TK0-201 Practice Exam Questions with Answers CTT+ Exam (Certified Technical) Certification

Give the learner encouraging comments.

Assign an easier lab to increase the learner confidence.

Recommend that the learner take a pre-requisite class to increase their confidence.

Give the learner extra materials to practice the exercise.

Ask the IT staff to install a sound card on the presentation computer before the class starts.

Explain the video to the class rather than play it.

Create presentation slides before the class starts that contain screenshots from the video.

Perform a voice-over while the video plays

Go to the learner privately and ask if there are any questions to clarify the material.

Ask the learner in front of the class why they do not understanding the material.

Make note of the learner's facial expressions, continuing on with discussing the topic to see if they later understand the subject.

Ask the learner to come forward and demonstrate the information that was just presented.

Opportunities for questions and answers

Interpersonal skills

Group involvement

Management of course flow and training activities

Ask the learners to rotate chairs once they see the presentation.

Move to a smaller room so that all learners can be close to the presentation.

Tell the learners that the presentation will be available after class.

Print out hand-outs of the slides for the learners.

Tell a lengthy story related to the importance of the class

Begin with a joke to create a relaxed environment

List every credential and acronym the instructor has for learner confidence

Let the learners know that the course is very challenging

Remove the learner immediately from the class. Report the behavior to the learner's manager.

Avoid eye contact and continue with the class. Report the behavior to the learner's manager.

Move the learner to a more distant location from the instructor. Report the behavior to the learner's manager.

Discuss the behavior with the learner at a break. Report the behavior to the learner's manager.

Practical exam

Open-ended questions with a scenario

Essay question test

Pop quiz

Ask other learners to provide an example to further clarify the material

Seek feedback from the learner to show they understand.

Restate the material with further examples and diagrams.

Proceed on to the next section of material.

Give the learners a break then re-teach me topic

Administer a short quiz to see where the confusion is

Present a video clip of the topic in question

Ask general questions to check understanding

Start the class and as each late learner comes in, thank them for joining the class.

Wait to start the class until all the learners have arrived and are react to start.

Once all the learners have arrived, remind the learners of all the class policies.

Begin class on time and privately talk with the learners who were late.

Use markup tools (e.g. highlighter) to guide the learners focus.

Record as much as possible ahead of time to avoid misspeaking.

Use open-ended questions to facilitate discussion.

Only use live video as a backup plan due to bandwidth restrictions.

Have a time management discussion with the learner after the lecture.

Interrupt the lecture and acknowledge the learner's return.

Stop the lecture and quickly review with the learner.

Continue on with the class and discuss time management with the entire class.

Create opportunities for learners to contribute to the discussion

Plan and use a variety of reinforcement techniques during training

Adapt learning methods as intended by the course designers

Enhance, substitute or create media as appropriate

Reviewing the material

Maintaining consistent behavior

Adding emphasis to a statement

Pronouncing words properly

Assessing learner's level of interest

Use humor that will create a positive mood.

Tell the learners that the class will run late that day

Have the learners introduce themselves.

Proceed with the course material.

Inform the class that they need to move on to new material.

Take the learner's questions into private chat.

Use the learner's questions to reinforce the material for the entire class.

Recommend the learner seek outside tutoring.

True/false questions

The Likert scale

Open-ended questions

The comment section

Ask to team teach the course with an expert

Accept the offer contingent upon six weeks of preparation time

Decline the offer based on lack of knowledge of accounting principles

Accept the offer and learn the content by observing accounting experts

Contact the training manager for suggestions on how to proceed.

Teach to the more experienced learners; the others will catch up.

Make the six learners that already know the material wait until the other learners catch up

Cancel the class and then divide the class into two difference courses.

Instructor's presentation abilities

Accessibility of the facility

Technical accuracy of the course material

Amount of time the learner studied for the course

Job title of the learner

The instructor should give a quiz to see if the learners retained information so far.

The instructor should use an energizing activity as a redirector.

The instructor should tell the learners why it is important to pay attention at all times

The instructor should give the participants a break.

The instructor should report their behavior to management

Challenges learners, involves them and helps to monitor their progress.

Establishes an environment that supports learning, and maintains focus on meeting stated learning objectives

Facilitates group dynamics in a positive way, while encouraging respectful interactions.

Keeps the learners engaged as to what is coming next andconveys the importance of theirknowledge.

Contact the IT staff to determine when the Internet connection will be available.

Ask the learners to complete the evaluation form after returning to their desks.

Submit in the post-class report why evaluations were not complete.

Provide paper copies of the online evaluation to the learners.

Print and distribute copies of the course objectives

At the beginning of class inform the students of the issue

Record the sessions for review after the class is over

Outline the cover material at the beginning of the class

Open

Probing

Closed

Hypothetical

Postpone the course until learners attention can be on the material.

Acknowledge the event and accommodate learners.

Open the course with a joke to alleviate any tension in the room.

Begin the course and move directly into the material.

Express regret that the instructor’s policy does not permit assignments to be submitted late.

Give the student money and/or goods to allow the student to concentrate on course assignments.

Listen sympathetically and wish the student luck in the rest of the course.

