage students to take learning risks?

3. Why is a sense of belonging important to learning confidence, persistence, and success?

4. What roles do joy and wonder play in the learning that occurs in your classroom? What else

might you do to leverage these elements?

5. What actions do you take to assure students that you are their biggest fan, supporter, and

advocate? Provide at least three examples.



MTPd 5104 – Six Ways To Develop The Capacity To Learn

Objective: In this lesson, the participant will learn how to help students develop the skills for

learning.

Posttest

1. While nurturing the learning for which our students and we are responsible today,

we must also be building in students:

a. A greater ability to sit still.

b. The capacity to learn.

c. Proficiency in multitasking.


2. What are ways to foster students’ ability to learn?

a. Emphasize that feedback should only come from the teacher; nurture organizational

skills.

b. Emphasize that feedback should only come from the teacher; always give students

detailed schedules and instructions for completing their work.

c. Encourage self-assessment and peer feedback; nurture organizational skills.

d. Encourage self-assessment and peer feedback; always give students detailed

schedules and instructions for completing their work.

3. Which of the following are NOT as important for students to recall?

a. Names and dates.

b. Processes and successful approaches.

c. Connections between past and current experiences.

d. Stored knowledge and accumulated wisdom.

4. What can students better understand when they know the purpose of their

learning?

a. Where to allocate their effort.

b. What information is important.

c. What learning will be useful.


Essay Questions

1. Why is it important to nurture strong learners, not just proficient students? In what ways might

a learner and a student be different?

2. Do you agree that the attention span of today’s students is shorter than the attention span of

previous generations? What implications does this change hold for your instruction and the

learning of your students? What have you found to be useful in countering this trend?

3. While strengthening students’ ability to recall what they have learned, what cautions do we

need to observe about focus and the content of what we ask students to remember?

4. What learning advantage can accompany our teaching students to give and receive peer

feedback?

5. Why might developing students’ ability to self-assess be important to helping them to become

skilled learners? What strategies can be useful in helping students develop this skill?



MTPd 5105 – When Lack Of Self-Control Is Holding A Student Back

Objective: In this lesson, the participant will learn how to teach self-control to students and why it

is one of the most valuable lifetime skills we can nurture in them.

Posttest

1. Self-control is not _______ or _______.

a. Positive; limiting.

b. Positive; freeing.

c. Negative; limiting.

d. Negative; freeing.

2. Which of the following is an advantage of self-discipline?

a. The ability to be responsible and well-liked.

b. Control over negative experiences, bad moods, and emotional reactions.

c. Not feeling helpless.


3. Teaching self-discipline with contests and games can be valuable because:

a. Games with rules, standards, and goals provide a relaxed atmosphere for learning

the “how to” of self-discipline.

b. Students will become competitive.

c. It provides the class with something to do when you don’t feel like teaching.

d. The chaos of the game will make students crave order and self-discipline.

4. We can teach students that when they fail, they should:

a. Start to worry about their grades.

b. Save their energy for persevering toward their goals.

c. Act out.


Essay Questions

1. Why is self-control an important skill for students to develop? What typical problems

accompany a lack of self-control related to learning?

2. What lifelong consequences can accompany lack of self-control? Provide at least three

examples.

3. Discuss at least three ways to teach and nurture self-control.

4. What classroom conditions can make student self-control more difficult? What role does each

condition play?

5. Are self-control and self-discipline the same skills? Why or why not?



MTPd 5106 – Civility Matters: Powerful Ways To Teach It

Objective: In this lesson, the participant will learn what it means to have a civil classroom and

how to get one.

Posttest

1. Civil classrooms are ____________.

a. Nonexistent.

b. Developed.

c. Naturally civil.


2. Asking students to think of the classroom as a ___________ can help them

develop a civil culture.

a. Competitive environment.

b. Community.

c. Secret club.


3. Uncivil behavior can occur when:

a. Passions and engagement are high.

b. Students disagree with each other.

c. Students are disinterested, apathetic, and bored.


4. Which of the following is NOT a method for creating a civil classroom culture?

a. Showing your impatience and frustration during difficult situations.

b. Discussing specific examples of acceptable and desirable behavior.

c. Agreeing on classroom ground rules for civil behaviors.

d. Encouraging students to commit to conscious civil acts.

Essay Questions

1. Why might it be said that civility matters more today than it has in the past? Do you agree?

Why or why not?

2. What is the relationship between civility and a healthy, productive learning environment?

3. What characteristics define a classroom community? Why is thinking of your classroom as a

community a useful approach to nurturing learning?

4. What roles can students play in developing and maintaining civil community in your classroom?

5. What is the significance of the statement, “When we are civil we bestow value on other

people”?



MTPd 5107 – Never Accept The First Idea

Objective: In this lesson, the participant will learn how collecting and examining multiple ideas

can lead to better decisions and improved strategies.

Posttest

1. Why is immediately accepting the first idea or initial solution not always in our

best interest?

a. We can be reluctant to let go of the original idea and thus risk ignoring or failing to

identify better options.

b. We risk adopting a solution that seems acceptable but does not move the situation

forward.

c. We risk accepting an idea that is workable but contains “seeds” that will grow into

future problems.


2. The strategy of purposely thinking of bad ideas can:

a. Encourage the adoption of initial responses.

b. Create group tension.

c. Stimulate creative thinking.

d. Eliminate the need to identify criteria for good ideas.

3. Often the very best ideas grow out of ______________________.

a. The first two ideas.

b. Parts or elements of multiple options.

c. What worked five years ago.

d. What the principal suggests.

4. To view a situation from multiple perspectives,

a. Be sure to propose your ideas first.

b. Mentally place yourself in the positions of other people and explore how they might

see the situation.

c. Discuss the situation with others who have similar experiences and contexts.


Essay Questions

1. Think of a time when you accepted the first idea generated in response to a situation only to

find that it did not work out. What happened and what did you learn?

2. Why can it be difficult to let go of an idea or solution, even when we have evidence that it is not

working or will not work? Provide an example.

3. Think a time when you waited before selecting an idea or solution. What led you to wait, and

what benefits did this approach offer?

4. How can consulting people who generally approach situations differently than you help with

finding better ideas and solutions? Provide an example.

