Strength, like leadership, has a cultural dimension where what one culture sees as a strength, others may see as something to keep hidden. Analyze this dynamic of strengths and leadership and provide context for your answer.
What will be an ideal response?
Expressing strengths has a cultural element to it. Individuals in one culture may celebrate a strength that is downplayed in another culture. For example, in some cities, strangers may say hello to each other on the street, while in others, such open friendliness may be considered unusual. Additionally, in some places in the world, girls are not allowed to go to school, indicating that certain members of those communities may not value girls’ intelligence the way it is valued in other communities.
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Which is a component of vision?
a. People who are outside of the school b. Philosophy of how children develop c. physical orientation of homes d. People who are present in the school
Objectives of instruction concerned with students mastering at least the essentials are referred to as
a. minimal objectives b. performance objectives c. skill objectives d. developmental objectives
Which of the following questions is least important in helping a teacher understand the family background of a low-income child who is having difficulty in school?
A. What is the family's annual income? B. Does the family provide love and emotional support? C. Does the family provide for basic physical needs? D. Is there mutual respect between the school and home? E. Does the student have any unusual family responsibilities?
As they studied the topic of recycling, a group of students prepared posters, diagrams, and
timelines, read Internet articles, and wrote poems. These students participated in a: a) Language Experience Approach b) Leveled project c) Multigenre project d) Scaffold