Jadan, an African American third grader, is an active and assertive student who is quick to shout out comments without raising his hand. He is frequently disciplined because of his “impulsive” behaviors. If Jadan’s teacher wants to use a culturally responsive approach to classroom management, what is the first step to understanding Jadan’s behavior?
A. wonder if the school’s emphasis on quiet turn taking is different from the behavioral expectations that exist in his home
B. recognize that he needs harsher punishments in order to follow class rules
C. realize that he does not have a role model at home to model appropriate social behaviors
D. strive to be more fair and impartial by ignoring students’ cultural characteristics or differences and dealing only with his inappropriate behavior
A. wonder if the school’s emphasis on quiet turn taking is different from the behavioral expectations that exist in his home
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5.34. The teacher's purpose in this mostly student-centered phase is to expand the students' thinking beyond their present experiences and thinking limits
Indicate whether the statement is true(A) or false(B).
Jacobs (1989) discusses discipline-based curriculum, which is described in the following examples. Which of the following applies to this?
a. Separate subjects in separate time blocks during the school day b. Traditional approaches subjects, language arts, math, science etc. c. Interdisciplinary approaches incorporating thematic approaches d. All of the above
Self-Monitoring helps a teacher monitor which of the following?
a. body language b. classroom rules c. verbalizations d. a & b e. a & c f. a, b & c
Which statement is TRUE?
A) Instruction of daily living skills is more effective in a controlled classroom setting. B) It is easier to hold instruction in classrooms than in real-life settings. C) Instruction in daily living skills should not include instruction in classroom settings. D) There is no benefit to using real products and money when teaching daily living skills.