Suppose that, as a teacher, you encounter a student who appears to be bored with or confused by the subject matter you are teaching. Describe the approach you would take, wearing both your artist and your scientist hats, in an effort to reach this student
What will be an ideal response?
First, I would try to ascertain why the student is bored or not comprehending, I would attempt to formulate a hypothesis. I would try to determine whether, for example, the student is passively rather than actively engaged in the subject matter. I might provide a list of specific objectives the student can meet, so that the student has some specific direction. I would try to engage the student by demonstrating enthusiasm and commitment. Finally, I would attempt to evaluate the results of my experiment by examining the quality of the student's work after my intervention. If the quality appeared unchanged, I would attempt to gather new information in an effort to formulate and test a new hypothesis.
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When is modeling most effective?
a. When the model is another child. b. When the model is doing something children wish they could do but are not yet capable of doing. c. When the model’s behavior is pointed out to children. d. When the model is a male. e. None of the above
In the not too distant past, many professionals tended to believethat parents of children with disabilities were
A) virtually faultless with respect to their child's problems. b. to blame for many of their child's problems. c. unable to work effectively with their child unless they first experience an emotional catharsis or cleansing. d.unable to cope with their child if he or she was the first-born child.
High levels of stress in college students has been shown to sharpen memory and lead to better memorization of study materials
Indicate whether the statement is true or false
Which of the following is not a good way to ensure success in a restaurant for a child with ASD?
a. Bringing the child to the location before the meal b. Ensuring that the child practices all available skills. c. Remembering that this meal isn't nutrition-centric d. Going at an off-peak time