5. What might be some clues that you have explored enough ideas, generated an adequate

number of solutions, and should now move forward? Provide an example.



MTPd 5108 – Give Highly Motivated Students What They Need To Thrive

Objective: In this lesson, the participant will learn that even highly motivated students need our

attention, as well as about important ways to give it to them.

Posttest

1. To remain focused and persistent learners, which of the following do high-

achieving students NOT need?

a. A meaningful and productive relationship with you.

b. Recognition of their effort.

c. Constant checks on their progress.

d. Attention, praise, and encouragement.

2. If you pay attention only to unmotivated students, the self-motivated students

may _____ and may even _____.

a. Become more motivated; ask for more homework.

b. Become disgruntled; misbehave.

c. Become more motivated; misbehave.

d. Fall asleep; ask for more homework.

3. How might praising students hinder their progress?

a. They might try to maintain their reputation even when they don’t understand.

b. They will not care about continuing to improve and learn.

c. They will become obsessed with learning more.


4. To be effective with highly motivated students, you must:

a. Encourage them to stay at the same academic level.

b. Treat every student the exact same way.

c. Give them busywork if they finish early.

d. Give high-achievers more flexibility and autonomy in their work.

Essay Questions

1. What strategies can you use to maximize the positive influence of highly motivated students on

the motivation of their classmates?

2. What teacher behaviors risk undermining the levels of commitment and enthusiasm of highly

motivated students?

3. Do highly motivated students need to understand the purpose of what they are learning more

deeply than their less motivated classmates? Why or why not?

4. How can differentiation of instruction and learning experiences benefit students with high levels

of self-motivation?

5. What does it mean to “pick students up wherever they are academically and take them as far

as they can go while they are with us”? Provide at least two examples.



MTPd 5109 – Trick-Trading Is Not Real Collaboration

Objective: In this lesson, the participant will learn the benefits and the means of achieving

deeper, more meaningful collaboration with colleagues.

Posttest

1. Which kinds of collaboration might NOT lead to the full benefits associated with

teachers working together?

a. Advice-giving, trick-trading, talking about testing.

b. Pondering shared goals and holding one another accountable.

c. Discussions about pedagogy, problems in practice, and alignment of curriculum.


2. We know the strategies that will make students flourish in one class

______________ the right strategies in another class.

a. Are definitely.

b. Are probably.

c. Might not be.


3. What are two major elements that give power to teacher collaboration?

a. Knowledge about effective practice is shared and accessible; teachers only work

together when it is convenient for them.

b. Knowledge about effective practice is shared and accessible; working together

generates momentum and increases engagement in the work and mission of the

school.

c. Teachers write their own rules for collaboration; teachers only work together when it

is convenient for them.

d. Teachers write their own rules for collaboration; working together generates

momentum and increases engagement in the work and mission of the school.

4. What can help teachers move beyond trick-trading to higher degrees of effective

collaboration?

a. A learning climate that responds to problems students are having.

b. A coherent instructional program where curriculum and assessment are coordinated

within and across grade levels.

c. A systematic approach to building teacher capacity and leadership aimed at shared

ownership and responsibility.


Essay Questions

1. How do you define focused collaboration? What makes this practice useful when attempting

to increase student achievement?

2. Why do so many educators find deep collaboration to be difficult? Discuss at least three

reasons.

3. Why might using the terms teaching teams and teacher collaboration interchangeably lead

to confusion?

4. Why is peer observation such a high-potential strategy to grow collaboration and improve

instructional effectiveness?

5. Discuss the five points of action presented in this module. What role might each point of

action play in lifting student achievement?



MTPd 5110 – Judgment Blunders A Teacher Must Avoid

Objective: In this lesson, the participant will learn the perils of making early and permanent

judgments about students and what he or she can do about it.

Posttest

1. Where should the continual process of getting to know students take place?

a. Only in the classroom.

b. Mostly in the hallways.

c. At school activities and events.

d. Everywhere: class, playgrounds, halls, gyms, cafeteria, and school activities and

events.

2. What does focusing on the negative NOT generate?

a. Discontent.

b. Poor performance.

c. Acceptance.

d. Apathy.

3. As a teacher, you teach:

a. A class.

b. Individual students in a class.

c. The smart students in the class.

d. Mainly struggling students.

4. What must you take into account when helping a student?

a. Strengths.

b. Interests.

c. Needs.


Essay Questions

1. What strategies can help you avoid making premature judgments when you meet someone?

Discuss at least three strategies.

2. What pitfalls can accompany focusing too heavily on what students might be missing rather

than what they have to offer and can build on?

3. What is the significance of seeing our work as teaching individuals within our class rather than

assuming that we teach the entire class at once? What advice would you give a colleague to

avoid this potential trap?

4. What steps and strategies have you found effective in turning the situation around when a

student perceives that you have a negative perception of his or her potential for success?

5. What strategies can you employ to keep your judgments temporary and ready to be changed

with new information and experiences?



MTPd 5111 – A Practical Strategy For Handling A Disrespectful Student

Objective: In this lesson, the participant will learn why and how not to “fight fire with fire” with a

disrespectful student and how a caring strategy works best.

Posttest

1. How must we approach student disrespect?

a. Reluctantly.

b. Professionally.

c. Eagerly.

d. Personally.

2. Which of the following is a potential purpose for disrespectful behavior?

a. Fear.

b. Pride.

c. Need for attention.


3. What will be the result when you return disrespect to the disrespectful student?

a. The disrespectful student will apologize.

b. Students in the class will understand that you are in charge.

c. The disrespectful student will believe his or her behavior was justified.


4. As professional teachers, we must recognize the disrespectful student really

needs:

a. To be sent to the office.

b. An extra assignment.

c. To go for a walk.

d. Our help.

Essay Questions

1. Why is disrespectful behavior often so difficult for us to address in a professional manner?

2. List three potential reasons a student might behave disrespectfully. What might be effective

responses to each of these behavioral drivers?

3. Why is it often wise to initially respond to disrespectful words and actions by seeking

clarification? Provide an example.

4. What are some effective strategies to deal with students who demonstrate a pattern of

disrespectful behavior?

5. What actions should you take when you realize that you have said or done something

disrespectful to a student?



