Teachers can probably best help students overcome debilitating anxiety in the classroom by:
a. Downplaying the importance of education; putting less emphasis on working hard and more emphasis on relaxing and having fun
b. Allowing them to work at whatever subjects they like best until they feel ready to tackle other, potentially more difficult subjects
c. Helping them discover that they can succeed with effort and that mistakes can be corrected
d. Reminding them how important it is that they demonstrate mastery of the school district's instructional objectives for the year
C
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Response to interventions (or lack thereof) may serve as a _________________ tool to identify students eligible for special education services
Fill in the blank(s) with correct word
The common variance shared by the predictor and criterion variables is referred to as the
a. coefficient of determination.
b. standard error of regression.
c. coefficient of regression.
d. standard error of determination.
Which of the following is NOT a way to differentiate instruction?
a. A different instructional activity b. Adaptations to the instructional content c. Changes to the campus bell schedule d. Adjustments to instructional materials
Mr. Thomasen says to you, "I think those folks who talk about making sure we build relationships using high influence behaviors and high affect behaviors are overstating their case. There's no time in the day to make sure that every interaction I have with a student demonstrates those two qualities.". Your best response to him would be:
a. Research indicates that those teachers who engage with their students only at high levels of affect and influence are more successful at managing the classroom. b. A teacher who doesn't actively work to cultivate healthy, mutually supportive relationships is likely to be as effective a classroom manager as those teachers who do attend to the interpersonal facets of class functioning. c. Fostering good relationships with students will depend on the cumulative effect of positive interactions; some routine interactions won't rise to the level of high influence and affect. d. Educational researchers often fail to recognize that some people naturally tend toward lower-level influence and affect behaviors, and that it's unlikely that they'll be able to change their core behaviors.