Written objectives can fail for more reasons than being immeasurable or unobservable. Other reasons are
a. the conditions or criteria for the objective are meaningless
b. objectives often are not matched to the behavior that is desired
c. objectives may not be matched to the intervention strategy used
d. objectives are beyond the student's ability to reach
e. all of the above
E
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“Why is the sky blue?” is an example of a closed question
a. True b. False
Which management style is characterized by developing appropriate demands and using shared decision-making?
a. Authoritarian c. Authoritative b. Permissive d. None of these answers.
Mrs. Simms reviewed her class role and read the permanent files of her incoming fourth grade students before school started in August. She noticed that Gabe had poor grades in several subjects last year, and his second and third grade teachers left notes about his bad conduct in the permanent file. When school started, Mrs. Simms told Gabe she was happy to have him in her class and said she knew
he would like fourth grade subjects and learn a lot. Throughout the year, Mrs. Simms encouraged Gabe and expressed her belief in his ability to learn. In the spring, Gabe scored in a higher percentile on his district's standardized tests than he had the previous year. His gains were much higher than expected. This is an example of: a. explicit teaching. b. the Pygmalion effect. c. sustaining expectation effect. d. scripted cooperation.
Strategies that a teacher can do to effectively change defiant, disruptive students' behaviors include:
a. meeting that child's behaviors with kindness b. telling the student to leave the room c. enlisting the para's help d. calling for the administration