Questions for Credit
The following short answer questions for Volume 47 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.
4. Administrator reviews, and then awards and records credit* using the Manage Offline
Course Records** feature in PD Now.
* 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).
**For help on how to use this feature click the Manage Offline Course Records tab and then
click the Help link in the top right corner of the screen. Detailed instructions for using this feature
are listed in the Help section.
The answer key for the Test Modules is only available in printed copies of the Principal’s Desk
Reference.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-01 Priority Number One: Day One
Objective: In this lesson, the participant will learn the ingredients needed to make sure a good
climate and strong culture in the classroom are present for the very first day.
Test Module
1. What topped the list of most important characteristics of a master teacher?
a. Create an environment for learning.
b. Demonstrate vast content knowledge.
c. State objectives clearly to all students.
d. Meet with parents regularly.
2. Which is NOT an aspect of culture?
a. Outsiders can feel it walking on campus.
b. Based on beliefs and values.
c. Hard to change.
d. Develops over several days/months/years.
3. What are the three major indicators of a strong culture of learning?
a. Collaboration, communication, collegiality.
b. Collaboration, collegiality, enthusiasm.
c. Collaboration, collegiality, efficacy.
d. Assessment, creativity, decision making.
4. The goals of climate and culture are high _____ and high _____.
a. Achievement; participation.
b. Achievement; satisfaction.
c. Anticipation; satisfaction.
d. Anticipation; participation.
Essay Questions
1. Describe the differences between climate and culture and explain why these differences hold
important implications for learners and educators.
2. Describe and give examples of the role educators play in creating and maintaining a strong,
supportive learning culture.
3. Discuss the role of the four conditions that contribute to a strong culture. When one of the four
conditions is missing, why does the quality of the culture also suffer?
4. Describe the three indicators of a strong culture, including the aspects of culture each indicator
reflects.
5. Summarize the relationship between high achievement and high satisfaction in a strong culture.
Why are both elements necessary for the culture to be strong?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-02 Take The Fear Out Of Making Mistakes—Now
Objective: In this lesson, the participant will learn what he or she can do to help students persist
through their fears to embrace difficult learning.
Test Module
1. What type of feelings do mistakes arouse in most people?
a. Positive.
b. Joyful.
c. Not positive.
d. Not relevant.
2. RIP stands for:
a. Rest, Investigate, and Plan.
b. Reacting In Pace.
c. Responsibility, Insight, and Perspective.
d. Reaction, Intelligence, and Plausibility.
3. Fear of making mistakes is:
a. A foolish waste of time.
b. An inevitability for us and students.
c. Always healthy in keeping us from danger.
d. To be understood and accepted.
4. Fear can place us in a danger zone when it comes to learning.
a. True.
b. False.
Essay Questions
1. Why is it that the fear of making mistakes is so pervasive in most traditional learning
environments? What consequences has this condition held for learning and learners?
2. How can we help learners see that mistakes are a part of learning and not something to be
avoided? Provide at least four examples.
3. What does it mean to “worry well?” How might this concept be shared with learners in ways
that help them focus attention and energy where necessary and not be paralyzed by fear of
making mistakes?
4. To what extent is fear a choice we make? How can we position ourselves to reduce, eliminate,
or move beyond fear of making mistakes to continue learning? Provide at least three steps or
strategies.
5. If fear is the enemy of learning, what emotions can pull learning forward? Discuss the role each
plays in supporting risk, exploration, and understanding.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-03 A Blueprint For Creating Better Learners
Objective: In this lesson, the participant will review and learn strategies for building student
capacity to learn rather than focusing on accumulating content that may easily be accessed
externally or that soon may be out-of-date or irrelevant.
Test Module
1. Our ability to see fifteen years into the future is:
a. Not relevant to our teaching.
b. As hard as it’s always been.
c. Getting easier.
d. Getting harder.
2. Knowing “why” they’re learning something:
a. Only prolongs the early stages.
b. Makes students more prone to lead.
c. Is not an essential part of the material.
d. Keeps students from asking better questions in the future.
3. Why should we teach framing problems as well as solving them?
a. Some problems don’t have a solution.
b. We shouldn’t teach students to look for solutions.
c. Problems don’t come neatly packaged in the real world.
d. As to not see problems as negative things.
4. The purpose of our work is to prepare learners to _____.
a. Not need to be successful in life.
b. Be successful to the last day of school.
c. Be successful long after they leave us.
d. Be able to recall important dates and other facts.
Essay Questions
1. Why is it no longer enough for learners to accumulate information in isolation of skill building?
What changes in the world are driving this reality?
2. Why might it be preferable when introducing new concepts and skills to begin with the whole
before presenting discrete parts and elements of what is to be learned? What are likely
consequences of beginning with the parts and later attempting to have learners see the whole?
3. Why is it often difficult for learners to take what is learned in one context and transfer it to
another for application? What strategies can we use to help students develop this skill?
4. What does it mean for students to take learning personally? Why is this aspect of learning
important? How can we create conditions under which such a connection is more likely to
occur?
5. Discuss at least four strategies we can use to encourage and support learners to reflect on their
experiences and self-assess their learning.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-04 The Good Struggle
Objective: In this lesson, the participant will learn how to foster a learning environment in which
every student feels compelled to give his or her best effort.
Test Module
1. When do students get smarter and more confident?
a. When success comes easily to them.
b. When they solve the same style problem repeatedly.
c. When they do well on state assessments.
d. When they master something they thought they couldn’t.
2. What about the “good struggle” should lead us to applaud students?
a. For their ability to slow down.
b. Only for their eventual success.
c. For their planning and persistence.
d. For their refusal to fail.
3. Which is an example of positive thinking?
a. I’m not good at this.
b. What am I missing here?
c. I can’t make this any better?
d. I’ll never be smart.
4. Mistakes tell students:
a. What they still need to learn.
b. That they’re not good enough.
c. That a content area is not for them.
d. Learning will always be a challenge.
Essay Questions
1. Describe the difference between a fixed mindset and a growth mindset. What implications do
these two concepts hold for learning and teaching?
2. Why is focusing on process more effective than focusing on product when providing feedback to
learners? Provide examples comparing and contrasting the impact of these two approaches.
3. List at least three strategies for encouraging learning-related risk taking by students. What is it
about each of these strategies that makes it effective?
4. Describe the process of “reverse brainstorming.” How can this process stimulate new ideas,
innovative thinking, and support rich learning?
5. Why might we say that real learning starts when students feel stuck? Do you agree? Defend
your answer.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-05 How To Keep Grades From Interfering With Learning
Objective: In this lesson, the participant will review and learn eight strategies to keep the focus
on learning and avoid having grades get in the way of, or distract students from, building their
knowledge and skills.
