Assessment

Welcome at the Assessment page of 21CC!

Here you find all the assessment quizes to test your mastery. Based on the results you can decide to work on the further development.

All material you need for your study is behind the learning material tile at the homepage of 21cc-action.eu.

The assessments contain questions based on practical situations.

What is your usual behavior in these situations? Study the answers, reflect on your own behaviour and make your choice.

21CC Assessment 1 Critical thinking, problem solving and decision making

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1 / 6

Your company asks you to take over coaching of a group of VET students in a similar but new specialization than this you were used to do so far. What should I do?

I politely decline the new position and the new responsibilities, this is a stressful situation and in the previous position I had a very good performance.

I accept right away and asking clarifying questions about the new position to be best prepared. Every change is a joy because is a new challenge.

I accept because I am obliged to do so.

I accept the new position showing a positive attitude about this new change.

2 / 6

I build a new learning experience with a new method. Now the VET students don’t start to work and discuss about the method. What I am doing with that?

I let them discuss alone.

I ask for the problem, give them an example to explain, let them work and evaluate with the students afterwards.

I proceed with the work without discussing anything because the time is running.

I ask what the problem is and try to solve it in the situation.

3 / 6

I apply a coaching method to instruct the VET students during their apprenticeship and explain them what to do. A student is not feeling as a part of a team. What is my reaction?

I listen what the VET student’s needs, understand its personality, know the required type of guidance, make a grouping exercise and encourage the student.

I discuss the situation open with all the team.

I ask what is the problem he/she faces and discuss about it.

I built trust and confidentiality with the VET student and the team.

4 / 6

The company suggests new software for better monitoring the progress of the work. What should I do?

I ask the software just for my files and been updated for the new development.

I ask the responsible manager if there is an upcoming opportunity for training.

I inform the responsible person that I will continue to use the previous method because I am very experienced on that method.

I set up the new software in my computer and try to adapt in the new working conditions by self-practice or educational courses regarding this new software.

5 / 6

I am coach for VET students and undertake under my responsibility a new team of VET students. What is my first action?

I will discuss with them to know better the needs of the VET students.

Devote some time to discuss with them to know better the personality of the students and if it possible discuss with them about their interests and their visions about their career.

Explain the work framework and the rules of the working environment in the team.

Introduce myself to the team and speak about why I wanted to be a coach.

6 / 6

A VET student came and reported a problem in the position where he/she works. What I am doing before decide an effective solution?

I transfer/relocate the student to another position.

I ask for the problem, list the most possible solutions, according to the existing experience from other coaches or similar situation, select the most appropriate and evaluate again the situation.

I listen to the problem carefully and discuss about it with the VET students.

I ask for the problem, give them an example to explain, identify the problem, and its roots, list the most possible solutions, select the most appropriate and evaluate again the situation.

Your score is

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21CC Assessment 1.1. Different coaching and teaching style

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1 / 2

I am coach for VET students and undertake under my responsibility a new team of VET students. What is my first action?

Devote some time to discuss with them to know better the personality of the students and if it possible discuss with them about their interests and their visions about their career.

Introduce myself to the team and speak about why I wanted to be a coach.

Explain the work framework and the rules of the working environment in the team.

I will discuss with them to know better the needs of the VET students.

2 / 2

I apply a coaching method to instruct the VET students during their apprenticeship and explain them what to do. A student is not feeling as a part of a team. What is my reaction?

I built trust and confidentiality with the VET student and the team.

I ask what is the problem he/she faces and discuss about it.

I discuss the situation open with all the team.

I listen what the VET student’s needs, understand its personality, know the required type of guidance, make a grouping exercise and encourage the student.

Your score is

Exit

21CC Assessment 1.2. Problem solving

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1 / 2

I build a new learning experience with a new method. Now the VET students don’t start to work and discuss about the method. What I am doing with that?

I ask for the problem, give them an example to explain, let them work and evaluate with the students afterwards.

I proceed with the work without discussing anything because the time is running.

I ask what the problem is and try to solve it in the situation.

I let them discuss alone.

2 / 2

A VET student came and reported a problem in the position where he/she works. What I am doing before decide an effective solution?

I listen to the problem carefully and discuss about it with the VET students.