MTPd 5112 – Great Teachers Are “Reachers”

Objective: In this lesson, the participant will learn why committing to reach out rather than

waiting to be approached can be the crucial difference between being seen as effective or

outstanding.

Posttest

1. How can great teachers support learning without taking away ownership for

learning?

a. Provide emotional support.

b. Anticipate potential challenges and struggles.

c. Do not protect from missteps and mistakes.


2. Which of the following actions can help effective teachers become great?

a. Contributing teaching ideas in meetings, conference presentations, and online

forums.

b. Confining their view and knowledge of students to the classroom.

c. Focusing on perfecting the skills and ideas they already possess.

d. Warning students against becoming teachers.

3. Great teachers do not see colleagues as __________, but as potential

__________ to the shared mission of nurturing the learning of every student.

a. Competition; collaborators and contributors.

b. Leaders; patrons and advocates.

c. Competition; patrons and advocates.

d. Collaborators and contributors; leaders.

4. From where do most of a school’s future teachers come?

a. Another country.

b. The next state over.

c. That school.

d. Across the country.

Essay Questions

1. Describe typical behaviors of someone who is a “reacher.” Provide an example from your

experience.

2. Why is it important that we position ourselves as present and ready to help, while still allowing

students to make mistakes and missteps? Provide an example.

3. What does “reaching” look like in the context of professional learning? Why is reaching in this

area important?

4. What responsibilities do we have to reach out to young people and encourage them to consider

education as a career?

5. Is it possible to be a great educator and not be a “reacher”? Why or why not?



MTPd 5113 – Small Talk: The Discounted Skill That Builds Relationships

Objective: In this lesson, the participant will learn how to use small talk to build important

relationships with students and colleagues.

Posttest

1. What comprises small talk?

a. Formal conversation.

b. Relatable topics.

c. Complex issues.


2. What will determine the amount of small talk that is necessary before discussing

what you really want to talk about with the other person?

a. The other person’s level of intelligence.

b. The degree to which you have already developed your relationship.

c. How much the other person likes you and how much you like him or her.


3. What is NOT a reason small talk is invaluable in building relationships with

students?

a. It can be used to impress them.

b. It is nonthreatening.

c. It builds their confidence in themselves.

d. Students enjoy seeing the “personal” side of the teacher.

4. What is an effective strategy for engaging in small talk with students?

a. Speak with rather than at them.

b. Speak at their level.

c. Make eye contact.


Essay Questions

1. Why might the observation “Without small talk, bigger conversations might never happen” be

correct?

2. Why is small talk important even in long-standing and intimate relationships?

3. Which is more important in small talk, the ability to speak easily or listen carefully? Why?

4. What are some mistakes people make when engaging in small talk? What might be the

consequences of these mistakes?

5. Which questions do you find most effective when engaging in small talk? What makes these

topics especially useful?



MTPd 5114 – Six Skills That Prove To Students You Listen

Objective: In this lesson, the participant will learn how to master the vital skill of listening to

improve his or her instructional effectiveness.

Posttest

1. Talking to students is beneficial, but it will seldom be as powerful as __________.

a. Grading.

b. Disciplining.

c. Listening.

d. Planning lessons.

2. Which of the following will NOT lead to successful listening?

a. Maintaining eye contact.

b. Focusing on your own interests and priorities.

c. Keeping an open mind.

d. Facing the speaker.

3. What can result from focusing solely on what you want to say during a

conversation?

a. Inaccurate assumptions and misunderstandings.

b. A good understanding of the other person’s thoughts.

c. The ability to reply effectively.


4. When giving advice, it’s best to:

a. Share all relevant personal experiences.

b. Interrupt so that the student doesn’t have to share the full story.

c. Wait for the student’s request for input or help.


Essay Questions

1. What is the relationship between listening and instructional effectiveness? Provide examples.

2. What nonverbal behavior is most effective in communicating to others that you are listening?

What about this behavior makes it important?

3. What are three risks that accompany starting to plan what you are going to say while the other

person is speaking?

4. What strategies and techniques can help you keep an open mind while listening? Provide

examples.

5. What strategy, technique, or habit would offer the most potential to improve your listening

behaviors? Discuss.



MTPd 5115 – Relating To A New Generation Of Parents

Objective: In this lesson, the participant will learn what changes may need to occur in his or her

thinking to make relationships with parents all they can be and need to be.

Posttest

1. Most parents of the past wanted ________ in their child’s education, and many

parents today want ________.

a. A primary role; a secondary role.

b. No role at all; a primary role.

c. A secondary role; a primary role.

d. A secondary role; no role at all.

2. What is a good strategy to take when communicating with parents?

a. Speak mainly about yourself.

b. Take into account the details of what each family is facing.

c. Send the same update email to all parents.


3. An effective way for teachers to build trust with parents is through:

a. Transparency in actions.

b. Remaining aloof.

c. Constantly explaining teaching methods.

d. Making verbal promises.

4. Which strategy can help you involve parents in their child’s education?

a. Ask for their expectations and preferences.

b. Use technology for updates in real time.

c. Be available to keep the lines of communication open.


Essay Questions

1. What do you believe has led today’s parents to have different expectations of educators than

past generations of parents?

2. How have the “rules of engagement” with parents changed? Provide examples.

3. What role do you believe parents should play in their child’s education? In what ways are your

beliefs consistent with or different from the beliefs of your students’ parents? What are some of

the implications of the areas of variance?

4. How can you craft your written messages to make them feel personal to parents?

5. What strategies do you employ to be sure that parents see you as being transparent and

keeping their child’s best interests in mind?



MTPd 5116 – Know What Apologies Count—And Don’t Count

Objective: In this lesson, the participant will learn why certain apologies fall on deaf ears and why

it’s important that he or she learn how to apologize well.

Posttest

1. What is NOT likely to be accepted as a good apology?

a. Asking for sympathy without taking any responsibility for your failure.

b. Stating your good intentions.

c. Shifting the responsibility and blame away from yourself.


2. Going on the offensive instead of apologizing can be considered a form of

__________.

a. Attack.

b. Action.

c. Procrastination.

d. Praise.

3. Which of the following actions is part of a good apology?

a. Doing your best to correct the mistake.

b. Being exact or specific in apologizing for any damage you caused.

c. Openly and freely admitting your mistake or failure.