Test Module
1. What is
a. They
b. They
c. They
d. They
the origin of grades? (multi-select)
were developed by Aristotle.
applied to English meat quality.
were used to label shoe quality.
were a product of the Industrial Revolution.
2. What is the danger of premature grading?
a. Building up students’ expectations.
b. Capturing prior knowledge, not learning.
c. Forgetting a grade later on.
d. Sending too much paperwork home too early.
3. We should strive to be all the following EXCEPT:
a. A defender of the grades we assign.
b. An advocate for learners and learning.
c. Focused on the needs of learners.
d. Committed to supporting learners.
4. Grades must ____ student progress.
a. Hinder.
b. Encourage.
c. Communicate.
d. Question.
Essay Questions
1. What about the history of the practice of grading should make us cautious about its use? Please
provide examples and an analysis of each.
2. Why is it important to delay the assignment of grades to student work as long as possible?
What can be the impact of grading too early?
3. Why should grades never be used as a threat? What messages do we send to learners when we
use grades to threaten, entice or punish?
4. Why is it important to avoid confusing grading and feedback? What makes these two processes
different?
5. Why might it be a good idea to convey to learners that grades are a reflection of your work as
well as theirs? How does taking this position open avenues for a different relationship with
learners?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-06 All Means All When It Comes To Parent Engagement
Objective: In this lesson, the participant will learn six strategies to engage parents in their
children’s learning.
Test Module
1. Most U.S. households describe their child’s teachers as:
a. Incompetent and hostile.
b. Overworked and indifferent.
c. Passionate and caring.
d. Intelligent and capable.
2. When do parents feel more welcome?
a. When they are complimented.
b. When they see and hear the positive.
c. When they are put on the spot.
d. All of the options.
3. Transparency involves all the following EXCEPT:
a. Telling parents all our past mistakes.
b. Eliminating unknowns for parents.
c. Sharing where we’re headed.
d. Letting our vulnerabilities show at times.
4. Place lower expectations on students from more educated families:
a. Is a reasonable approach to take.
b. Creates inequities that may be invisible to us but are crystal clear to parents.
c. Helps us avoid disappointment later.
d. All of the options.
Essay Questions
1. What are examples of invisible barriers we sometimes erect that keep parents from becoming
involved? How can we remove these barriers and provide a better invitation?
2. What does it mean to “serve up communication” the parent’s way? Provide at least three
examples and analyze how these strategies strengthen communication with parents.
3. In what ways do we need to be accountable with parents? What impact does being accountable
in these ways build bridges with and instill confidence among parents about our intentions and
commitment?
4. How can we set clear and appropriate expectations with parents? Give examples.
5. What actions can you take to repair relationships with parents after a rough spot? Share an
experience and describe the actions you took. If you could relive the experience, how might you
have approached it differently?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-07 Who Says Underachieving Students Aren’t Motivated?
Objective: In this lesson, the participant will learn how to tap the motivation of underachieving
students.
Test Module
1. The idea that some young people aren’t motivated is:
a. Rare in schools.
b. New to education.
c. Only prevalent among parents.
d. Common in adults.
2. All
a.
b.
c.
d.
students are (multi-select):
Different.
Motivated.
Athletic.
Underachieving.
3. The following are all types of communicators discussed EXCEPT:
a. Persuasive.
b. Actions.
c. Sense.
d. Scholarly type.
4. An “A” doesn’t necessarily mean high achievement.
a. True.
b. False.
Essay Questions
1. What conclusions about learning and motivation can we draw when we see students who are
disengaged during the day at school but who spend their evenings deeply engaged in
challenging video games? What might we learn from these observations to reposition our
instruction and relationships with learners to engage them and support their academic success?
2. What does it mean to start our intervention with students where they are? What strategies can
help us meet this challenge?
3. Describe the three types of communicators. How must our approach vary to reach each of
these communicator profiles?
4. What does it mean to “jump start” a student and put him or her on a path to success? Provide
an example of how a “jump start” can be done.
5. How might it be that a student who is receiving good grades might actually be underachieving?
What would be indicators of this situation? What can you do when you encounter it?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-08 Start Sliding Study Skills Into Every Lesson
Objective: In this lesson, the participant will learn specific ways to teach study skills without
sacrificing excessive class time.
Test Module
1. Study skills include a wide range of activities.
a. True.
b. False.
2. The name of your list of study skills should:
a. Be easy for students to remember.
b. Give it importance or value to students.
c. Refer back to your subject area, as with a pun.
d. Incorporate your school’s name or mascot.
3. For students to truly reap the rewards of studying:
a. You should talk to them about it once a day.
b. You should bring in local professionals.
c. They should create their own study plan and strategy.
d. They should take close notes on your lectures.
4. If
a.
b.
c.
d.
students don’t know the best ways to study:
They’ll never even start.
They’re apt to choose the wrong way.
They will blame you.
All of the options.
Essay Questions
1. How might it be true that “sliding” in study skills can actually save us and students time? What
would be a good example?
2. What does it mean to teach study skills that are unique to your class? What would be an
example and how can you teach this skill within the context of a lesson?
3. In addition to providing students with a partial outline of what you are about to teach and
having them complete the outline as you go, how can you structure and guide students to
follow a learning path and pay attention to key aspects to learn? Provide an example and how it
contributes to focused learning.
4. Why might having students develop a learning plan and strategy increase learning and out of
class work completion? What steps and techniques can you use to maximize the impact of this
approach?
5. List at least five advantages of teaching students study skills and how to use them.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-09 Shift The Focus From Compliance To Commitment
Objective: In this lesson, the participant will learn why and how, as educators, we must make the
shift in focus from compliance to commitment.
Test Module
1. Where does compliance come from?
a. Internal sources.
b. The student.
c. The content itself.
d. External sources.
2. How much of what students need to know today do they have after high school?
a. 2%
b. 75%
c. 10%
d. 40%
3. Which traits drive commitment?
a. Aspiration, inspiration, passion, compassion.
b. Inspiration, perspiration, compassion, frustration.
c. Passion, attention, concentration, escalation.
d. Compassion, elation, exclamation, formation.
4. Students will most likely commit to follow:
a. A list of guidelines and rules.
b. A powerful continuous learning model.
c. A rigorous system of compliance.
d. A well-defined standard of behavior.
Essay Questions
1. Describe key differences between compliance and commitment. In what ways are both needed
to support student learning?
2. Why is it the case that in most schools students are expected to comply much more often than
they are encouraged to commit?
3. Why is nurturing commitment to learning today more important than it was even a few decades
ago?
4. What steps can we take to support students to “own” their learning? What advantages do
students enjoy when they feel a strong sense of ownership for their learning?
5. In what ways can you model your commitment to ongoing learning? Provide an example and
discuss its impact on learners.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-10 Class! I Need Your Attention
Objective: In this lesson, the participant will learn key knowledge of how the brain functions that
will help him or her make the decisions and plans to get and keep the attention of students.
