What message does teacher persistence in pressing for understanding send to students?
A) I believe you are not trying hard enough and are not going to get away with being lazy.
B) I believe you are a capable student and can learn this.
C) You are not as capable as the other students so I have to give you extra help.
D) If you had paid attention in class you wouldn't be having trouble with this skill
B / Explanation:
A) Teacher persistence in pressing for understanding implies that the teacher believes the student is capable of learning and worth the effort the teacher is exerting. It doesn't suggest that the student is not trying.
B) Teacher persistence in pressing for understanding implies that the teacher believes the student is capable of learning and worth the effort the teacher is exerting.
C) Teacher persistence in pressing for understanding implies that the teacher believes the student is capable of learning and worth the effort the teacher is exerting.
D) Teacher persistence in pressing for understanding implies that the teacher believes the student is capable of learning and worth the effort the teacher is exerting. It doesn't suggest that the student was not paying attention.
You might also like to view...
Illustrations in excellent picturebooks cannot
A. provide plot information. B. extend characterization, giving clues to character traits. C. set or give clues about mood and setting. D. tell the whole story. E. be incidental to the story.
Which answer includes two practices that are necessary for effective team collaboration?
A. Method of documenting meetings and mutual understanding of accountability issues B. Regularly scheduled meeting and efficient procedures and rules C. Focused leadership and mechanism for problem-solving D. Clear definition of roles and consistent team members
This trait can be described as the author's ability to paint pictures in the mind of the reader and clarify the message
a. Word choice b. Ideas and content c. Voice d. Organization
Answer the following statements true (T) or false (F)
Parents can assist school-age children in their educational achievement by providing structure in home routines such as observing consistently regular mealtimes and bedtimes.