I ask for the problem, list the most possible solutions, according to the existing experience from other coaches or similar situation, select the most appropriate and evaluate again the situation.

I transfer/relocate the student to another position.

I ask for the problem, give them an example to explain, identify the problem, and its roots, list the most possible solutions, select the most appropriate and evaluate again the situation.

Your score is

Exit

21CC Assessment 1.3 Workplace adaptability

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1 / 2

The company suggests new software for better monitoring the progress of the work. What should I do?

I set up the new software in my computer and try to adapt in the new working conditions by self-practice or educational courses regarding this new software.

I ask the responsible manager if there is an upcoming opportunity for training.

I inform the responsible person that I will continue to use the previous method because I am very experienced on that method.

I ask the software just for my files and been updated for the new development.

2 / 2

Your company asks you to take over coaching of a group of VET students in a similar but new specialization than this you were used to do so far. What should I do?

I accept right away and asking clarifying questions about the new position to be best prepared. Every change is a joy because is a new challenge.

I accept because I am obliged to do so.

I politely decline the new position and the new responsibilities, this is a stressful situation and in the previous position I had a very good performance.

I accept the new position showing a positive attitude about this new change.

Your score is

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21CC Assessment 2 Workplace and education ethics

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1 / 6

When you prepare your students, you have to help them to stablish their goals. How do you do to help them to stablish their goals?

First, I explain them that having long-term goals (college diploma) lead to setting midterm goals (by semester) which can be broken down into short-term goals (completing an assignment). Then, I invite them to write their goals that helps you think more clearly about what you want to achieve.

I do not believe that successful students have goals. I do not work on this.

In my opinion writing out your goals helps you think more clearly about what you want to achieve and I help students to do it. I believe that planning ahead is the single best way to stay focused and motivated to reach your goals. I insist them when deciding what to do with their time, to consider their priorities is a good way and decide what to do next.

I think that writing out your goals helps you think more clearly about what you want to achieve, but having enthusiasm for daily life, accepting responsibility, being motivated and flexible, and making effective use of time is enough to achieve your goals.

2 / 6

You observe in your students, Lacking interest in their work, and in the wellbeing of the team, Blaming others for mistakes and failures, Missing deadlines, Avoiding challenging tasks and projects, and not taking risks, Regularly complaining about unfair treatment by team leaders and members and engaging in self-pity, Avoiding taking initiative, and being dependent on others for work, advice and instructions, Lacking trust in team members and leaders, Making excuses regularly – they may often say "It's not my fault," or "That's unfair." What do you do?

I talk with the students, ensure adequate resources to be used in their future and inform them roles, responsibilities and objectives to be known.

I create a program to help them to take responsibility: Start by Talking, Ensure Adequate Resources, Communicate Roles, Responsibilities and Objectives, Re-Engage students, Help students To Take Control and Give Plenty of Praise

I let them pass and add in comments that they have to work responsibility.

I give them bad marks for it.

3 / 6

Your students/workers have a deadline to present their projects and firstly ask for an extension and when they present their reports, some parts are missing, the structure is incorrect and lack of conclusions. What do you do?

I prepare a meeting with the common mistakes they made. In the meeting I explain how to do it correctly and solve questions that can rise. I propose them to do it again.

I talk with workers/students one by one. I give again the instructions and see if they have any problem or questions with them. I prepare a meeting with the common mistakes they made. In the meeting explain how to do it correctly and solve questions that can rise. I propose them to do it again. Finally we assess the results together.

I write corrections on their report and send it back to them.

I give them bad marks and write a bad conduct note for the company.

4 / 6

When your students/workers come to you with a critic about your way of teaching or the way you conduct the teamwork. What do you do?

I avoid to become angry and defensive. Never interrupt while someone is providing me with valuable feedback. While I am listening, I do not spend too much time analysing or questioning the person’s ability to assess the situation. I take the criticism to heart, and determine if there are things I should change. If so, I make the necessary changes.

I think that I do it correctly because they do not know my job.

I avoid to become angry and defensive. I listen to them and never interrupt while someone is providing me with valuable feedback.

I avoid the temptation to become angry and defensive.

5 / 6

You have a new student or worker in the team with different capacities and you have to welcome him/her in the group. What do you do?

