Students' self-perceptions related to school subject matter affect their learning and performance in the classroom. Imagine you have several students with extremely low self-esteem regarding their ability to perform in your class. Simply giving them encouragement—for example, "You can do it if you try!"—may not be especially effective. Keeping in mind the factors that affect students' sense
of self, describe three different strategies that you might use to enhance your students' confidence that they can succeed in school. Describe each of these strategies in terms of specific things that you might do in the classroom.
What will be an ideal response?
Strategies for enhancing self-concept and self-esteem include the following (the response should identify at least one concrete strategy related to three of them):
• Promote success in school tasks (e.g., gear assignments to students' current knowledge and ability levels).
• Scaffold students' efforts on challenging tasks.
• Focus students' attention on their improvements over time.
• Minimize opportunities for students to judge themselves unfavorably in comparison with peers
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It is important that teachers understand that stereotypical identifiers can become obstacles in teachers’ ability
to a. identify the cultural needs of their students. b. identify the ethnic needs of their students. c. identify the diverse needs of their students. d. identify the educational needs of their students.
Refer to Exhibit 7-7. What is the mean square for Lesson Design?
a. .042 c. 63.375 b. 1.042 d. None of these are true.
Harmon found that when avid middle school readers encountered words they did not know they:
a. used one or two strategies regularly. b. chose to use the dictionary often. c. used a variety of strategies. d. rarely used the context.
Disability categories that do not have large numbers of students are called
A. low-prevalence disabilities B. low-incidence disabilities C. classroom disabilities D. infrequent disabilities E. low-end disabilities