Mr. Harris explains to the students how they should work in pairs. First, he models what he would like them to do and then explains four different activities in a row. Throughout his 30-minute explanation, he provides several examples. He prompts them to listen by saying, "Settle down, pay attention please. We have a lot to get through today." He becomes frustrated when his students fidget and lose attention. He could improve his instruction by:
A) Providing scaffolding and further modeling.
B) Limiting teacher talk and increasing opportunities for student response.
C) Writing the instructions on the board as he talks.
D) Prompting students to listen before each example.
B) Limiting teacher talk and increasing opportunities for student response.
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One of the following is not a consideration when planning the context for partner and small-group work. Which is it?
a. Plan how to get attention b. Plan the content to be taught c. Plan for logistics d. Plan how to communicate behavior expectations
The basic focus of a functional analysis is to
a. Use standardized assessments to understand the person's functioning level b. Identify associations between events in the environment (antecedents and/or consequences) and problem behaviors c. Offer a broader context in which to build behavior support plans d. None of the above
African Americans are disproportionately concentrated in central cites or Southern states
Indicate whether the statement is true or false.
In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
What will be an ideal response?