I create an environment to help the integration of the new worker/student: Start by Talking, Ensure Adequate Resources for the integration, Communicate with the group how they are working and if any deviation appears create a protocol.

I take him/her apart and explain that she/he could never follow the group and wish him/her the best.

I explain the group about this new colleague and tell them to try to help him/her and wish good luck with the integration.

I talk with the students and workers explaining we are a team, I observe how the integration goes and in case of problems intervene.

6 / 6

In the group of workers and students a disrespectful behavior arise, you are concern that it will persist, and How you will address it?

I comment it to the older employer and tell him/her to solve it.

I let them to solve it by themselves alone.

I set the situation, see if it affects the productivity and if it is so, I try to solve it.

I ask for the problem, open the dialogue about disrespectful behaviour, establish a code of conduct, establish a standard, assertive communication process, implement a confidential reporting/surveillance program and create a positive environment.

Your score is

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21CC Assessment 2.1 Integrity /Inclusivity

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1 / 2

You have a new student or worker in the team with different capacities and you have to welcome him/her in the group. What do you do?

I take him/her apart and explain that she/he could never follow the group and wish him/her the best.

I talk with the students and workers explaining we are a team, I observe how the integration goes and in case of problems intervene.

I explain the group about this new colleague and tell them to try to help him/her and wish good luck with the integration.

2 / 2

In the group of workers and students a disrespectful behavior arise, you are concern that it will persist, and How you will address it?

I set the situation, see if it affects the productivity and if it is so, I try to solve it.

I comment it to the older employer and tell him/her to solve it.

I let them to solve it by themselves alone.

Your score is

Exit

21CC Assessment 2.2 Responsibility

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1 / 2

I write corrections on their report and send it back to them.

I prepare a meeting with the common mistakes they made. In the meeting I explain how to do it correctly and solve questions that can rise. I propose them to do it again.

I give them bad marks and write a bad conduct note for the company.

2 / 2

I talk with the students, ensure adequate resources to be used in their future and inform them roles, responsibilities and objectives to be known.

I let them pass and add in comments that they have to work responsibility.

I give them bad marks for it.

Your score is

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21CC Assessment 2.3 Tolerance/Patience

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1 / 2

When your students/workers come to you with a critic about your way of teaching or the way you conduct the teamwork. What do you do?

I avoid the temptation to become angry and defensive.

I avoid to become angry and defensive. I listen to them and never interrupt while someone is providing me with valuable feedback.

I think that I do it correctly because they do not know my job.

2 / 2

When you prepare your students, you have to help them to stablish their goals. How do you do to help them to stablish their goals?

I do not believe that successful students have goals. I do not work on this.

Your score is

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21CC Assessment 3 Communication and collaboration

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1 / 6

You educate a student in your company. You would like to receive feedback as part of a mid-term review. What will you focus on when you get the feedback?

I focus on the emotional side of the feedback.

It is a mean of control, as a "mirror"

I expect a professional analyses of my training

It is information about what I have heard and seen and how I have experienced.

2 / 6

You want to improve your communication skills. What will you focus on to become a better coach?

It is knowledge I already know.

I expect a better understanding of communication.

My attention is to improve my communication in case of trust, honesty and understand ability.

I focus on a good relationship to all.

3 / 6

You are a coach in the company, responsible for the practical study. The collaboration between teacher, student and you are very important. What will you focus on when you develop a good collaboration between the three parties?

I focus on create an extraordinary workplace for the student.

My attention is to bring the student in a good mood for his practical study.

It is not necessary to improve collaboration skills.

I concentrate on a good collaboration with all.

4 / 6

You plan a common meeting with your student. Great communication starts with your ability to actively listen to others. What skills will you focus on?

I focus on how to give the right attention.

It is knowledge I already know.

I give the student the possibility to express himself without interruption.

I concentrate on a good meeting atmosphere and use some skills for active listening.

5 / 6

You are preparing the practical study in your company. There are necessary skills to follow. What skills will you focus on?

My attention is to prepare a good atmosphere during the training process in my company.

I focus on to know the necessary skills to optimize my collaboration with the teacher and the student.

I concentrate on a good training atmosphere and use some skills for a good collaboration.

I focus on listening to all.

