When designing an environment for young children, teachers first should ask themselves these three basic questions:
a. Is it appropriate? Does it engage children in all developmental domains? Does it support relationships?
b. Is it appropriate? Will it appeal to families? Is it comfortable?
c. Does it support relationships? Is it appropriate? Does it build school readiness?
d. Is it attractive? Is it appropriate? Is it engaging?
answer: a
You might also like to view...
Some families do not seek help or support from the larger community. Which of the following is not one of the reasons?
A) They prefer to see themselves as self-sufficient B) They have no idea what is available C) Their kinship networks will not allow it D) They think that needing help is a sign of weakness
Imagine that, as an educator, one of your long-term goals for students is that they acquire critical thinking skills: You want them to evaluate the soundness of logical arguments in persuasive essays,
determine whether scientific research studies truly support certain conclusions, and so on. At a school board meeting, a father of one of your students complains about your emphasis on critical thinking. He insists that the purpose of education should be simply to teach students facts that experts have determined to be "true" in various academic disciplines. Of the following ways in which you might respond to the father, which one is most accurate and defensible? a. Students are more motivated by long-term, abstract goals than by shorter, concrete objectives. b. Critical thinking is the most basic cognitive process identified in the recent revision of Bloom's taxonomy presented in the textbook; all other cognitive processes build on it. c. Standards developed by professional groups in various academic disciplines often include critical thinking. d. Virtually any approach to instruction—whether it be expository instruction, mastery learning, cooperative learning, or some other approach—invariably involves mastering aspects of critical thinking.
Madeline has difficulties identifying multisyllabic words. Which of these is not an appropriate instructional procedure to work with this problem?
A. In initial lessons, to illustrate that a longer word canbe broken down, work with known compound words, taking them apart and putting them back together. B. Plan lessons to ensure that Madeline recognizes and can pronounce the most common prefixes and suffixes. C. Teach her the most common phonic generalizations, focusing especially on special vowel combinations. D. In syllabication exercises, focus on frequent spelling patterns, such as pre-, -tion, -ment, -un, and so on, analyzing longer words into these and other smaller parts.
What is an appropriate number of classroom rules for behavior?
a. three to five b. five to seven c. seven to nine d. ten to twelve