Test Module
1. What is the greatest scientific revolution of our time?
a. Advances in our understanding of human development.
b. Advances in our understanding of the human brain.
c. Advances in third world education.
d. Advances in how standardized tests are created.
2. On average, how long can high school students give intense attention?
a. 5 minutes.
b. 30 minutes.
c. 45 minutes.
d. 15 minutes.
3. Effective classwork interests students, is relevant to their lives, and involves activity.
a. True.
b. False.
4. As
a.
b.
c.
d.
stated in this lesson, the Master Teacher believes we need more:
Accountability from counselors.
Longer lectures prepared.
Information about the brain.
Impatience when dealing with students.
Essay Questions
1. Discuss three implications for our instruction in light of students’ limited span of intense
attention.
2. How can we use contrast and novelty in our instruction to improve learning? What is it about
contrast and novelty that can increase learner attention?
3. What role can offering students choice in their learning play in building focus and commitment
to learn?
4. What strategies can we build into lessons to increase levels of relevance and meaning for
students?
5. When we find that we are losing the attention of students, what four aspects of our lesson can
we consider and shift before starting to blame students? How might making shifts in these
aspects help us regain student attention?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-11 Five Strategies To Assess The Depth Of Knowledge
Objective: In this lesson, the participant will gain understanding of Norman Webb’s Depth of
Knowledge Framework and how to incorporate it into the classroom to support student learning.
Test Module
1. What does DOK stand for?
a. Depth of Knowledge
b. Davison Ontology of Knowledge
c. Dissipation of Knowledge
d. Discovery of Knowledge
2. Which DOK level requires the highest-order thinking?
a. Level 3
b. Level 1
c. Level 4
d. Level 2
3. Why should you solidify foundational knowledge before moving on?
a. Failure to do so can create gaps in student understanding.
b. Review gives students’ minds a chance to switch off.
c. You shouldn’t worry about foundational knowledge.
d. Because newspapers don’t cover the Supreme Court as adequately as they should.
4. DOK is not about assigning more work. It’s about:
a. Assigning longer work.
b. Assessing whether our assigned work is worth doing.
c. Learning not to treat homework as punishment.
d. Consulting with parents before assigning too much work.
Essay Questions
1. What characteristics of complexity distinguish it from learning that is just difficult?
2. Provide an example for each of the four levels of Webb’s Depth of Knowledge framework and
explain how each meets the criteria of that level.
3. What signs and signals can help us make sure that foundation knowledge is solid before we
present students with new and deeper learning challenges?
4. What strategies can we use to “take the pulse” of the classroom? What information does each
strategy give us to guide our assessment?
5. What does it mean for assessment teams to help us conduct “fidelity checks”? Why might these
activities improve our instructional effectiveness?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-12 Managing Rumor Spreaders: A Big Part Of Classroom Leadership
Objective: In this lesson, the participant will learn the important role he or she plays in managing
rumors as well as the strategies to do so.
Test Module
1. Who do rumors appeal to?
a. Students only.
b. Older teens mostly.
c. People of all ages.
d. Some teachers.
2. What do student rumors indicate?
a. How they feel about their experience in school.
b. Which students enjoy rumors and which don’t.
c. Who the most creative storytellers are.
d. All of the options.
3. How can teachers take the lead on rumors?
a. By ignoring the rumor and shifting focus.
b. By meeting with the rumor spreaders’ parents.
c. By waiting and having an administration-led assembly later.
d. By conveying accurate information about the rumor.
4. The Master Teacher (multi-select):
a. Recognizes that early intervention with rumors minimizes their impact.
b. Discusses with students how rumors should be handled.
c. Never fails to talk to rumor starters publically.
d. Knows that technology can only be used to start—not end—rumors.
Essay Questions
1. What is the definition of a rumor and why are they so easily spread? What problems and risks
are associated with rumors, especially in the classroom?
2. What communication strategies can we employ to counter rumors? What makes each of these
strategies effective?
3. What steps should we take when we know a rumor is true? When a rumor is false?
4. What steps can we take with students in our classroom to reduce the frequency and impact of
rumors?
5. What actions do we need to take with students who start rumors?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-13 Accountability Is Not A One-Way Street
Objective: In this lesson, the participant will explore what it truly means to be accountable and to
hold others accountable.
Test Module
1. How does Mark Samuel define accountability?
a. People counting on each other to keep commitments and agreements.
b. Living up to your own standard of behavior.
c. Having an appointed ethics committee to hold teachers accountable.
d. All of the options.
2. It’s both ____ and ____ to hold people responsible for goals they had no part in
setting.
a. Unfair; unwise.
b. Fair; wise.
c. Efficient; effective.
d. Common; unavoidable.
3. Which is NOT a benefit of schools seeing accountability as shared?
a. Trust grows.
b. Communication focuses on mistakes.
c. Suspicion dissipates.
d. People see the importance of working together.
4. Why should goals be realistic and shared?
a. They shouldn’t.
b. Accountability should go from bottom to top.
c. Those held accountable need the flexibility and authority to accomplish them.
d. It will increase suspicion, which will drive productivity.
Essay Questions
1. What is meant by accountability is a “two-way street” and why is this an important concept?
How does this concept differ from how many people think of accountability?
2. What are the responsibilities of each party in a shared accountability relationship? The person
assigning the task? The person carrying out the task?
3. What positive outcomes are generated when accountability is seen as a mutual commitment?
4. What are predictable negative outcomes when one party holds the other accountable without
accepting responsibility for his or her own part in the relationship?
5. What beliefs do we need to hold for mutual accountability to be effective? What role does each
of these beliefs play?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-14 A Dream Some Never Dare To Dream
Objective: In this lesson, the participant will learn five myths about creativity in order to more
fully nurture creativity in himself or herself as well as in students.
Test Module
1. What is Applied Creativity?
a. Uncovering all the different ways we can solve a problem.
b. Technical skills in a creative industry, like graphic design.
c. Using what we understand about imagination to solve problems.
d. A form of creativity grounded in the real world.
2. Which statement is true?
a. You’re worth more if you have creative talents.
b. Only certain types of people are creative.
c. Almost anyone is capable of doing creative work.
d. You can tell who is creative immediately.
3. What effect does competition have on creativity? (multi-select)
a. The pressure gets creative juices flowing.
b. It stops collaborative talking and sharing.
c. It seems to turn off creativity in general.
d. The fear it creates supports productivity.
4. Students won’t reveal their ideas if ____.
a. They speak with an accent.
b. They aren’t naturally very creative.
c. They don’t know they’re right.
d. They don’t trust us.
Essay Questions
1. What about creativity makes it a dream that some never dare to dream? What can we do to
change this perception for our learners?
