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CEOE Oklahoma Professional Teaching Examination PK-8 - Reviews


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CEOE Oklahoma Professional Teaching Examination PK-8 - Test Reviews Sample Questions

Which of the following is a sub-stage of the Pre-Conventional Morality level of the Stages of Moral Development? 



Correct Answer:
obedience and punishment. 
**question: which of the following is a sub-stage of the pre-conventional morality level of the stages of moral development?**

obedience and punishment

obedience and punishment

correct answer: obedience and punishment

lawrence kohlberg, a renowned psychologist, formulated the theory of moral development, which outlines the progression of moral reasoning through distinct stages and levels as an individual matures. kohlberg's theory is heavily influenced by the cognitive development theory of jean piaget and expands on it by focusing on moral reasoning rather than general cognitive development.

kohlberg's model is divided into three major levels, each containing two stages. the first level, known as pre-conventional morality, typically occurs in children up to the age of nine but can also be seen in some older individuals. this level of moral development is characterized by an egocentric viewpoint, where morality is externally controlled. individuals act under external influences such as authority and consequences rather than any internalized sense of right or wrong.

within the pre-conventional level, there are two sub-stages: 1. **obedience and punishment orientation** (stage 1): this stage is primarily concerned with direct consequences. the child behaves well or follows rules to avoid punishment and sees rules as fixed and absolute, handed down by powerful authority figures (like parents or teachers). 2. **individualism and exchange** (stage 2): here, children recognize that there is not just one right view handed down by the authorities. different individuals have different viewpoints and might act based on their interests. at this stage, moral reasoning is based on individual needs and exchange of favors.

the correct answer to the question, therefore, is "obedience and punishment," which refers to the first stage of kohlberg’s pre-conventional level of moral development. this stage emphasizes compliance with rules set by authority figures to avoid punishment and does not involve an internal moral compass or ethical reasoning beyond fear of external consequences.

the other options listed: - good interpersonal relationships - social contract and individual rights - maintaining the social order

these belong to higher stages of kohlberg’s theory, specifically within the conventional and post-conventional levels, where moral reasoning is based on laws, social order, and universal ethical principles, rather than mere obedience and avoidance of punishment.

Choose a logical first consequence for a student who talks during class.



Correct Answer:
warning.
when considering the appropriate consequence for a student who talks during class, it is important to adopt a systematic and fair approach that aligns with educational principles and effective classroom management strategies.

the first step in addressing minor classroom disruptions, such as talking, should involve a non-punitive, corrective measure. in this context, issuing a verbal warning serves as an immediate reminder to the student about expected behavior without escalating the situation unnecessarily. this initial response is crucial as it provides the student an opportunity to correct their behavior autonomously, reinforcing the learning process and self-regulation.

implementing progressively severe consequences is a widely recognized approach in educational settings. this method, often referred to as a "tiered approach" to discipline, ensures that students are given fair opportunities to adjust their behavior based on the severity and frequency of their actions. for a first-time minor infraction, such as talking during class, a warning is both logical and practical. it communicates to the student that their behavior was noticed and is not acceptable, without immediately resorting to more severe disciplinary actions like detention, calling parents, or suspension, which might be more appropriate for repeated or more serious infractions.

a warning also serves an important communicative function between the teacher and the student. it opens a channel for dialogue about classroom expectations and the importance of maintaining a conducive learning environment for everyone. this educational moment is crucial, as it helps students understand the impact of their actions on others and on their own learning.

furthermore, by starting with a warning, educators uphold a supportive and nurturing educational environment. immediate severe punishments can create a climate of fear and resentment, which may be counterproductive. a measured approach, beginning with a warning, helps preserve the student-teacher relationship and promotes a positive school climate where rules are enforced consistently but fairly. in summary, a warning is an appropriate and effective first response for a student talking during class. it adheres to educational best practices of graduated consequences and supports the overall goal of fostering an educational environment that is respectful and conducive to learning for all students.