Teachers in the proficient stage of development ask what kind of questions about their growth?
a. What can I do to improve with experience rather than lose effectiveness?
b. Am I cut out to be a teacher?
c. How can I grow in competence and confidence?
d. What impact have I had on the lives of children and families?
A
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Why is it difficult to craft items to assess understanding of a defined concept by requiring students to classify several examples?
a. The examples tend to be worded poorly. b. The examples require a number of assumptions to make them true. c. The example are usually too easy. d. Defined concepts are often abstract.
Discuss Friedrich Froebel’s thoughts about Johann Pestalozzi’s work.
What will be an ideal response?
What steps should be followed when administering medications to young children?
What will be an ideal response?
In a classroom where the teacher was making an effort to help struggling readers or English learners, you would expect to find
a. frequent dictionary exercises. b. students involved in content-related discussion. c. careful correction of students' language miscues. d. presentation of concepts through lectures rather than demonstrations or visual aids.