2. What conditions need to be present for students to do creative work? What steps can we take
to create these conditions in our classrooms?
3. What is it about incentives and privileges, such as fame and money, that work against true
creativity?
4. Why are competition, fear, and pressure usually the enemies of creativity? Are there
circumstances in which these elements might actually stimulate creativity? Provide examples.
5. What roles do trust and confidence play in stimulating creativity? Provide examples.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-15 Six Things Underperforming Students Won’t Tell You
Objective: In this lesson, the participant will learn six important insights that will help him or her
with underperforming students.
Test Module
1. Students rarely tell us cover stories to explain underperformance.
a. True.
b. False.
2. Before investing in learning, students need to know:
a. You only care about the class in general, not the individual.
b. That the bar of achievement will be lowered for them.
c. There will be consequences for not performing.
d. They can trust you and you care about them.
3. What should you do if your first instructional approach doesn’t work?
a. Try another approach and give the student another chance.
b. Take it from the top. Repetition is key with these students.
c. Have a better student explain it to them for the rest of class.
d. Move on for now and know that they’ll get it eventually.
4. Underperforming students most likely know they are difficult to work with.
a. True.
b. False.
Essay Questions
1. Why is it that underperforming students will not or cannot always tell us what we need to
know? What actions can we take to counter this challenge?
2. Why is the presence of a strong, positive, trusting relationship with us so important to many
underperforming learners? What steps can we take to overcome this learning barrier?
3. Why is it so important with underperforming learners that we are willing to employ a variety of
instructional strategies and activities? What are some examples of how you vary instructional
strategies?
4. What relationship exists between students who believe they cannot be successful and their
behavior? What signs and signals might tell us that the misbehavior we see actually is a
distraction from the pain of not believing success is within reach?
5. How can we provide assurance to learners that we will not give up on them?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-16 Know What Happens When You Lower Expectations
Objective: In this lesson, the participant will learn why lowering expectations does as much to
hurt him or her as it does students.
Test Module
1. What is the actual root cause of our decision to lower expectations?
a. Poor test scores early on.
b. A lack of student motivation in the classroom.
c. Our own insecurity about reaching students and lifting their performance to meet standards.
d. Pressure from parents to give good grades.
2. What fear does lowering expectations confirm?
a. Administration’s fear that they won’t be prepared for next year’s classes.
b. Students’ fear that we don’t believe in them.
c. Teachers’ fear that students won’t even meet those expectations.
d. Parents’ fear that their child won’t be challenged.
3. Which of these is NOT suggested?
a. Ignoring the students who aren’t participating.
b. Being honest with ourselves.
c. Committing ourselves to forming stronger relationships.
d. Personalizing our teaching.
4. We must hold ____ to high expectations first.
a. Parents.
b. High achievers.
c. Trouble students.
d. Ourselves.
Essay Questions
1. What accounts for the powerful role that teacher expectations play in the learning of students?
Why is it so difficult for learners to succeed in an environment where their potential is not seen
or appreciated?
2. Is it true that when we lower expectations for students we actually are reflecting our own
uncertainty about our ability? Why or why not?
3. What impact might our lowering expectations for one student have on other members of the
class?
4. What signs and signals might students see that convey our lowering expectations of them?
What risk is there that these students interpret our lowering expectations as a reflection of our
perception of them as a person?
5. What does it mean to personalize our teaching rather than lower our expectations? Provide
examples.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-17 Uncovering And Equalizing The Great Disequalizer
Objective: In this lesson, the participant will review the crucial role background knowledge plays
in learning and will explore strategies for building the background knowledge students need for
success.
Test Module
1. What is the great disequalizer?
a. An activity for rearranging well-established study groups.
b. The economic position of students’ parents only.
c. Differing levels of depth and richness in background experience and knowledge.
d. The difference in male and female teachers’ salaries.
2. There is nothing we can do about students’ background knowledge.
a. True.
b. False.
3. We should explicitly teach background knowledge for all these reasons EXCEPT:
a. It is necessary to successfully learn new content and concepts.
b. It is a good way to stretch out a lesson on a long day.
c. It ensures everyone has equal access.
d. It activates prior learning for students who already know it.
4. The Master Teacher is committed to the success of ____ students.
a. Most.
b. Prepared.
c. Sincere.
d. All.
Essay Questions
1. Why is there often a strong correlation between academic background knowledge and race and
socio-economic status?
2. Why is academic background knowledge such a strong predictor of success in school? What role
does it play in our instruction?
3. What steps do you take and strategies do you employ to overcome the impact of differences in
academic background knowledge among your students?
4. What signs and signals do we need to observe to diagnose when students come with faulty
background knowledge in areas related to our instruction? Why is it important to know and
address confusion and misconceptions in background knowledge?
5. How can we tap and utilize rich background experience and insights that students bring to
school with them, but that are not in areas typically recognized and valued in academic
settings? For example, cultural experiences and traditions.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-18 Don’t Let A Few Parents Pull You Under
Objective: In this lesson, the participant will learn the attitudes and strategies that will help you
survive and even thrive in the face of the experience of difficult parents.
Test Module
1. Difficult parents come in a variety of shapes and sizes.
a. True.
b. False.
2. What is the primary motivating factor driving difficult parents?
a. Greed.
b. Fear.
c. Pride.
d. Attention.
3. Which of these is NOT a technique suggested in this lesson?
a. Instead of becoming defensive, become inquisitive.
b. Try undercommunicating to get parents talking.
c. Role play with a colleague.
d. Examine your communication effectiveness with troubled parents.
4. The Master Teacher understands that:
a. While we can’t win over every difficult parent, we can influence most of them.
b. We can win over every parent and should not quit until we do.
c. We shouldn’t waste time catering to individual parents.
d. It’s best to just ignore difficult parents’ children.
Essay Questions
1. What are typical drivers of the behavior of difficult parents? How might understanding these
drivers help us deal more effectively with these parents?
2. What is the significance of our realizing that in relationships with parents we hold the majority
of the power? How might this realization lead us to think differently about our interactions?
3. What are three strategies we can use with difficult parents? Why might each of these strategies
be effective?
4. How can we tap the experience and insights of colleagues to help us deal effectively with
challenging parents? Provide at least three examples.
5. What communication mistakes and missteps must we avoid when dealing with parents we find
challenging? What impact might each of these mistakes and missteps have on our relationship
and effectiveness with parents?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-19 Eight Of The Most Common Discipline Mistakes
Objective: In this lesson, the participant will learn info about the most common discipline
mistakes and exactly what to do to correct them.
Test Module
1. How should we treat classroom rules?
a. We should make all the rules.
b. We should let students make all the rules.
c. They should follow discussion with students.
d. None of the options.