6 / 6

You are preparing for a feedback session with your student. There are general rules to follow. What rules will you focus on in this feedback session?

My attention is to prepare a good atmosphere and formulate my impression.

I focus on to provide an overview with a good conversational atmosphere and formulate “I-messages”

I focus on a discussion about the feedback.

I concentrate on a good atmosphere and I accept the feedback.

Your score is

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21CC Assessment 3.1 Provide clear and constrructive feedback

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1 / 2

You are preparing for a feedback session with your student. There are general rules to follow. What rules will you focus on in this feedback session?

I focus on a discussion about the feedback.

I concentrate on a good atmosphere and I accept the feedback.

I focus on to provide an overview with a good conversational atmosphere and formulate “I-messages”

My attention is to prepare a good atmosphere and formulate my impression.

2 / 2

You educate a student in your company. You would like to receive feedback as part of a mid-term review. What will you focus on when you get the feedback?

I focus on the emotional side of the feedback.

I expect a professional analyses of my training

It is information about what I have heard and seen and how I have experienced.

It is a mean of control, as a "mirror"

Your score is

Exit

21CC Assessment 3.2 Effective communication

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1 / 2

You plan a common meeting with your student. Great communication starts with your ability to actively listen to others. What skills will you focus on?

I focus on how to give the right attention.

It is knowledge I already know.

I give the student the possibility to express himself without interruption.

I concentrate on a good meeting atmosphere and use some skills for active listening.

2 / 2

You want to improve your communication skills. What will you focus on to become a better coach?

My attention is to improve my communication in case of trust, honesty and understand ability.

It is knowledge I already know.

I focus on a good relationship to all.

I expect a better understanding of communication.

Your score is

Exit

21CC Assessment 3.3 Collaboration between student-teacher-coach

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1 / 2

You are preparing the practical study in your company. There are necessary skills to follow. What skills will you focus on?

I concentrate on a good training atmosphere and use some skills for a good collaboration.

I focus on listening to all.

I focus on to know the necessary skills to optimize my collaboration with the teacher and the student.

My attention is to prepare a good atmosphere during the training process in my company.

2 / 2

I focus on create an extraordinary workplace for the student.

I concentrate on a good collaboration with all.

My attention is to bring the student in a good mood for his practical study.

It is not necessary to improve collaboration skills.

Your score is

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21CC Assessment 4 Leadership

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1 / 6

I'm asked to represent our company at a national exhibition and I have to make a presentation to support this.

I ask for the presentation material from the exhibition 5 years ago and use it.

I ask the management of the institution to share with me their institutional objectives and their vision, on the basis of which I will prepare the presentation.

I update the previous institutional presentation based on information found on the organisation's website.

I organise a meeting with my colleagues where we brainstorm about what are the relevant characteristics of our organisation and formulate our current objectives. Based on this, I prepare the presentation.

2 / 6

One colleague does not properly manage student documentation, resulting in loss or serious damage.

I propose impartial investigations and call on the institution's senior management to tighten up the rules.

The best solution is to try to conceal and replace documents as quickly as possible.

I propose that we review the rules on document management and compliance and develop a system that is practical, efficient but also meets document management requirements.

I will initiate an investigation and seek witnesses to prove that the colleague is systematically negligent in his handling of documentation.

3 / 6

We are going on a study trip with the practical group of students.

The students choose their own venues and programmes, but I do the logistical organisation myself.

I will develop a project activity for the students and ask them to develop the theme, the activities, the framework and implement it.

Students can choose from 3 pre-designed programmes by voting.

Based on my experience and the programmes of previous groups, I alone develop the programme for the study trip.

4 / 6

In practical training, we work with 4 other colleagues in the same profession.

Everyone knows what they need to do and they do well without having to check with their colleagues from time to time.

We hold occasional meetings to review the tasks and current issues.

We look after each other's work and if someone makes a mistake, we let them know.

We develop our annual work plan together and regularly monitor its progress, liaise with each other and help make any changes.

5 / 6

I have one student who, despite his best efforts, cannot do his assignements properly and becomes increasingly frustrated, withdrawn and non-communicative.

In order to avoid more failures, I prefer not to ask him to demonstrate his performance.

I only give him tasks that I know he can do.

