How would you rate your ability to set goals, manage your time, and be proactive? Would you rate your skills as excellent, good, or needing improvement? What specific actions can you take to stay strong or improve these skills? ?
Specific actions to improve goal-setting ability include set both long-term and short-term goals, write goals down, define the purpose and benefit of your goals, develop an action plan, record your progress, decide rewards, and readjust goals as necessary. For improving time management skills, specific actions include prioritizing activities, breaking large tasks into smaller steps, building in extra time, planning ahead, using downtime well, using a planner, and avoiding busy/low-impact work.
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As a general rule, activities include a hands-on experience for students
Indicate whether the statement is true or false.
Which of the following choices is NOT a strategy for improving the writing of older students?
A) Tell students to avoid more complex sentence types so they can focus on improving easier ones. B) Establish goals for students' writing to improve outcomes. C) Give students access to and instruction in word processing to facilitate writing. D) Assist students in developing prewriting practices that help generate or organize ideas for writing.
A traditional center used in early childhood classrooms is the art/studio center and should be equipped with the following items:
A. Junk materials like foil, decorative trim, craft sticks, wood, and sandpaper. B. A wide range of materials and tools. C. Supplies to clean up the area. D. All of the above. E. None of the above.
In an ex post facto study, a researcher investigated the effect of academic self-concept on school achievement. He concluded that a more positive self-concept leads to higher achievement in school. Label the following plausible alternative hypotheses as common cause, reverse causality, or other independent variables may be operating. Teachers are impressed by students with positive self-concept
and tend to overrate their achievement. a. common cause b. reverse causality c. other independent variables may be operating