2. When we have to spend time locating materials:
a. We invite off-task behavior.
b. We give students a much-needed break.
c. We increase student attention.
d. We neither positively nor negatively affect students.
3. What’s most important when it comes to discipline consistency?
a. Reacting one way with students we like and another with the rest.
b. Being overly rigid and unyieldingly consistent.
c. Operating from transparent and stable principles.
d. All of the options.
4. What is the eighth mistake?
a. Underuse of extrinsic rewards.
b. Holding a grudge for past misbehavior.
c. Setting clear expectations for appropriate behavior.
d. Teacher consistency.
Essay Questions
1. Describe a process we can use to include students in the development of classroom rules and
expectations. Provide a rationale for using the process you have chosen.
2. Why is it important to engage parents early in the year as partners before discipline and other
issues surface? What are examples of problems this approach can prevent?
3. Describe key areas in which it is important to be consistent to prevent discipline problems. How
can we guard against becoming too rigid in pursuit of consistency? When might it be wise to be
flexible in our response to student behaviors?
4. Why is it important to avoid approaching discipline and other student behavior issues from a
deficit perspective? What problems can a deficit approach cause for us and our students?
5. What risks do we invite when we rely too heavily on extrinsic rewards to manage student
behavior? What negative long-term consequences can this approach generate?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-20 The Do’s And Don’ts Of Handling Cheating
Objective: In this lesson, the participant will learn how to curtail cheating and get students to
never cheat again.
Test Module
1. Cheating is:
a. Not limited to children.
b. A real but uncommon problem.
c. Found only in poorer children.
d. A problem of the uneducated.
2. The student who spends more time figuring out how to cheat than how to study is:
a. The first timer.
b. The play detective.
c. The habitual cheater.
d. The sneak.
3. Why should you ask yourself if you want to punish the student or change the
behavior?
a. To better understand your own intentions for singling him or her out.
b. To figure out how to best do both.
c. To decide which to leave up to parents.
d. Because you may not get both.
4. Using the “Worried-Concerned” approach expresses concerns, doubts, and
suspicions—not condemnation or judgment.
a. True.
b. False.
Essay Questions
1. Why is it important for us to understand the causes and needs that drive behaviors such as
cheating? How can we use this information to guide our response when students engage in
cheating behavior?
2. How can the “worried/concerned” approach be wise when we are not certain if a student has
actually cheated? How can you use this approach to prevent future cheating even if you cannot
prove that cheating has occurred in this instance?
3. What strategies can we employ when we suspect that the cheating we see may involve multiple
students or the entire class? What cautions do we need to keep in mind when working through
the situation?
4. When we encounter cheating what steps and strategies can help us accomplish the outcome we
seek?
5. How can we communicate with students about the consequences of cheating in ways that
decrease the likelihood that they will engage in cheating behaviors? Why are these messages
likely to be effective?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-21 The Multiple Benefits Of Teaching Mindfulness
Objective: In this lesson, the participant will learn how and why to create and support a “mindful”
classroom.
Test Module
1. “Mindfulness” is best left to yoga and meditation and left out of the classroom.
a. True.
b. False.
2. Along with academic success, we want students to be what?
a. Stressed out about school.
b. Anxious and disorganized.
c. Resilient and happy.
d. Focused on testing above all else.
3. How does doing nothing for ten minutes affect students?
a. It has a negative effect on student minds.
b. It has no effect on student stress levels.
c. It teaches students how to shut down their brains.
d. None of the options.
4. A small dose of daily gratitude can:
a. Increase optimism.
b. Decrease negative thoughts.
c. Increase school connectedness.
d. All of the options.
Essay Questions
1. What is the definition of mindfulness? What advantages might mindfulness offer to the learning
of students and the effectiveness of our instruction?
2. What activities can we engage in regularly to increase the level of mindfulness we see in our
students and experience in our teaching? How do these activities contribute to greater
mindfulness?
3. What does “chillax” mean and what activities are a part of this exercise? How might “chillaxing”
help students become better learners?
4. How might asking students to pay attention to incidental and seemingly inconsequential
elements and aspects of the environment help them become more mindful? Provide at least
three examples.
5. What is the connection between gratitude and mindfulness? How can gratitude contribute to
mental positioning that would benefit learning?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-22 A Common Myth: Faltering Students Need To Be Fixed
Objective: In this lesson, the participant will learn why a “fix-it” mentality is the wrong approach
to use with faltering students.
Test Module
1. Employing a fix-it mindset with students says there’s something wrong with them.
a. True.
b. False.
2. Which should we NOT focus on?
a. Building learner skills.
b. Fixing learners.
c. Building learner capacity.
d. Building learner persistence.
3. If
a.
b.
c.
d.
what we’re doing isn’t working, whose responsibility is it to make adjustments?
The student’s.
The student’s parents’.
The administration’s.
Ours.
4. The Master Teacher is committed to helping students ______ unsuccessful efforts.
a. Never experience.
b. Give up because of.
c. Learn from.
d. Ignore.
Essay Questions
1. Why might describing our efforts to help students get back on track and move forward
academically as “remediation” diminish the effectiveness of our efforts? What might be a better
way of thinking about and describing this work with learners?
2. Why might it be that the longer the span of time between the development of student
misconceptions or confusion and efforts to intervene, the more difficult it is to successfully
correct the situation? Provide an example from your own learning where a misconception or
confusion has been difficult to undo or overcome.
3. Explain why it is that we need to be the primary adjustor when it comes to addressing student
learning struggles and setbacks. What is likely to happen if we expect learners to do the
adjusting and “fixing”?
4. How can we explain and approach student failure in ways that builds learning rather than
undermine confidence and diminish effort and persistence? Provide examples.
5. When we see students struggling, why might our efforts be more successful if we think
“intervention” rather than “remediation”? In what ways do these two concepts differ? How
might these differences lead to variations in student responses and future success?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-23 Look For “Shiny Eyes And Scrunchy Faces”
Objective: In this lesson, the participant will learn to see learning through the eyes of students to
assess whether his or her teaching is hitting the mark.
Test Module
1. What is NOT true about students?
a. They need to be convinced a subject is worth learning.
b. They crave school work that sparks their curiosity.
c. Their parents want them to hop out of bed excited for school.
d. They thrive with teachers who make learning engaging.
2. What do eyelid tightening and mouth dimpling indicate?
a. Hunger or thirst.
b. Aggravation and confusion.
c. Concentration and thinking.
d. Boredom or exhaustion.
3. What four tools will foster shiny-eye and scrunchy-face moments?
a. Dedication, decisions, deliberation, discussion.
b. Challenges, commitment, clarity, context.
c. Belaboring, berating, bad-mouthing, betting.
d. Assisting, aggravating, arrogance, A’s.
4. Creating a classroom culture that sees through the eyes and faces of students:
a. Is impossible.
b. Says, “I’m fully invested in you!”
c. Is ideal but improbable.
d. All of the options.