I create a climate of trust where all students know that it is possible to make mistakes and that they will not be frustrated by the task.

In order to avoid more failures, I prefer not to ask him to demonstrate his performance.

6 / 6

I notice that my students do not share their opinions about each other openly, but talk about them behind each other's backs.

In the next group meeting, I tell the students what I have observed and ask them to change their behaviour in the short term.

I am patient and develop a plan of action and incorporate methods that bring students closer together and strengthen group cohesion.

I notice that my students do not share their opinions about each other openly, but talk about them behind each other's backs.

I report to the school management what I have found and ask them to take action.

Your score is

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21CC Assessment 4.1 Inspire and motivate others

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1 / 2

I'm asked to represent our company at a national exhibition and I have to make a presentation to support this.

I ask the management of the institution to share with me their institutional objectives and their vision, on the basis of which I will prepare the presentation.

I ask for the presentation material from the exhibition 5 years ago and use it.

I update the previous institutional presentation based on information found on the organisation's website.

2 / 2

I have one student who, despite his best efforts, cannot do his assignements properly and becomes increasingly frustrated, withdrawn and non-communicative.

In order to avoid more failures, I prefer not to ask him to demonstrate his performance.

I create a climate of trust where all students know that it is possible to make mistakes and that they will not be frustrated by the task.

I only give him tasks that I know he can do.

In order to avoid more failures, I prefer not to ask him to demonstrate his performance.

Your score is

Exit

21CC Assessment 4.2 Inspire, respect and loyalty

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1 / 2

I notice that my students do not share their opinions about each other openly, but talk about them behind each other's backs.

I report to the school management what I have found and ask them to take action.

In the next group meeting, I tell the students what I have observed and ask them to change their behaviour in the short term.

I am patient and develop a plan of action and incorporate methods that bring students closer together and strengthen group cohesion.

I notice that my students do not share their opinions about each other openly, but talk about them behind each other's backs.

2 / 2

One colleague does not properly manage student documentation, resulting in loss or serious damage.

I propose that we review the rules on document management and compliance and develop a system that is practical, efficient but also meets document management requirements.

I propose impartial investigations and call on the institution's senior management to tighten up the rules.

I will initiate an investigation and seek witnesses to prove that the colleague is systematically negligent in his handling of documentation.

The best solution is to try to conceal and replace documents as quickly as possible.

Your score is

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21CC Assessment 4.3 Short and long term planning

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1 / 2

We are going on a study trip with the practical group of students.

I will develop a project activity for the students and ask them to develop the theme, the activities, the framework and implement it.

Based on my experience and the programmes of previous groups, I alone develop the programme for the study trip.

The students choose their own venues and programmes, but I do the logistical organisation myself.

Students can choose from 3 pre-designed programmes by voting.

2 / 2

In practical training, we work with 4 other colleagues in the same profession.

Everyone knows what they need to do and they do well without having to check with their colleagues from time to time.

We hold occasional meetings to review the tasks and current issues.

We develop our annual work plan together and regularly monitor its progress, liaise with each other and help make any changes.

We look after each other's work and if someone makes a mistake, we let them know.

Your score is

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21CC Assessment 5 Life competence for a coach

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1 / 5

I have been getting back some mediocre feedback on my coaching and I feel that I am not getting through to my students as much as I would like. What do I do?

There is a lot on the internet about coaching. I will go online and see what I can find on new coaching styles.

It has been ages since I last got some training. I will ask my supervisor if there is anything available for me through the company.

It is probably the new generation that doesn’t care much about anything. I know I was a good coach in the past so and I am sure I will pull through.

I will take a self-assessment to try and see what my gaps are. I will also try and identify through the feedback questionnaires what the trouble seems to be with my students. From there, I can start to make a plan for training.

2 / 5

I manage a team of students that seem to have a million more interesting things to do than pay attention to the training. They are all children of unprivileged families and have never been in a serious workplace before. What do I do?

These people have never been in such a working environment before and it is understandable that they react in this way. Even if I don’t get through to all of them it is a chance to make a real difference in someone’s life. I feel quite privileged to be in such a position.

I feel challenged every time I am with this group and it is taking a toll on my confidence. I need to find a way to approach them as a friend even if it means we don’t get much work done.