4. What message will NOT be sent if you refuse to apologize to students?

a. Adults are more important than children.

b. Everyone deserves an apology when wronged.

c. When they get older, they won’t need to apologize either.


Essay Questions

1. What is the purpose of apologies? Why are they so difficult to get right?

2. Why might it be true that some apologies are worse than none at all? Provide at least three

examples of when this might be the case.

3. Can excuses ever play a beneficial role in apologies? Why or why not?

4. What are the three key components of an effective apology? What role does each component

play?

5. Think of a time when you were offered a sincere and effective apology. How did it make you

feel? What impact did it have on your relationship with that person going forward?



MTPd 5117 – Understand The Key Components Of Personalized Learning

Objective: In this lesson, the participant will learn the core components of personalized learning.

Posttest

1. Which of the following is the most accurate definition of personalized learning?

a. Computer-based curricular programs and adaptive learning systems.

b. Individual lesson plans for each student in a classroom.

c. A process for designing and sustaining learning environments that support multiple

learning paths.


2. Personalized learning places primary focus and attention on _____________.

a. Instruction.

b. The learning process.

c. The lesson.

d. Test scores.

3. What should be the educator’s main focus during the learning process?

a. Delivering lessons exactly as planned.

b. Making sure all students learn and progress at the same pace.

c. Being the teacher with the most exciting lessons and resources.

d. Engaging learners where they are and moving forward.

4. Which of the following is a way to personalize learning?

a. Emphasize the purpose of the content students are learning.

b. Shift the role of learners from passive receivers of content to active participants in

the learning process.

c. Help students become capable learners in a variety of situations and settings.


Essay Questions

1. How do you define personalized learning? Why do you believe there are so many popular

definitions for this learning and teaching design?

2. What is significant about placing primary focus and effort on the learning process rather than

instruction?

3. What benefits are likely to accompany a shift in role for students from passive compliance to

active participation?

4. Why is clarity of purpose crucial for successful learning? What are predictable consequences for

lack of clarity about the purpose for learning?

5. Why might it be said that learning always has been and will be personal?



MTPd 5118 – Four Lessons To Help Students Buy Into Learning

Objective: In this lesson, the participant will learn how four areas of focus can change the

trajectory of student learning.

Posttest

1. Why is it important to provide students with opportunities to think and talk about

their hopes, dreams, and aspirations?

a. A student without hopes, dreams, and aspirations will probably never reach his or

her full potential.

b. It’s common for hopes, dreams, and aspirations to be extinguished by life

experience.

c. Some students may have never thought about their possibilities or potential.


2. Which of the following is NOT a lesson that can help students level the playing

field of life for themselves?

a. Learning what gifts, resources, and talents they have.

b. Learning about talents they could develop.

c. Learning about talents other people have that they should imitate.

d. Learning about talents we see in them that they don’t see in themselves.

3. The overwhelming majority of organizations are not looking for job candidates

who can compete, but those who can _______.

a. Cooperate.

b. Celebrate.

c. Conform.


4. Why is it helpful to ask students about what they believe they need to do and

know for success in school?

a. Not all students have been taught how to be highly successful in school.

b. Understanding what students already believe and know can help you personalize

your approach.

c. Many skills necessary for success in school can be useful for success later in life.


Essay Questions

1. What does it mean to “buy into” learning? Why is “buy in” important?

2. How can having students think and talk about their hopes, dreams, and aspirations lead them

to “buy into” learning?

3. What benefits accompany teaching students to employ commitment, effort, persistence,

creativity, enthusiasm, and a positive attitude in their learning?

4. What do you believe are the three most essential learning skills students need to know and use

to be successful in school and life? Why these skills?

5. What role should we play in building and shaping our students’ dreams and aspirations for their

futures?



MTPd 5119 – Time For A Booster Shot?

Objective: In this lesson, the participant will learn practical things he or she can do when heading

into a teaching slump.

Posttest

1. According to Dr. Roy Menninger, we usually burn out from ________, not

________.

a. Failure; mediocrity.

b. Failure; success.

c. Laziness; success.

d. Success; failure.

2. To make goal setting effective, make sure to:

a. Share your goals with others.

b. Record your successes.

c. Set goals that are reasonable and achievable.


3. What is a useful strategy for tackling larger goals?

a. Just picture the end results.

b. Don’t set them in the first place.

c. Break them down into smaller parts.

d. Daydream about them.

4. When should you take action against low personal morale?

a. When you have more energy.

b. Now.

c. Tomorrow.

d. At the start of the next unit of study.

Essay Questions

1. What are the major sources of stress and burnout in teaching? What makes these sources

so difficult to manage?

2. Why is it unusual to experience burnout when we are feeling successful? Provide at least

two examples.

3. How can goals be effective counters to stress and burnout? What are characteristics of goals

that have the most positive effect?

4. How can documenting, tracking, and reflecting on progress and success counter burnout?

Share an example of when focusing on your successes carried you through a difficult time.

5. How might you use information on countering stress and burnout to help your students find

their way through difficult times? Provide an example.



MTPd 5120 – A Strategy That Works When Nothing Else Is Working

Objective: In this lesson, the participant will learn how asking students for their help can re-

engage them.

Posttest

1. Which of the following will NOT lead to successful cogenerative dialogue with

students?

a. An action plan at the end of the discussion.

b. A group of at least 12 students.

c. A ground rule about listening respectfully.

d. A mix of low-achieving and high-achieving students.

2. Discussing classroom issues with students can be helpful because:

a. It empowers students.

b. Students know the biggest impediments of their engagement.

c. It changes dynamics, helping disengaged students open up.


3. When co-teaching, what should you do while a student is teaching a lesson?

a. Sit in the teaching student’s seat.

b. Leave the room.

c. Refrain from making any comments; just write notes.

d. Interrupt to correct inaccuracies.

4. What might be a useful strategy for keeping up with students who are increasingly

focused on their personal electronic devices?

a. Let them use their devices at all times.

b. Completely ban all electronic devices from the classroom.

c. Let them use technology in a way that gives them autonomy and control over their

learning.


Essay Questions

1. What are common signs and symptoms that you are not “clicking” with your students? What

are some initial steps you can take to establish or re-establish your connections with

students?

