Teacher Test | Mid-Book Test - Hard

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This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.

Short Answer Questions

1. What size were the cards Ashton-Warner used for the key vocabulary words?

2. In what season was the story of the Little Red Hen told?

3. Under what category was the Maori word, "haka," placed?

4. By what title was Tolstoy known to his students?

5. How many fancy-dress costumes did Ashton-Warner own?

Short Essay Questions

1. In what way does nature provide lessons that books or indoor plantings cannot?

2. Why did Ashton-Warner find the European and American early readers two-dimensional?

3. Why did Ashton-Warner describe children's minds as volcanoes and how did that affect her teaching?

4. Into what two main categories did Ashton-Warner place many of her students' first words?

5. In "Workbook," what did Ashton-Warner mean when she said that one cannot plot life?

6. What was the connection Ashton-Warner drew between the infant room and war and peace?

7. How did the Maori early readers provide a bridge to eventual reading of European material?

8. Why did Ashton-Warner believe that standardized reading texts were damaging to children?

9. What was the role of handwriting in the Maori students' stories?

10. What did Ashton-Warner mean when she referred to a workbook as a "middleman"?

Essay Topics

Write an essay for ONE of the following topics:

Essay Topic 1

The mother of one of Ashton-Warner's students, Mark Cutter, protested that her son was going too fast in the classroom and she wanted him to slow down. This was an unusual complaint among the parents of her students. Was Cutter's mother simply opposed to Ashton-Warner's teaching methods? Or did she sincerely believe that her son was being advanced too quickly? Is it possible for a student to advance too quickly? What does a teacher do if children in his classroom are advancing at different paces? How does a teacher adjust his teaching to ensure that all students are progressing at their own rate without either slowing down or speeding up the overall pace for the entire class?

Essay Topic 2

As Ashton-Warner listened to a Maori adult teach her students a traditional song, she realized that she could not have done that because she was not Maori herself. She knew she could not bring forth the same passion that the Maori teacher did. How did being white affect Ashton-Warner's abilities as a teacher to a mostly-Maori classroom? Did it limit her in any way? Was she required to make changes to her technique because of the racial difference? Were there other situations (besides the traditional song) in which Ashton-Warner would have been at a significant disadvantage as a white person? Is it necessary to have teachers reflect the ethnic or racial makeup of their classrooms?

Essay Topic 3

Ashton-Warner discussed the basic rule of organic teaching as a "creative vent." Explore what she meant by that expression. How does providing children with an opportunity to vent, whether in writing, dance or artwork, help that child grow? If the child is asked to conform to certain educational standards and suppress his own impulses, how does that affect his overall schoolwork? Is some degree of suppression necessary for the sake of classroom unity and atmosphere or should all students be given free rein to express themselves even if they do not follow the curriculum? How does the imposition of adult-determined standards stunt a child's growth, as Ashton-Warner suggested?

(see the answer keys)

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