Even if it is a difficult group there must be a way to approach them. I will have a hard time for a while but I will learn a lot on team management.

They are a lost cause. I will just do my job and they will be on their way soon enough.

3 / 5

I have noticed that the process of recruiting interns is lacking any kind of monitoring. This results in many students coming in with no real interest in our field of work and this damages our training program as well as our company. What do I do?

I tell my colleagues about it. Someone above me should definitely speak to our director about it.

I do some research to see what other companies do and get some ideas. I discuss my ideas in the next company meeting.

I do some research to see what other companies do and get some ideas. I discuss my ideas in the next company meeting. I make note of the ideas that came up during the meeting and inform my colleagues that I will communicate them with our director. If there is someone above me who wishes to collaborate on this I include them in my efforts.

I make a note in the next meeting agenda to discuss it in my colleagues to see what they think of it and if they come up with a solution. This is enough from my part.

4 / 5

Yesterday morning there was an incident where one of my students’ parents came to the office and complained to my boss about me not supporting their adult child in completing their internship on time. My boss called me in to tell me off and they didn’t show any sign of understanding my point of view. How did I react?

This is the first time that this happens to me and I was curious as to how this came about. I talked to my boss, the family and the student and I listened to their point of view. I will need to keep better records of student attendance and student communication in case something like this happens in the future. In any case, it wasn’t personal and it was also a chance for me to practice my communication skills and my anger management.

I felt angry and misunderstood. However, I made an attempt to explain my point of view and asked permission to talk to the parents and the student. I called them and tried to explain my approach to them. Things like this always happen here and I am getting tired of my boss’s attitude and those spoilt students.

I felt really angry. My boss is not one to understand or react logically so there was no point in explaining. Next time I saw the student I showed him that I was upset by not noticing or talking to them at all.

Despite my surprise I felt confident about my approach. I tried to surpass their negativity and actually talked with my boss about our approach to students who don’t respond to our training. I talked to the parents to explain my approach and my beliefs. There was nothing better I could do but I felt that I had done my best in the situation and I feel good toward my boss and the student.

5 / 5

I am taking on a new role in my company and I will also be responsible for the internships now. It is quite stressful because it is a step up from my previous position and I want to succeed. What do I do?

I approach colleagues in my new department and ask them all about the job I have to do. They have years of experience and they will tell me what to do.

I do some research on my new job description and find the standards and the good practices in other companies in our field. I make a note of the skill gaps I have and find company and other resources that are available. I make a realistic plan with the milestones that I need to meet and the time needed to meet them.

I improvise most of the time. In any case, first-hand experience is the most important thing isn’t it? As time goes by I will learn.

I take time to talk to my supervisors and ask them about the competences needed for this new role. I make a list of all the things I will need to learn and check the company resources that will help me with this.

Your score is

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21CC Assessment 5.1 Positive attitude at work

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1 / 2

I am at work and the colleague who I am working with calls in sick. We have arranged for a class with the interns where we were going to explain the use of a company software. I have been using this software for some time but I have never taught a team on my own. What do I do?

I review the learning material of the class and see if I can cover all the material. I go ahead with the class and I keep notes of the things that I think that my colleague needs to assess my teaching on.

I immediately try to find another colleague who can help me in my class.

I cancel the class and re-schedule for when my colleague will be present.

I review the learning material of the class and remove the material that I don’t feel confident in. I go ahead with the class anyway.

2 / 2

I tell my colleagues about it. Someone above me should definitely speak to our director about it.

I make a note in the next meeting agenda to discuss it in my colleagues to see what they think of it and if they come up with a solution. This is enough from my part.

I do some research to see what other companies do and get some ideas. I discuss my ideas in the next company meeting.

Your score is

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21CC Assessment 5.2 Learning to learn

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1 / 2

2 / 2

I feel challenged every time I am with this group and it is taking a toll on my confidence. I need to find a way to approach them as a friend even if it means we don’t get much work done.

Even if it is a difficult group there must be a way to approach them. I will have a hard time for a while but I will learn a lot on team management.

They are a lost cause. I will just do my job and they will be on their way soon enough.

