Describe two strategies that you, as a teacher, can use to help develop emotional intelligence and self-regulation in your students
What will be an ideal response?
You can help your students develop emotional self-regulation by openly talking about emotions and discussing strategies for dealing with them. In the process you can remind students that feeling a variety of emotions is completely normal, but some ways of responding to them are better than others. For example, feeling hurt and angry is normal, but responding calmly is much better than lashing out.
Using literature in your teaching also offers opportunities to develop emotional intelligence. As you read and discuss stories, you can ask questions about characters' motives, feelings, and actions. Our goal is for students to become aware of their own emotions, how they influence our behavior, and ultimately how to control them, so they don't control us. If we can help our students understand and control their emotions, they will have acquired an ability that will serve them well throughout their lives.
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____________________ sciences rely on the physical senses to take in relevant data and measure that data in some way
Fill in the blank(s) with the appropriate word(s).
In the _______________ approach, professionals in the various disciplines conduct their initial evaluations; yet they relinquish their roles (role release) as service providers by teaching their skills to other team members, one of whom will serve as the primary interventionist
a. multidisciplinary b. transdisciplinary c. interdisciplinary
Many principles of motivation can be summed up with the mnemonic "TARGET": task, autonomy, recognition, grouping, evaluation, and time. In six paragraphs, describe six strategies—one related to each of the TARGET variables—you might use to motivate students in your own classroom. Illustrate each strategy with a specific, concrete example of what you might do
What will be an ideal response?
Why must assessment be based on the child's work over time?
A. So that both the teacher and student can point to the growth of the child's writing in specific terms and with sample writings that illustrate that growth. B. So that the teacher can give the student a letter grade for each writing assignment. C. So that the child will feel good about the writing progress he has made. D. So that the teacher and the student can have a conference about the students writing progress.