Permit the student to submit the next few assignments late.

Inquire about the safety of the student’s family while expressing sympathy for the student’s situation.

Unless mentioned by another student, avoid the topic.

On a break acquire an air freshener.

Interrupt the lab to ask the members of the group if they want to be reassigned.

Have the class go on a break and discuss the issue with the student.

Divide the class into groups

Utilize overhead-direct questions

Continue asking overhead questions

Avoid asking further questions

Use a variety of activities that will quickly engage the students.

Train the students only on the content in which they are interested.

Convince management to delay the training until employees are committed to the training.

Ask the students why they do not want to attend and then make adjustments accordingly.

course objectives.

the trainer’s notes.

course material.

lesson plans.

Student/instructor conference

Online polling tool

Classroom chat

Discussion board

the open question type is more difficult to write.

the closed question type is more conducive to online environments.

the closed question type does not require perfect grammar.

the closed question type will illicit a short response.

way to get the correct answers before the other students.

method of confirming the intelligence of the instructor.

distraction so other students in the class can cheat.

sign that the student has not fully grasped the information.

Create a data dictionary

Read the handout backwards before approving it

Consult a recognized style guide

Solicit a colleague as a proofreader

Create session summaries

Create a modified version of the course to be open only to students from that department.

Explain to the department managers why their students have to learn the materials the corporate way.

When students from that department are attending, give them a special handout during introductions.

Continue as always to meet corporate needs, and defer questions to the department manager.

calling on students with background experience that aligns with the subject matter.

allowing students to write answers on the board.

having students call out individual answers in a review quiz.

singling out a student to answer a specific question on the current objective.

Email the students to explain their errors and repost the discussion.

Clarify the discussion topics for the following weeks.

Meet with students face-to-face to ensure they understand the material.

Monitor and contribute to the discussions several times a week.

Active listening

Quizzes

Written exams

Direct questions

Group activities

Schedule a brief meeting with the development team to understand the purpose of the exercise.

Meet with the development team to provide feedback on past experiences,

Conduct the class and skip the exercise entirely.

Modify the exercise to one the instructor likes better.

Anti-virus software is blocking the virtual classroom connection.

The learner’s computers cannot handle the virtual classroom.

Firewall issues at the instructor's location.

Firewall issues at the learners' location.

Contact the publisher/vendor to receive permission to reproduce the first day's materials.

Cancel the class as the right material has not arrived.

Contact the site administrator about dismissing the class for the day and compress the material into the remaining days.

Use past material from another course for the first day and catch up during subsequent days.

Stop the class and ask if there were any problems with the instruction of the class.

Pull individuals aside to identify reasons for lack of participation.

Inform the class that everyone needs to participate to pass the class.

Assign small groups and give each a task.

Create groups with members from different backgrounds.

Emphasize conformity to move the group along.

The group participation to individual rewards.

Limit the accountability of each individual.

Clearly define the role for each of the group members.

Body movements and gestures

Technical terminology and acronyms

Proper syntax and use of grammar

Voice inflection and rate of speech

Give the learner additional homework to raise their competency level

Adjust the instruction to meet the needs of the learner while ensuring that all learning objectives are met

Excuse the learner from the class and have them check with their supervisor to determine if they had been assigned to the class in error

Administer a pre-test to all learners to see where the learners are ranking with the objectives

Have the learners memorize the directions.

Have test questions or directions read aloud.

Distribute written directions or write them on the board.

Use flow charts and diagrams for note taking.

Teach by lecture and break the learners into study groups.

Listen to what the learners are saying.

Provide handouts to learners.

Set expectations at the beginning of the course.

Encourage learners to ask questions.

Computer-generated printouts of the material

Video podcasts of the training sessions

Audio files explaining the processes in the class

Virtual training sessions providing a comfortable environment

Invite management to observe the learners in the classroom.

Test the skills of the learners at the end of the course to show if the course objectives were met.

Perform individual interviews with the learners to ask how they feel their progress is coming along.

Deliver a weekly assessment test that validates the improvement of the skills of the learners.

An instructor asks a specific student a question.

An instructor tells a fictitious story to illustrate an example.

An instructor asks how many steps are in a process.

An instructor asks learners to compare and contrast two elements.

Outline two specific things the participant did well, and one specific opportunity for improvement.

Spend most of the time focusing on the participants' weaknesses.

Focus on all the participants' positive skills in order to build esteem.

Tell everyone that they did a really good job.

Make copies of the slide presentation to hand out to the class.

Take a break and seek out the facility manager for assistance.

Tell the learners to follow along in their textbooks and not worry about the slides.

Dismiss the learners and reschedule for the following day.

Ignore the participant completely. They should have logged in on time.

"Welcome! Glad you decided to finally join us today. Since you missed the opening exercises, you might want to just try back another day."

"Welcome! Please see the assistant to review what was missed."

"Welcome! Let me briefly review the content missed. We are currently on lesson two."

Survey the comfort level of the learners in the class.

Continue on with class and ask the learners to wear more layers the next day.

Assure the learners that the class will end on time, and that the temperature is not that extreme.

Contact the facilities manager for the class and ask that the temperature be adjusted.