2. What is it about cogenerative dialogue that can help to build connections with students and

lead to better learning outcomes?

3. What teacher skills and behaviors are crucial to having cogenerative dialogue work? List and

discuss the roles of at least three skills or behaviors.

4. Why is meeting with students outside of the classroom key to the success of this strategy?

5. What risks and opportunities accompany co-teaching a lesson with students?



MTPd 5121 – Ways To Confront, Connect With, And Change Whiners

Objective: In this lesson, the participant will learn specific strategies to change the self-defeating

behavior of whining.

Posttest

1. Which strategy will NOT work if you hope to change the behavior of whining?

a. Help the student solve the problem.

b. Ignore or dispel what the student complains about.

c. Listen to uncover the main points of the complaint.

d. Ask questions to make sure you understand the student’s complaint and situation

correctly.

2. Whining students often have trouble with:

a. Speaking loudly enough.

b. Recognizing the negative aspects of the situation.

c. Solving problems.

d. Turning in their homework.

3. What might result from constant whining?

a. Others might not want to be around the whiner.

b. The whiner may find it hard to be happy.

c. The whiner may fall behind others in his or her class.


4. Primary reasons for misbehavior are ________ and ________.

a. Attention; power.

b. Attention; artistry.

e. Efficiency; power.

f. Efficiency; artistry.

Essay Questions

1. How can understanding that whining is driven by a search for attention and power be useful

when addressing and changing this behavior?

2. Why is it crucial that you listen carefully before attempting to help a whining student solve

his or her problem? Provide at least two examples.

3. How can coaching students to be specific about their concerns and the situation they are

facing help them find a solution?

4. Why is it important that students, as much as possible, continue to own their problems and

take responsibility for solutions? Provide an example from your experience.

5. What skills and understanding do whiners need to move beyond whining behavior and

become better problem solvers?



MTPd 5122 – A Profound Workplace Trend We Cannot Ignore

Objective: In this lesson, the participant will learn about new workplace trends and challenges he

or she must help students prepare for.

Posttest

1. Our current school system was designed when the workplace was shifting from

_________ focus to ___________ focus.

a. An industrial; an agricultural.

b. An industrial; a freelance.

c. An agricultural; an industrial.

d. An agricultural; a freelance.

2. In the future workplace, which of the following will likely NOT be true?

a. Workers will need to market and differentiate themselves.

b. Workers will be able to rely on others to help them update their skills.

c. Workers might need to present themselves and their services every time they

contract for a project.

d. Workers might not always have a steady work.

3. Which of the following skills will help students prepare for the workplace?

a. Taking responsibility for doing their best work.

b. Staying up to date with current trends, technology, and approaches.

c. Managing finances.


4. If students find employment in a more traditional workplace, what might be true?

a. They won’t need to worry about finding insurance or planning for retirement.

b. They will likely still be expected to take greater responsibility for managing their

resources and lives.

c. The skills discussed in this lesson will not be useful.


Essay Questions

1. In what ways might the design of today’s schools be better aligned with the workplace

expectations of the early moving assembly line than the expectations of today’s workplace?

2. Why is an understanding of the trends and shifts in today’s workplace important to the work

of educators? Provide at least two examples.

3. What teaching and learning strategies can help students to take greater responsibility for

the quality of their work?

4. How can we help students take greater ownership of their learning and self-diagnose where

they need to give learning attention? Provide at least two examples.

5. What other implications of current workplace trends should educators be aware of to

prepare students for success?



MTPd 5123 – When You’re Tempted To Blurt No…No…No!

Objective: In this lesson, the participant will learn five different responses to students’ mistakes or

foolish actions that will help them know the condition is not permanent, but temporary.

Posttest

1. When a student gives a poor answer or an answer you weren’t expecting, what

should you NOT do?

a. Tell the class what the experts have to say.

b. Act surprised instead of angry or upset.

c. Show that classroom situations are often a matter of opinion rather than a matter of

fact.

d. Immediately tell the student he or she is wrong.

2. It is helpful for students to know that it is both ________ and _________ to have

different opinions.

a. Unlikely; undesirable.

b. Possible; permissible.

c. Likely; preferable.

d. Impossible; impermissible.

3. Conceding that a student may be right:

a. Should never be done; it shows students that you are weak.

b. Can be a useful strategy, especially to generate interest so the class doesn’t lose

focus.

c. Should always be done; students always have great answers.


4. To show the class that you are willing to listen and want to understand their

views, you might say:

a. “Please help me understand how you see it that way.”

b. “We have different opinions, but don’t worry about it.”

c. “Focus on doing your work.”

d. “Please share your perspective with a classmate.”

Essay Questions

1. What conditions and practices do you establish in your classroom to help students

understand that it is natural to make mistakes and permissible to disagree?

2. Why can immediate correction of a student statement work against our goal of having

students become better, more confident learners?

3. What message do we send to students when we concede and honor that they have an

opinion or perspective that is different from ours?

4. Why can it be said that mistakes and setbacks often lead to better learning than immediate

success? Share an example from your professional experience.

5. Why is it important to understand the perspectives of students before assuming they are

incorrect or attempting to correct them? Provide an example.



MTPd 5124 – Know If Your Homework Works For Or Against Learning

Objective: In this lesson, the participant will learn essential facts about the use of homework and

its benefits to student learning.

Posttest

1. If not carefully considered, homework can actually ________ existing gaps in

learning opportunities and student achievement.

a. Widen.

b. Span.

c. Close.

d. Exploit.

2. What should we keep in mind when creating effective homework?

a. Introducing new learning or skills is more effective during class.

b. How long the homework will take to complete.

c. Differences in home circumstances and learning skills.


3. The optimal times for students to spend on homework reflect ______________,

not _______________.

a. Average time spent on extracurricular activities; total homework time.

b. Total homework time; time required per class.

c. Time required per class; average time spent on extracurricular activities.

d. Time required per class; total homework time.

4. Which kind of assignments is better than the others for increasing student

achievement?

a. Those where students practice a newly learned skill.

b. Those that allow students to apply what they have learned in new ways.

c. Those that extent learning to different contexts.


Essay Questions

1. How can homework become a source of inequity in student learning? Provide at least two

examples.