Essay Questions
1. How might students benefit from seeing the purpose in what they are asked to learn if they are
able to explore and discover the purpose rather than us simply presenting or leaving it out of
the discussion completely? Provide an example.
2. What conclusions about engagement can we draw when we see shiny eyes and scrunchy faces
when we look at our students? What other clues might tell us that they are actively engaged in
learning? What other clues might tell us that they are actively engaged in learning?
3. What does it mean to adopt a “motivation mindset”? Provide examples.
4. What instructional advantages do we access when we think about our class and the content we
want to teach through the eyes of our students? Provide at least three examples.
5. What strategies can help us to move our students from a compliance mindset to a commitment
mindset when it comes to their learning? How do these strategies contribute to the shift from
compliance to commitment?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-24 Sympathy and Empathy: Vital Tools For Counseling Students
Objective: In this lesson, the participant will learn how to balance both sympathy and empathy for
more productive relationships and influence with students.
Test Module
1. Sympathy is healthy when:
a. Someone is felling sad, hurt, sorrow, and loss.
b. It encourages and promotes the ventilation of feelings.
c. The student or colleague is not often depressed.
d. All of the options.
2. Empathy is defined as:
a. Feelings of pity and sorrow for someone else’s misfortune.
b. The ability to portray emotion in a theatrical manner.
c. Feelings of regret for not doing more to help another.
d. The ability to put ourselves in the position of someone else.
3. Children grow more out of the _____ than the _____.
a. Destructive; constructive.
b. Negative; positive.
c. Positive; negative.
d. Theoretical; practical.
4. We must often move into empathy to make progress.
a. True.
b. False.
Essay Questions
1. Describe the differences between sympathy and empathy? Why are these differences important
when we are engaged in counseling a student through difficult times?
2. Why might we say that sympathy is disempowering and empathy is empowering? Provide at
least three examples.
3. What criteria can we use to decide when to express sympathy and when to extend empathy?
How might the impact we see in response be different based on our choice?
4. How can we help students and parents see that they have choices regardless of the
circumstances or challenges they face? What strategies can assist our efforts in this area?
5. How can we employ the concepts of sympathy and empathy to increase our effectiveness with
colleagues who may be struggling?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-25 Understand The Assumptions That Drive Your Beliefs
Objective: In this lesson, the participant will learn how his or her assumptions drive the beliefs
that influence his or her teaching practices.
Test Module
1. All
a.
b.
c.
d.
are true about Assumptions EXCEPT:
They are suppositions we make.
They are always true.
They are what we believe to be true.
We can be conscious or unconscious of them.
2. What beliefs might be driven by assuming all students bring gifts and talents to their
learning?
a. Our job is to sort learners by their obvious talents.
b. We should invest more time in students with potential.
c. We can give up on untalented students.
d. It’s our professional challenge to find and nurture these in each student.
3.
Why shouldn’t we assume teaching is transferring knowledge?
a. Students learn best from our talking at them.
b. Student learn best by listening to us.
c. Learning starts where the learner is.
d. Learning is best viewed as storage of information.
4. The Master Teacher _____ the assumptions that drive his or her beliefs.
a. Ignores.
b. Constantly questions.
c. Doesn’t need to investigate.
d. None of the options.
Essay Questions
1. What are the relative advantages and disadvantages that our assumptions present to the
effectiveness and efficiency of our work? Share at least three examples.
2. What is the relationship between the assumptions we make and the beliefs we hold? Why is this
such an important relationship?
3. What can be the consequences to our approach to students if we assume that they are
naturally lazy and unwilling to invest in academic learning? Provide at least two examples.
4. How can what we assume about mistakes and their role in learning influence how we treat
learning-related mistakes and missteps? How can the assumption we hold influence our
relationship with and instruction of students?
5. How do assumptions we hold about teaching, learning and our instructional practice support or
impede our success? Discuss at least three implications.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-26 Answer The Question Every Parent Asks
Objective: In this lesson, the participant will learn considerations and strategies for answering the
universal question: “How is my child doing?”
Test Module
1. What is the question every parent asks?
a. How is my child doing?
b. How much do you get paid?
c. What is the school board doing about my taxes?
d. All of the options.
2. If
a.
b.
c.
d.
we aren’t sure of a parent’s intent, what should we do?
Ask them.
Assume they mean academic performance.
Assume they mean social adjustment.
Assume they mean their child’s behavior.
3. When discussing problem areas, do all the following EXCEPT:
a. Begin with a positive observation.
b. Be factual and direct.
c. Use tact and sensitivity.
d. Lie to make the parent feel better.
4. The Master Teacher understands that:
a. Students tend to tell their parents everything they need to know.
b. Parents are naturally interested in and concerned about how their children are doing.
c. Teachers aren’t going to tell parents anything they don’t already know.
d. All of the options.
Essay Questions
1. When parents ask, “How is my child doing,” what is the range of information they may be
seeking? Why is it important for us to know specifically what they want to know? Provide at
least four examples.
2. What potential risks and dangers do we invite when we compare some students to others in
response to parent questions about how well their child is doing? Describe at least three
situations where we may be inviting concern and criticism.
3. Why might it be important to invite parents to share their observations about how well their
child is doing before, during, and after we respond? What information might we gain through
such an approach?
4. Why is it important that we ask for feedback and check for understanding after we have
responded to parents regarding how their child is doing? What dangers do we invite if we fail to
do so?
5. How can we know when to stop our response to the question of how a child is doing? What can
be the consequences of introducing new and unrelated information?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-27 The Seven C's For Helping Students Navigate Change
Objective: In this lesson, the participant will learn seven important concepts that will help him or
her successfully present and implement change with his or her students.
Test Module
1. Most people are unaffected by changes to their job.
a. True.
b. False.
2. Why should we explain what’s in the change for students?
a. So that students will change for us.
b. So that students can reject the change.
c. Because state standards now require us to.
d. Because personal gain is the strongest incentive for accepting change.
3. What is NOT true about change?
a. Telling or explaining will not help students in any way.
b. With most change, you can stand back and wait.
c. You must first teach students how to do or change something.
d. If a change “sinks,” you have to accept responsibility.
4. ______ is inevitable for those who can’t navigate change.
a. Being left behind.
b. Moving ahead.
c. Making steady progress.
d. Becoming better students and educators.
Essay Questions
1. Why is it that so many people seem to like the concept of change, but dislike and avoid
engaging in it?
2. Why might it be said that change is an intensely personal process and must be approached
individually with everyone involved? What are some of the ways in which change evokes
different reactions in people?
3. What role can the promise of personal gain play in helping students accept change? Provide at
least three examples.
4. When we are about to ask students to engage in changes, why is it important to think of
students first and change second? What implications can this framing have for the strategies we
might choose?
