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. How did Ashton-Warner "grade" the stories?

2. Where did Ashton-Warner say many classrooms grow seeds for indoor study?

3. To what children's classic did Ashton-Warner refer when writing about books not read in her classroom?

4. What was the most powerful word under the "sex" category?

5. Between what hours did Ashton-Warner focus on creativity through work on the key vocabulary?

Short Essay Questions

1. How did Russian peasant students react to Leo Tolstoy's experimental school?

2. By what process was spelling taught in Ashton-Warner's classroom?

3. What did Ashton-Warner mean when she wrote that "we don't waste enough in school?"

4. How did the children's writings differ from the standard readers offered in most schools?

5. How can a teacher tell when a book is valuable to her students, according to Ashton-Warner?

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

7. What is wrong with the cadence in many published first readers?

8. Why were "key words" so essential to learning to read?

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

10. What did Ashton-Warner mean by "tone" in the classroom?

Essay Topics

Write an essay for ONE of the following topics:

Essay Topic 1

Ashton-Warner's students spend much time dancing in the classroom, whether as a form of exercise or in free-dance exploration. Write an essay exploring the use of dance in the classroom. What are the benefits of giving students access to this art form? Are the benefits solely physical? Does dance help center children and does it have an effect on concentration? How can free-dance periods help children express themselves and how can that impact other areas of the curriculum?

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 pointed out that although the Maori love words, they frequently speak to one another in one-word sentences that convey detailed meaning. Do you think this tendency is natural to human beings or was it developed over time by the Maori as they lived on a previously-isolated island nation? Do humans develop different language patterns based on their culture? Would it be possible for a non-Maori to develop the skill of interpreting the many nuances of a one-word Maori sentence? How can different speech patterns lead to misunderstandings?

(see the answer keys)

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