2. Why are errors repeated in homework often difficult to correct in the minds and

understanding of students? Why might it take so many attempts to make a permanent

correction?

3. How can you decide how much homework is enough without overloading or diminishing

student commitment to complete it?

4. Discuss this statement: “Homework is only useful if it is completed.” How can you maximize

the probability that students will complete and benefit from homework you assign?

5. Why might it be that researchers have struggled to find a direct link between the type of

homework assigned and increases in achievement? Is the problem more likely in the

research design or the nature of homework? Why?



MTPd 5125 – Five Equity Issues Hiding In Your Classroom

Objective: In this lesson, the participant will learn why and how to look beyond simply giving each

student the same resources and support if he or she hopes to achieve equity in learning

opportunities for all students.

Posttest

1. ________ is giving each student the same resources, while ________ involves

giving each student what she or he needs to learn and succeed.

a. Justice; equity.

b. Equality; equity.

c. Equality; justice.

d. Equity; equality.

2. Which of the following is important to consider in creating equity for students?

a. Students’ prior experiences and the information to which they have been exposed.

b. How we perceive students and what we believe about their abilities.

c. Students’ hopes and aspirations.


3. Expectations about and perceptions of students based on race, socio-economic

status, and cultural background often:

a. Prove to be true.

b. Lead to high achievement.

c. Lead to bias and inequitable conditions for learning.


4. What is NOT a way to provide students with equitable learning experiences?

a. Addressing information and experience gaps before expecting new learning.

b. Giving all students the same materials, information, explanations, instructions, and

deadlines for a project.

c. Providing flexibility in the time students have for completing tasks and projects.


Essay Questions

1. Why is it important to understand the difference between equality and equity? What

implications does the difference have for classroom practices?

2. What strategies can you employ to be sure that you hold appropriately high expectations for

all students in your classes? Provide at least two examples.

3. How can you assist students who come to your class with less content-related background

knowledge than others? Share at least three strategies.

4. What steps can you take to help students see failure as a temporary condition and use the

experience to build future success?

5. How can you create a culture and expectations in which students respect and support each

other’s success?



MTPd 5126 – Delaying Action Can Become Unforgivable

Objective: In this lesson, the participant will gain insights into why people delay taking certain

actions and why certain consequences are predictable when they do.

Posttest

1. What is a common situation in which we might delay making a decision?

a. When we fear making the wrong decision. b. When we don’t believe we have enough accurate information. c. When we don’t think the issue is important or pressing. d. All of the options.

2. If thinking and delaying action takes a long time:

a. Students and parents will not mind. b. The situation will go on as normal. c. Pushback from students and parents may be fierce. d. The problem will often solve itself.

3. Most of the poor decisions we make can be ______________, which is a better situation than

failing to act at all. a. Acknowledged and corrected. b. Ignored or forgotten. c. Blamed on others. d. All of the options.

4. Which of the following can be halted as a result of not taking action?

a. Engagement. b. Levels of productivity. c. Focus. d. All of the options.

Essay Questions

1. What risks and exposure can we open ourselves to when we choose to delay our response

to a growing problem?

2. What factors should play a role in a decision regarding whether to act or delay our response

to classroom situations? Provide at least three examples.

3. Why might it be said that taking no action can be worse than taking the wrong action? Do

you agree? Why or why not?

4. Why are mistakes that are made while trying to do what is in the best interests of students

often quickly forgiven?

5. Discus at least three classroom circumstances when delaying a response or choosing not to

become involved is never acceptable.



MTPd 5127 – Five “Success Skills” We Need To Nurture

Objective: In this lesson, the participant will explore skills beyond the academic skills he or she

teaches that are vital for students’ success in life.

Posttest

1. To nurture an orientation to the future, what kind of goals can teachers help

students set and pursue?

a. Only short-term goals.

b. Both short and long-term goals.

c. Only long-term goals.

d. Setting goals will not help with this success skill.

2. How can students benefit from gaining a sense of identity?

a. Better prepared to make life choices.

b. Less likely to be distracted and diverted from what they value.

c. Better able to appreciate the perspectives and identities of others.


3. Which is NOT a success skill that can help students prepare for the future?

a. Appreciating and expanding their creativity.

b. Thinking critically.

c. Procrastinating and then finishing projects quickly.

d. Developing self-efficacy.

4. Failure is:

a. A lesson to study and from which to learn and generate new ideas and strategies.

b. An indicator that you or a student is lazy or not smart enough.

c. An unalterable condition that is to be avoided.


Essay Questions

1. What does it mean for students to have an “orientation to the future”? Why is this an

important perspective for students to possess?

2. What relationship does self-efficacy have to academic success? Provide examples.

3. Why is a sense of identity important to student success in school and life?

4. What makes appreciation for creativity and the ability to be creative an important skill for us

to nurture in students?

5. How can you teach and nurture critical thinking in students? Provide at least three

examples.



MTPd 5128 – The Unmatched Power Of Shared Values

Objective: In this lesson, the participant will learn why shared values in the staff matter and how

to help create the conditions in which they flourish.

Posttest

1. _________ don’t change and can’t be easily stripped of their significance.

a. Objectives.

b. Core values.

c. State standards.

d. Stated values.

2. What is important for promoting candor and candid dialogue between colleagues?

a. Respect.

b. Trust.

c. Appreciation.


3. What is NOT a situation in which we might need support from colleagues to do

what we believe is right for students?

a. Communicating with parents whose values conflict with our beliefs about students’

best interests.

b. Balancing work with the pressures and demands of our personal lives.

c. When we have an easy time reaching students.


4. What can result from reflecting on shared experiences as a staff?

a. Wasted time.

b. A negative atmosphere.

c. Collective confidence and resilience.

d. Stagnation.

Essay Questions

1. What does it mean to have shared values? Provide at least three examples of values that

might be shared.

2. What makes shared values an important component of a successful school?

3. Why might it be said that core values do not change? Are there circumstances when some

values may take on greater significance? Provide an example.

4. How do shared values help us to navigate conflict and disagreements?

5. How can shared values position us to take responsible risks with students and colleagues?



MTPd 5129 – Hidden Agendas That Undermine Student Conferences

Objective: In this lesson, the participant will learn how to avoid those distractors that might serve

to undermine what should be key opportunities to influence student success.

