Provide examples of 3 of the 9 temperament levels discussed in the chapter 3 based on Chess’s study
What will be an ideal response?
ANSWER: (1) Activity Level More: Hyperactive—can’t sit still Less: Lethargic—sedate, passive
(2) Regularity More: Rigid and inflexible patterns
Less: Unpredictable and inconsistent patterns
(3) Response to New Situations
More: Outgoing, aggressive and, approaching
Less: Withdrawing, timid, highly cautious
(4) Adaptability More: Likes surprises, fights routine, dislikes structure
Less: Dislikes change, likes routine, needs structure
(5) Sensory Threshold More: Unaware of changes in light, sound, smellLess: Highly sensitive to changes in light, sound, smell (6) Positive or Negative Mood:
More: Feels optimistic, and positive
Less: Feels negative; denies
(7) Response Intensity Highly
More: loud and animated, high energy
Less: Very quiet and soft; low energy
(8) Distractibility More: Insensitive to visual and auditory stimuli outside selfLess: Unable to focus attention, highly sensitive to visual and auditory stimuli
(9) Persistence More: Persists until task completedLess: Gives up easily, doesn’t try new things
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In order to keep children in early education environments safe, the teacher should have knowledge of developmental levels
a. True b. False Indicate whether the statement is true or false
A specific behavioral objective identified on a lesson plan form
A) is what a student teacher pinpoints as the planned outcome. B) may not be realized. C) may be one of several specific behavioral objectives that were reached during the activity. D) can serve as a springboard to other behavioral objectives. E) All of these answers are correct.
Increased time spent engaged in an activity is generally associated with greater benefits to the learner
a. True b. False
Which of the following should be considered in interpreting test results?
A. Language factors that impact achievement B. The possibility of an emotional and/or behavioral problem C. Environmental factors D. All of the above