A preschooler having a tantrum in a grocery store because she can't have the candy bar she wants should be
a. spanked, because you cannot allow the tantrum to continue
b. escorted or carried from the store and given the choice to continue the shopping trip only if she behaves appropriately without the candy bar.
c. given the candy bar to avoid any further disruption and then lectured privately at a later time on not throwing tantrums.
d. immediately put in the car, driven home without any conversation, and put in time out.
b
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Magnets found in nature are called
a................................................................................................................. lodestone. b.................................................................................................................magnetetic. c.............................................................................................................naturemagnet. d................................................................................................................. magnature.
Which of the following researchers have not applied action research concepts?
a. Calhoun (2009) discusses how teachers use action research for their own improvement. b. Hubbard and Power (1993) discusses the power of teacher-led research. c. Schaefer (1967) discusses the importance of nurturing the power of scholar-teachers. d. Sagor (1993) discussing that collaborative action research renews the reflective process of educators.
Ms. Goodsell is thinking about how she might help the students in her introductory French class learn to pronounce the word bonjour correctly. Which one of her thoughts below is most consistent with a social cognitive perspective of learning?
a. "If I explain the parts of the word—if I tell them that bon means "good" and jour means "day"—then they will have an easier time understanding why the word is pronounced the way it is."
b. "Maybe I should show them how I form my mouth and lips as I pronounce the word and then encourage them to imitate me."
c. "Maybe I should explain how certain letters and letter combinations are consistently pronounced differently in French than they are in English."
d. "I need to be patient. Correct pronunciation will come in time for those students who are really motivated to speak French."
How can a teacher prove age discrimination?
a. The teacher must show that s/he was within the protected age group. b. The teacher must show that s/he was replaced by a younger worker. c. The teacher must show that s/he was discharged. d. The teacher must show that s/he performed his/her work satisfactorily. e. All of the above.