Posttest

1. For a successful conference that avoids hidden agendas, what do we need to align

with our intentions?

a. What we ask the student.

b. How we engage with the student.

c. What we say.


2. To ensure effective conferences, what we learn from the student can give us

insights on how to:

a. Break the news to the student that he or she is wrong.

b. Convey our message and connect it with what’s important to the student.

c. Most effectively tell the student’s parents about a bad grade.

d. Become a good friend to him or her.

3. Why is it important to be conscious of our perceptions and expectations of

students while conferencing with them?

a. Sending a message of low expectations will always make the student want to work

harder.

b. We may be incorrect about the student’s intentions for acting a certain way (e.g., a

cooperative student may just be following a parent’s directions without any real

commitment to learn).

c. Uncooperative students who don’t seem to care about school are usually lazy, so we

need to motivate them.

d. It is easy to remember to challenge a student who usually performs well to move to

the next level of performance.

4. Why should we remain flexible during conferences with students?

a. There is the possibility that we will discover new issues, previously unknown barriers,

or unanticipated challenges.

b. Unresolved issues and history with students may interfere with our ability to fully

engage during conferences.

c. Pushing aside our original intentions and alignment can show students we care about

them and their issues.


Essay Questions

1. Why are student conferences powerful tools to influence student behavior and build strong

relationships?

2. Why is it important to plan carefully before engaging in student conferences? What factors

should be considered in your planning?

3. What roles should intentions and alignment play in your conferring with students?

4. What risks do you face when you assume the intentions of students in the context of

conferring?

5. Why might it be important to remain flexible in your intentions and focus when conferring

with students?



MTPd 5130 – Six Traits That Impact Your Leading And Communicating Effectiveness

Objective: In this lesson, the participant will examine six communication variables that, without a

doubt, will make him or her a more effective communicator and teacher.

Posttest

1. What can be the effect of using a pace that is too slow?

a. Students won’t be able to keep up.

b. Students won’t be able to concentrate or remain interested.

c. Students might think you are nervous or unsure of yourself.


2. What do you need to keep in mind when choosing a word or term to use?

a. You are sure of its meaning.

b. You know the audience is familiar with it.

c. You know how to pronounce it.


3. Low and soft pitch is good for:

a. Speaking to large groups.

b. Speaking to adults, but not to students.

c. One-on-one communication.

d. All teaching situations.

4. What will others be more likely to believe when your body language contradicts

what you say?

a. Your body language.

b. Your words.

c. Both body language and words.

d. Neither body language nor words.

Essay Questions

1. What actions can you take to be certain that the messages and instructions you provide to

students are clear and understood?

2. How can changing the pitch of your voice increase the likelihood that students will pay

attention? Provide at least two examples.

3. What dangers accompany using words that are unfamiliar or applied inappropriately when

working with students? Provide at least two examples.

4. Why do you believe research shows that more than half of the messages we send are

communicated through nonverbal cues or body language rather than words?

5. Which of the communication elements discussed in this module do you believe has the

greatest impact on student learning? Why?



MTPd 5131 – Want Students To Remember What They Learn?

Objective: In this lesson, the participant will learn strategies to help students retain and recall

what they have learned.

Posttest

1. What is a good strategy for increasing learning retention?

a. Elaborative interrogation.

b. Emphasizing the purpose of the learning.

c. Practice testing.


2. What does distributive practice involve?

a. Breaking down learning into manageable pieces and spreading practice over longer

periods of time.

b. Cramming before each test.

c. Asking students to practice distributing supplies efficiently.

d. Learning a new skill over the course of one or two days before learning the next skill.

3. The strategy of practicing a skill until its application becomes automatic is called:

a. Rereading.

b. Overlearning.

c. Elaborative interrogation.

d. Self-assessment.

4. What is NOT considered a high-leverage technique for helping students remember

what they have learned?

a. Reintroducing key information in new applications or situations.

b. Utilizing stories.

c. Changing seats or positions in the room.

d. Highlighting.

Essay Questions

1. What is the relationship between understanding the purpose of what is being learned and

the ability to retain and recall what is learned?

2. How does practicing skills and content increase learning retention? Are some types of

practice more effective than others? Explain.

3. What is overlearning and how can it lead to increases in learning retention?

4. How can elaborative interrogation lead to deeper learning and increased learning retention?

5. Why might highlighting text not be a particularly effective way to increase learning and

learning recall?



MTPd 5132 – What You Choose To Look For Drives What You See

Objective: In this lesson, the participant will learn about confirmation bias and how it can color his

or her experiences and decisions.

Posttest

1. How might confirmation bias affect our interactions with students?

a. We assume certain students to be behavior problems and therefore overreact.

b. We give students the “benefit of the doubt” and overlook issues and behavior that

should be addressed.

c. We allow limited or unreliable information to influence our expectations of how

students will perform in school.


2. What determines what we see, how we interpret what we see, and how we

respond to our interpretation?

a. What we are looking for.

b. What we are currently reading about.

c. What we are trying to avoid.

d. What we need to do tomorrow.

3. When examining our assumptions and beliefs to avoid becoming victims of

confirmation bias, why might we sometimes become agitated?

a. It is frustrating that others have different opinions.

b. Thinking about this topic is sometimes boring.

c. Our assumptions or perceptions are being challenged.


4. One method of avoiding confirmation bias is to seek out information that is

________ our assumption or belief.

a. More complicated than.

b. Counter to.

c. In line with.

d. Simpler than.

Essay Questions

1. What is confirmation bias and what importance does this concept hold for your work with

students?

2. How can your assumptions about and expectations for students influence their opportunities

for success?

3. What steps can you take to be aware of and counter the influence of confirmation bias?

Provide at least three steps or strategies.

4. Why might it be useful to consult with colleagues and others who have perspectives

different from ours when attempting to avoid confirmation bias?

5. In what circumstances might seeing what you look for offer a benefit to you and your

students?



MTPd 5133 – Getting Through Those “Leaving” Moments

Objective: In this lesson, the participant will learn how to recognize the causes of “leaving”

moments and to pause, reflect, and redirect when they occur.

Posttest

1. What would be considered a “leaving” moment?

a. Leaving the classroom for a moment to visit with a colleague in the hallway.

b. Wanting to leave the profession of teaching.

c. Leaving the assignments you’ve graded in the car.