5. What beliefs about and confidences in us do students need to have for us to successfully lead
them through a challenging change? What role do these beliefs and confidences play in the
process?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-28 A Powerful Life Strategy: Forgiveness
Objective: In this lesson, the participant will learn why it is both practical and strategic to teach
students the power of forgiveness.
Test Module
1. What does the Nelson Mandela story illustrate about forgiveness?
a. It is wise and practical.
b. It is idealistic and hard to understand.
c. It works best in South Africa.
d. It does not work cross-culturally.
2. What is meant by the saying, “They drink the poison, expecting the other person to
die”?
a. Holding onto anger hurts the other person more than you.
b. When we harbor hate, it only really hurts us.
c. Holding onto bitterness can be healthy.
d. Old resentments are easily forgotten.
3. Why should we help students play out future consequences of retaliation?
a. Because in this circumstance they rarely examine cause and effect.
b. To help them see that the one most hurt will be them.
c. So they’ll be ready to entertain the notion of forgiveness.
d. All of the options.
4. When we forgive, we let the source of our pain win.
a. True.
b. False.
Essay Questions
1. Why is it important that students are able to accept apologizes graciously and forgive? Does
forgiveness need to be preceded by an apology? Why or why not?
2. What about Nelson Mandela’s life can teach us about the importance and power of forgiveness?
3. What price can we pay if we refuse or are unable to forgive? Provide at least two examples.
4. Are there conditions or situations under which forgiveness might not be a wise course of action?
Explain your rationale.
5. Consider the advice, “Forgive, but do not forget.” Is this a wise course? Explain the rationale for
your answer.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-29 A Universal Law: Know It, Accept It, Apply It
Objective: In this lesson, the participant will learn an important economic law, how to apply it,
and how it can change his or her life.
Test Module
1. What universal law is discussed in this lesson?
a. Human wants are always without limits.
b. Supply will always grow to meet demand.
c. A penny saved is a penny earned.
d. Honey attracts more flies than vinegar.
2. Because of this universal law:
a. Success can never be within our reach.
b. Resources are rarely limited.
c. We must make good choices about resources.
d. We ought to persuade rather than demand.
3. What category of human behavior does “wanting more” fall into?
a. Exceptional behavior.
b. Abnormal behavior.
c. Normal behavior.
d. Rare behavior.
4. For success in life, our goal is to get _____ out of our choices.
a. “Minimum utility.”
b. “Maximum utility.”
c. “Minimum futility.”
d. “Maximum futility.”
Essay Questions
1. State in your own words the three-part economic law discussed in this lesson. What
implications does it hold for our work with students?
2. How can we use the fact that “wants” are without limits to keep students engaged and
learning? How can this aspect of the law work against learners finding satisfaction in our
classroom?
3. How can our understanding of the second part of the law, “There always are limits to the
resources available,” help us remain focused and realistic with learners and ourselves?
4. Discuss the term “maximum utility” and explain how we can use this concept to guide our
choices and improve the quality of our professional and life experiences.
5. Are there issues and circumstances in our classrooms and relationships with students in which
this law may not apply? Discuss.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-30 The Epithets Of Professional Regret
Objective: In this lesson, the participant will explore nine specific professional regrets that he or
she can avoid with actions right now.
Test Module
1. Like Ebenezer Scrooge, most of our regrets are:
a. Self-inflicted.
b. Caused by others.
c. Inevitable.
d. Christmas-themed.
2. Why should we create more happiness?
a. We help young people create their futures.
b. It’s an important part of our role.
c. The opposite is needless anger, pain, and discord.
d. All of the options.
3. Which of the following is NOT a professional regret?
a. I didn’t trust my instincts.
b. I was generous with my time, ideas, and helping hand.
c. I gave up.
d. I always played it safe.
4. There are NO actions we can take today to change our course.
a. True.
b. False.
Essay Questions
1. How do you want to be remembered by your students and colleagues? What current priorities
are helping you create this legacy?
2. What do you do to ensure that happiness is something you give to those around you? Provide
specific examples.
3. Describe a time when you refused to give up on a student or colleague and as a result
experienced a break though. What lesson or lessons did you learn from that experience that
has influenced your work?
4. What strategies do you use to avoid falling into the “been there, done that” thinking trap?
Provide at least two examples.
5. What role does appreciation play in your approach to your work? How can an appreciative
attitude add positive energy and satisfaction to your professional experiences?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-31 Don’t Even Think, “It’s Too Little, Too Late”
Objective: In this lesson, the participant will learn why the end of the school year is such a critical
time in the life of learners, how to get them on track, and what to do to prepare mentally for next
year.
Test Module
1. We don’t have the right to:
a. Be disgusted by some student attitudes and behaviors.
b. Have emotions about our students.
c. Expect a strong finish from ourselves.
d. Quit on students.
2. What is the last thing we want students to believe?
a. I still have time to learn.
b. This is a critical time.
c. This work will help with next year too.
d. It’s too late.
3. What is true about having a strong finish?
a. You don’t need to talk to students about it.
b. It is probably a foreign concept to students.
c. Motivational emotions do not play a role in getting students to work hard.
d. None of the options.
4. The Master Teacher believes we are responsible for learning _______.
a. The moment students commit to learning.
b. Just by showing up to work each day.
c. For the first half of the year—then it’s on students.
d. From the first day until the last.
Essay Questions
1. What does it mean to plan for a strong finish for every student? Select three current students
and discuss what you plan to do to help them have a strong finish.
2. What specific actions can we take with students at this point in the year to position them for
success after they leave this year behind?
3. Why must any efforts we make to help students have a strong finish begin where they are
rather than where we are or the curriculum says they should be? What is likely to be the result
if we begin our efforts anywhere other than where our students are?
4. What are the implications of the intertwined nature of cognition and emotion when it comes to
influencing the thoughts and actions of students at this point in the year? Discuss at least three
implications.
5. What do you need to do to ensure that you have a strong finish to the year? What specific steps
will you take?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-32 Give The “Goldbrick” A Lot To Think About
Objective: In this lesson, the participant will learn multiple strategies to turn around this
predicable failure-producing behavior.
Test Module
1. What is a “goldbrick”?
a. A person always trying to get something for nothing.
b. Someone who digs in and applies him or herself.
c. An extrinsic motivator that only appears to be beneficial.
d. A metaphor for making false promises to parents.
2. What is
a. They
b. They
c. They
d. They
true about goldbricks?
are self-motivated.
view getting away with something as a sign of intelligence.
are usually incapable of doing the work.
want to be known for their work ethic.
3. Which strategy should you NOT take with these students?
a. Make sure they aren’t rewarded for doing nothing.
b. Ignore the behavior, treating them like everyone else.
c. Keep the pressure on continually.
d. Keep parents informed about your “constant attention.”