Your score is

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21CC Assessment 5.3 Self-Motivational

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1 / 2

I have been getting back some mediocre feedback on my coaching and I feel that I am not getting through to my students as much as I would like. What do I do?

It is probably the new generation that doesn’t care much about anything. I know I was a good coach in the past so and I am sure I will pull through.

It has been ages since I last got some training. I will ask my supervisor if there is anything available for me through the company.

There is a lot on the internet about coaching. I will go online and see what I can find on new coaching styles.

2 / 2

I approach colleagues in my new department and ask them all about the job I have to do. They have years of experience and they will tell me what to do.

I improvise most of the time. In any case, first-hand experience is the most important thing isn’t it? As time goes by I will learn.

Your score is

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21CC Assessment 6 Social skills

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1 / 10

You see that student is not doing great at a task he was assigned to do – previously had done other tasks well, but this task is slightly different from others.

I’ll let the student ask questions when they want to – on their schedule.

I’ll approach the student, ask general questions, try to find out what is causing issues with students’ task. If necessary I’ll instruct the student again or reassign them – according to their needs, skills and personality.

I’ll approach the student ask general questions and say that I’m available if he has some questions. If I see student constantly failing I’ll introduce how to do the task again.

I scold the student for being lazy and incompetent

2 / 10

What would be the best behaviour in this situation: You’ll have to introduce new students, however you have never done this.

Even tho I’ve never done this I’ll try my best. I’ll try to put myself in their shoes – select proper training methods. If I do not know how, I’ll ask help and I’ll ask students to explain their way of thinking – to

I’ll introduce students by giving them manuals – let them read through all the processes.

I’ll smile, introduce myself and try to be as good as coach as possible. I’ll use both written materials as well as showing and example to guide the students.

I refuse the task.

3 / 10

You and your students start a workday – how do you respond to them? They’ve arrived on time – you’ve arrived few minutes earlier.

I scold them for being late.

I greet them, summaries their tasks – whilst making sure they understand everything. During the workday, I watch them working and, if necessary, guide them and give their feedback instantly. I try to keep positive attitude.

I greet them, summarise their tasks and ask if they have any questions and tell them to ask if any questions come up during workday. I also give them the summary for previous days work. I try to keep positive attitude.

I greet them and let them get onto the tasks they’ve been given before. I try to keep positive attitude.

4 / 10

What would better describe your actions in class? (2)

While engaging with students I share my opinions, considering the tone and emotions of the conversation, being specific with the feedback but taking the individuality of the students in account.

When participating in discussion I am only listening and responding to the topic I am interested in.

While engaging in a topic I ask students questions (even rhetorical) to try to engage student to share their view

When asked a question I try to avoid answering it by changing the subject.

5 / 10

What would better describe your attitude towards your work as a teacher?

I do not like to move from one place to another while teaching

I frequently ask students for specific feedback on my teaching and actively engage myself in class activities.

Every student has his/her own problem and I cannot solve everyone’s problem.

I try to learn new techniques of managing students’ behaviour.

6 / 10

Telling jokes at the workplace is

Wrong – workplace is for working.

Keeping good workplace environment is good jokes make the environment better.

A joke or two occasionally does not hurt.

Not everyone can joke – however good workplace environment is good for everyone if jokes are considerate of other people and situations and do not worsen work quality.

7 / 10

What would better describe your actions in class? (1)

I am giving a straightforward feedback without thinking about the context of the situation or students’ abilities.

When proposing an idea, I do not expect a feedback, the idea should be taken as it is.

I take every question lightly.

I am giving a feedback considering the students point of view and thinking.

8 / 10

What would be the best behaviour in this situation: I see one student having an issue with their assigned task. I am free and available. Assigned task is difficult task and I may not have full knowledge to all the questions the student might ask.

I’ll go and help the student – whilst asking questions about the issue. I then explain the thought process and processes I’ll use with the tasks. If I do not know how to respond to a question I’ll explain my thought process, do the task and ask from someone more experienced to answer the question – if possible to both of us, if not then I’ll relay the answer to the student as soon as possible.

I look for more experienced college to guide the student.

I’ll go help without asking questions with the issue student is having. Because I do not have knowledge to explain – what I’m doing, I’ll tell student to ask someone wiser.

Student will ask for help by themselves.