2. How can talking to a trusted colleague be helpful?

a. It can help us know we’re not alone in our feelings and free us from guilt and

isolation.

b. It can be a cathartic way to vent, lament, and laugh about struggles.

c. It can give us a fresh point of view.


3. Leaving work early, going for a walk or run, not responding to email for 24 hours,

and getting a massage are all examples of ways to ____________.

a. Sacrifice your personal life.

b. Stop caring.

c. Create distance and regain perspective.

d. Fall behind in your work.

4. What is NOT a method for getting through “leaving” moments?

a. Beating a bad day before it starts.

b. Focusing on what you don’t want.

c. Journaling.

d. Practicing slow breathing.

Essay Questions

1. Why is it important to your students that you maintain your enthusiasm and energy for the

work you do? Share at least two examples.

2. What steps can you take to “beat a bad day before it starts”? Provide examples.

3. What strategies can you employ to create emotional distance from a situation or challenge

without becoming emotionally disconnected from students and colleagues?

4. What benefits can journaling offer to counter a bad day or rough time?

5. How can focusing on what you want rather than what you do not want help shift your

perspective and attitude?



MTPd 5134 – How To Find The Success Factors In You

Objective: In this lesson, the participant will learn the powerful personal and professional benefits

of personal reflection—and a strategy for how to achieve it.

Posttest

1. Your ________ rather than your ________ are ultimately the keys to success.

a. Strengths; weaknesses.

b. Memories; goals.

c. Weaknesses; strengths.

d. Goals; memories.

2. What is NOT a helpful step when turning your personal inventory into a working

plan of action?

a. Examining how you feel about where you live and work.

b. Focusing on what you find boring and don’t like doing.

c. Identifying where you would like to be in three months.

d. Planning how to overcome weaknesses, mistakes, and shortcomings.

3. What is the key to making sure past mistakes don’t reach up, bite you, and keep

you in place?

a. Pretend they didn’t happen.

b. Think about them nightly to make sure you don’t make the same mistake.

c. Work to make things right with those you’ve wronged.


4. Why is keeping your journal up to date important for self-development?

a. It can help you keep yourself on your intended path.

b. It helps you continue to build self-awareness.

c. It can help you become comfortable with your experiences and what you’ve chosen

to do.


Essay Questions

1. What makes reflection such a powerful tool for learning? Provide at least two examples.

2. Why is a focus on building your strengths often more productive than attempting to correct

areas of weakness? What might be some exceptions to this approach?

3. How can recalling and documenting past successes position you for more success in the

future? Provide at least two examples.

4. How can focusing on what excites you help you discover your strengths and rekindle your

energy?

5. What steps can you take to convert your inventory of strengths into a plan of action?



MTPd 5135 – Activate The Innovator In You

Objective: In this lesson, the participant will learn four important strategies to become an

effectively innovative teacher.

Posttest

1. Why are schools often resistant to innovation?

a. Teachers are trained to implement the ideas and pedagogy of others.

b. Teachers are often expected to adapt to new policies and initiatives in the midst of

daily job pressures.

c. Schools are structured to serve the masses instead of individual students.


2. What is NOT a recommended way to start innovating in the classroom?

a. Form an Innovation Envoy with other teachers with the goal to infuse multiple

perspectives about creative teaching.

b. Start innovating at the margins to make learning more about students.

c. Ignore the requirements of new policies and initiatives.

d. Overcome constraints in perception about students’ ability to perform complex tasks.

3. Thinking ____________ rather than ____________ is helpful when innovating in

a school setting.

a. Concretely; abstractly.

b. Inside the box; outside the box.

c. Abstractly; concretely.

d. Outside the box; inside the box.

4. How can the method of streamlining and subtracting from our current teaching

practices lead to innovation?

a. It allows for small-scale experimentation and creates room within the daily schedule

to bring new ideas to life.

b. It lets us remove the parts of the curriculum that we don’t enjoy teaching.

c. It gives us new ways to help students memorize information.

d. It provides the opportunity to use technology more in the classroom.

Essay Questions

1. What does it mean to be an innovative teacher? What are some examples of learning and

teaching innovation you have observed or practiced?

2. What risks accompany integrating innovative practices into your instruction? What steps can

you take to counter these risks?

3. What actions can you take to overcome perceptual constraints that get in the way of

innovation? Provide at least three examples.

4. What advantages accompany starting innovation at the margins of classroom and

curriculum activities?

5. What activities and strategies can help you “think inside of the box”?



MTPd 5136 – Are Past Successes And Natural Talent Holding You Back?

Objective: In this lesson, the participant will explore how past success and talents can be friends

or enemies of future success.

Posttest

1. What do real learning and meaningful growth require?

a. Experiencing the less predictable.

b. Being vulnerable.

c. Being open to missteps and mistakes.


2. Which strategy will help you continue growing professionally?

a. Don’t find a coach; coaches usually tell you what you already now.

b. Embrace the assumptions you make about your work—they make you unique.

c. Keep doing what you are good at and stay in your comfort zone, because that is

where you shine as a teacher.


3. The more time you spend in your learning zone rather than your comfort zone, the

more ________ it becomes.

a. Comfortable.

b. Monotonous.

c. Varied.

d. Uncomfortable.

4. What is a useful way to think about praise you are given?

a. Understand that the person giving the compliment doesn’t really mean it and is just

being nice.

b. Keep in mind that the praise focuses on what you’ve already accomplished; don’t

allow it to hold you back from further growth.

c. Understand that you don’t need to focus on growth anymore; you are already

successful.


Essay Questions

1. What evidence might you present that you are continuing to grow and learn as a

professional? What aspects of your practice might benefit from some additional attention

and learning?

2. Why is it important to frequently step outside of your professional “comfort zone”?

3. Where do you receive the most important and useful feedback on your practice? Provide an

example of how you have used feedback to improve an aspect of your practice.

4. How can fear of not appearing to be confident and in control work against your continued

learning and professional growth?

5. How might assumptions about your skills and work be holding you back? What steps can

you take to change your assumptions and shift your practice to achieve better outcomes

with your students?


questions for credit - the master teacher · it makes them want to try harder to overcome negative...

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