Student labs led by the instructor during class

The trainer's mental notes about the students' ability

The trainer evaluation form filled out by the students

Short tests developed by the trainer

Proceed with the course; no additional action is required

Avoid eye contact during the course

Have the friend reschedule their course

During introductions inform the students of the situation

Ask each learner to stop disrupting the lecture.

Open opportunities for learners to ask questions.

Have the learners removed from the lecture.

Discontinue the lecture until the learners are quiet.

Role playing

Brainstorming

Lecture

Demonstration

Begin the class assuming an advanced skill level

Guide the introduction portion to attain personal information

Delay the class until the information has been reviewed

Begin the class assuming a basic skill level

Try to clarify the question based on the student’s answer

Provide hints that will help the student see what was really desired

Explain how clearly wrong the answer is

Do not ask any further questions and continue on with the class

Ask if any other students are more intelligent and can answer correctly

Stop using the screen to present the slides for class

Discontinue using the slides

On the next break print out the slides for the students

Turn the lights off in the classroom to allow better viewing of the slides

Assist the student in repeating the lab.

Complete the lab for the student to keep the pace of the class.

Explain to all students the mistakes that were made.

Restart the student’s computer to see if that fixes the problem.

response in a virtual class is too time-consuming for discussions at the start of class.

virtual learners will be thrown off; they are expecting visual presentations.

open-ended questioning is inappropriate for a virtual class.

personal commentary is contradictory to the efficient impersonal design of virtual classes.

Teaching how but not why

Poor managerial support

Recall in practical situations

Failure of problem-solving training

Give the class an extra break to refocus the group.

Finish the conversation and adjust the remaining class time and objectives.

Guide the discussion back to the objective.

Overlook the off-topic conversation and continue with the discussion.

Send the trainer to a Train-The-Trainer workshop for the content area being taught.

Record video of a class and evaluate it with a more experienced instructor.

Record audio of a class and evaluate it with a more experienced instructor.

Discuss the metrics that are currently being used and provide additional measures of performance.

Use of information in terms of existing experiences.

Only instance where humor is accepted.

Insertion of examples the learners are unfamiliar with.

Way to concentrate all learners on the objective.

Do nothing to allow for natural group dynamics

Correct learners who have differing opinions

Ask the learners to stop the discussion

Use active listening to manage the discussion

Provide the learner with an additional handout during the class

Tell the learner to conduct additional research after the class

Ask one of the other learners to provide the explanation

Use the concept in a personal story to enhance the learner’s understanding

Probe the learner to clarify the level of confusion on the topic

Give the students a paper quiz.

Ask students at breaks if they are learning anything.

Ask the students probing questions by name.

Send a message to their managers explaining they are not responding.

Make paper copies of the presentation to distribute to the class.

Rent a projector and screen to deliver the presentation.

Refuse to deliver the training course because the environment does not meet the requirements.

Explain that a great presentation was prepared but a lecture approach will be used.

Quickly search online for a website or two that appears to cover the data.

After class that night contact the course developer to request additional study material.

Give a homework assignment to search the web; the next day, review the suggestions in class.

Look through the files for an appropriate handout to give the next day.

Determine if there is time in the current course to cover the topic and add the topic if possible.

Extend the course an additional day and provide students the time to adjust their travel arrangements.

Inform the client that the students will need an additional course and request the funds to design it.

Dismiss the students since the topic was not in the original course and continue training.

An exam should cover the material and instructor techniques.

An exam should allow a learner the opportunity to show what they know.

A classroom test should cover all topics, in detail, ensuring complete coverage.

An exam should measure a learner's ability to study the presented material.

Explain to the learner that the answer was wrong, and then go through the correct answer. While explaining the incorrect answer, point out where the learner was wrong.

Repeat the learner's response, while explaining the areas of the question that were wrong, then asking the learner if they would change the answer to the correct response.

Focus on the parts of the answer that were correct. Next explain those aspects that were incorrect. Afterward, repeat those parts that were correct.

Ask another learner to explain why the answer given was incorrect, then repeat the learner's response. Ask the class to give other examples as to why this is incorrect.

The trainer’s home phone number

The trainer’s email address

The company representative’s phone number

The trainer’s company website address

Overhead-direct question

Open question

Direct question

Overhead question

Make evaluations difficult to motivate the students to study harder and do better

Create an evaluation that is easy early in the class to create confidence in the students

Only provide an evaluation at the end of training so that students can look forward to the tests

Create evaluations with only true and false answers to provide students with a better chance to pass

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

Take a short break to come up with an interactive discussion

Stop lecturing until the class regains focus

Create a loud noise to get students' attention

Turn the lights on and off to increase students' awareness

Right hand moving parallel to the floor

A fist with the index finger extended upward

Using both hands out front, palm to palm and spreading them slowly apart

A closed fist

Talk to the student and ask them to turn the ringer off.

Tell the student not to return after lunch due to their interruptions.

Report the student to the client for disciplinary actions.

Take the student’s phone and return it after the class.

Recognize the learner with the highest exam percentage.

Determine which learners will retake the training.

Assess the needs of the organization.

Compare learner achievement to course objectives.

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.