Ms. Valentino could tell from the first day of school that Javier was going to be one of her struggling Latino students. He came to school wearing worn clothes. No parent accompanied him, and he acted withdrawn and shy. By the end of the first grading period, she confirmed her impressions. Javier's grades were low. This scenario most likely illustrates:
a. differentiation.
b. the Pygmalion effect.
c. a self-fulfilling prophecy.
d. a sustaining expectation.
c
You might also like to view...
Which of the following is not a result of a student-centered, relationship-centered, and culture-centered education?
a. Students become self-empowered learners. b. Students see their culture as a deficit in learning new content and skills. c. Students take charge of their learning. d. Both teachers and students become people who believe in themselves and create compassionate relationships with each other.
The language barrier and lack of knowledge about American public schooling of a child's parents does not influence
a. their ability to fully participate in the child’s learning. b. interactions with school personnel and related systems. c. the manner is which parents are involved. d. if a child has a disability .
In Jeffrey's Algebra class, each of the four or five students in a heterogeneous learning team is assigned individualized math material at his/her own level. Students help each other to solve problems. They also self-monitor and document their progress. What method is Jeffrey using?
A. Team-assisted individualization B. Corrective math C. Peer tutoring D. Systematic use of learning principles
Answer the following statement(s) true (T) or false (F)
1. Although various creative arts activities differ in both appearance and routine, all of them focus on expanding similar abilities in children. 2. Opportunities should encourage the collaborative production of playful creations through children's interacting and working with peers. 3. People typically tend to associate the development of fine motor skills with the milestones for learning during the early years of life. 4. When designing art projects, teachers must recognize that the most valuable learning element of this activity is the process that children engage in, not the artistic product that they produce. 5. If children are working on a project and it's not finished when it's time to clean up, they should be allowed to let the project remain in the center and return to it later with fresh ideas about modifying the project.