4. The Master Teacher knows:
a. This behavior can have lifelong implications.
b. This behavior will eventually resolve itself.
c. To let off early.
d. Students rarely try to mask what they’re doing.
Essay Questions
1. Describe a student who meets the profile of a “goldbrick.” It what ways does this student’s
behavior undermine her or his learning?
2. What motivates “goldbricking” behaviors? Why should we be concerned about such a pattern of
behavior? What about this behavior can make us frustrated or even angry?
3. What are the likely consequences of our ignoring this type of behavior? For the learner? For
other learners in the class?
4. Why might it be important to keep the pressure on these students? How will we know if we are
making progress in helping the student change his or her behavior?
5. What actions can we take to help these students permanently change their behavior beyond our
direct influence and class?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-33 Arguments That Help Students Make Learning A Top Priority
Objective: In this lesson, the participant will examine seven arguments to make with students to
help them shift their priorities toward learning.
Test Module
1. Who decides whether students will be motivated and invest attention and effort?
a. Students.
b. Teachers.
c. Parents.
d. Administration.
2. How does learning make students more powerful and influential?
a. It allows them to better deal with conflict.
b. It helps them engage in important conversations.
c. It assists them in convincing others of the merits of their ideas.
d. All of the options.
3. A small change in school, like learning a new skill:
a. Will usually just remain a small change.
b. Can have a dramatic effect on the opportunities they will see and have access to.
c. Is not sufficient to convince students to work harder.
d. Is nice but relatively inconsequential in the long run.
4. How is learning itself a skill?
a. It is not a skill—it’s a theory.
b. It better enables student to learn more.
c. It is only a skill in that we gain skills through learning.
d. It is easiest when we are developing it.
Essay Questions
1. What does the statement, “Motivation and learning are autonomous processes” mean? If
students determine whether they will be motivated and learn, how can we be sure that these
processes occur? Provide examples.
2. How can we be most certain that the arguments we use with students will be effective? What
conditions must be present for us to generate a high level of certainty?
3. How can you demonstrate to students that learning can make them a more powerful and
influential person? Provide examples.
4. How might helping students think of their learning as similar to a financial investment be
compelling? What type of student is likely to find this argument most compelling?
5. What relationship often exists between learning and self-confidence and self-respect? How can
we use this relationship to increase the priority our students give to learning?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-34 Teacher Competencies That Really Count
Objective: In this lesson, the participant will review and consider the characteristics of his or her
teaching and relationships with students that will make a particularly important difference to the
successful closing of the school year.
Test Module
1. Which of the following is NOT an example of being proactive?
a. Reteaching the expectations we have shared all year.
b. Waiting for students to test the boundaries of behavior.
c. Reinforcing why continued practice of positive behaviors is important.
d. Ensuring the end of the year is a time to celebrate together.
2. What about the end of the year negatively impacts student focus?
a. End of year ceremonies.
b. End of year concerts.
c. End of year field trips.
d. All of the options.
3. Students NEVER act out as a way of mourning the loss of our caring and support.
a. True.
b. False.
4. “This time of the year is filled with excitement and celebration, but it also can bring
____.”
a. Only more excitement and celebration.
b. Important placement tests we should focus on.
c. Anxiety and confusion.
d. None of the options.
Essay Questions
1. What does it mean to be proactive at this point in the year? Which aspects of our teaching
demand the most proactivity now? Why?
2. What actions can you take to be sure you and your students remain focused at this point in the
year? Why is a consistent focus so important now?
3. What indicators from students and in the classroom environment can help us to determine the
correct learning pace for the final weeks of the year? What mistakes and missteps do we need
to avoid? Why?
4. Why is this a time when students particularly need our understanding? How might this need
look and sound different from one student to the next?
5. How can we give students the reassurance they need to be confident and successful as the end
of the year approaches?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-35 The Ingredients Needed For A Good Ending
Objective: In this lesson, the participant will learn inventive ways to end the school year
memorably.
Test Module
1. How is a movie ending similar to the end of school?
a. Both can make the movie or year memorable.
b. Both push the boundaries of our thinking.
c. Both provoke contemplation well afterward.
d. All of the options.
2. What question should exit surveys NOT include?
a. What did you like most about the year and why?
b. What new knowledge will be most valuable to you in next year’s grade?
c. Who was your worst dressed classmate this year?
d. What would you change about this year and why?
3. The Master Teacher is willing to let the urgent overshadow the important.
a. True.
b. False.
4. “By spending _____ planning our ending ______ our beginning, the finale is sure to
be grand.”
a. As much time; as we did.
b. More time; than we did.
c. As little time; as we did.
d. Less time; than we did.
Essay Questions
1. What are the essential elements of a good ending whether a book, a movie, or a year? List and
discuss at least four elements.
2. In what ways might we say that constructing and orchestrating a good ending is an art form?
What skills, strategies, and tools will be important to ensuring the outcome we seek?
3. What end-of-year recognition activities might be most memorable to your students? Why?
4. What steps can you take to help your students become acquainted with what next year might
be like and prepare them for success?
5. What might your students leave behind that will benefit the next class and create long-held,
cherished memories for them as they leave?
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com
MTPd 47-36 You’ve Got To Know What Students Think
Objective: In this lesson, the participant will learn how and why he or she should poll students
regularly.
Test Module
1. How, as teachers, can we gather information to point us in the right direction?
a. Evaluations.
b. Performance reviews.
c. Polling or surveying students.
d. All of the options.
2. Polling should be aimed at only pinpointing what isn’t working.
a. True.
b. False.
3. Why should we prioritize our list of adjustments?
a. Because our behavior may be causing several negative perceptions.
b. Because most student perceptions don’t matter.
c. Because it’s already the end of the year.
d. Because it won’t affect your life dramatically.
4. Without continuous growth, today’s best teacher:
a. Will not be the best tomorrow.
b. Will remain so tomorrow.
c. Will be forced to retire immediately.
d. Will be an even better teacher tomorrow.
Essay Questions
1. Why might we be reluctant to collect information about the perceptions and experiences of our
students as often as we should? How can we overcome these fears and concerns?
2. What promises and commitments must we make if we are going to ask students to share with
us their opinions, perspectives, and experiences? Why might failure to make these promises
mean that the information we received is less than complete and honest?
3. What strategies beyond polls and surveys might we use to collect rich, useful information from
students? What advantages might these strategies have over a poll or survey?
4. What steps and strategies can you use to prioritize your actions in response to the information
you collect from students, parents, and colleagues? Share at least four steps and strategies.
5. What benefits beyond the specific information collected might we experience from asking our
students and parents about their experience in our class and with us? Discuss at least three
benefits.
© 2015 THE MASTER TEACHER®. All rights reserved. www.masterteacher.com