9 / 10

You observe your students making jokes with co-workers. Whilst jokes made are funny and are good for work-place environment, you notice that students are focusing too much time on making jokes and their work quality suffers.

I join in with a joke – get some attention and clearly explain that workplace atmosphere is important but so is quality of the work done. This will make students to stop joking and work harder.

I give students a stern talk about limits – and say that their jokes disturb work quality

I ignore this – it’s not my job to teach students.

I join in with a joke – then show students and example of how to do task with more quality and quicker whilst explaining, that workplace atmosphere is important but so Is the quality of work. I take special care and use suitable terms not make anyone feel left out, whilst emphasising importance of both quality of workplace as well as work done.

10 / 10

You observe some of your students are falling behind on grades.

I point out that fact and give generic directions on improving the situation.

I understand, that different students may have different approaches, abilities and possibilities in regards of understanding the topic.

I ignore this. It is students fault they do not understand the topic.

I point out that fact but do not continue on improving the situation.

Your score is

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21CC Assessment 6.1 Adaptability

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1 / 2

You see that student is not doing great at a task he was assigned to do – previously had done other tasks well, but this task is slightly different from others.

I’ll let the student ask questions when they want to – on their schedule.

I’ll approach the student ask general questions and say that I’m available if he has some questions. If I see student constantly failing I’ll introduce how to do the task again.

I scold the student for being lazy and incompetent

2 / 2

You observe some of your students are falling behind on grades.

I understand, that different students may have different approaches, abilities and possibilities in regards of understanding the topic.

I ignore this. It is students fault they do not understand the topic.

I point out that fact but do not continue on improving the situation.

I point out that fact and give generic directions on improving the situation.

Your score is

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21CC Assessment 6.2 Humor

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1 / 2

I ignore this – it’s not my job to teach students.

I give students a stern talk about limits – and say that their jokes disturb work quality

I join in with a joke – get some attention and clearly explain that workplace atmosphere is important but so is quality of the work done. This will make students to stop joking and work harder.

2 / 2

Telling jokes at the workplace is

A joke or two occasionally does not hurt.

Wrong – workplace is for working.

Not everyone can joke – however good workplace environment is good for everyone if jokes are considerate of other people and situations and do not worsen work quality.

Keeping good workplace environment is good jokes make the environment better.

Your score is

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21CC Assessment 6.3 Responsiveness

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1 / 2

I’ll go help without asking questions with the issue student is having. Because I do not have knowledge to explain – what I’m doing, I’ll tell student to ask someone wiser.

I look for more experienced college to guide the student.

Student will ask for help by themselves.

2 / 2

You and your students start a workday – how do you respond to them? They’ve arrived on time – you’ve arrived few minutes earlier.

I scold them for being late.

I greet them and let them get onto the tasks they’ve been given before. I try to keep positive attitude.

Your score is

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21CC Assessment 6.4 Enthusiasm

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1 / 2

What would better describe your attitude towards your work as a teacher?

I do not like to move from one place to another while teaching

I try to learn new techniques of managing students’ behaviour.

Every student has his/her own problem and I cannot solve everyone’s problem.

I frequently ask students for specific feedback on my teaching and actively engage myself in class activities.

2 / 2

What would be the best behaviour in this situation: You’ll have to introduce new students, however you have never done this.

I’ll introduce students by giving them manuals – let them read through all the processes.

I’ll smile, introduce myself and try to be as good as coach as possible. I’ll use both written materials as well as showing and example to guide the students.

I refuse the task.

Your score is

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21CC Assessment 6.5 Sincerity and honesty

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1 / 2

What would better describe your actions in class? (2)

When participating in discussion I am only listening and responding to the topic I am interested in.

When asked a question I try to avoid answering it by changing the subject.

While engaging with students I share my opinions, considering the tone and emotions of the conversation, being specific with the feedback but taking the individuality of the students in account.

While engaging in a topic I ask students questions (even rhetorical) to try to engage student to share their view

2 / 2

What would better describe your actions in class? (1)

I am giving a feedback considering the students point of view and thinking.

I am giving a straightforward feedback without thinking about the context of the situation or students’ abilities.

I take every question lightly.

When proposing an idea, I do not expect a feedback, the idea should be taken as it is.

Your score is

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