Your cooperating teacher is always stepping in and taking over in guidance situations. You have pleaded to be allowed to follow through so that the children will know you mean what you say. You decide to send a congruent feeling statement to a staff meeting. You say
A) "I'm really frustrated. You always take over."
B) "I've had it. Can't you let me finish what I start?"
C) "I'm confused. I want the children to know I mean what I say, but it's just not happening."
D) "You need to step back and let me follow through with the children."
E) "I know you're trying to help me, but I don't need your help."
C
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Summarize the most essential components of any inclusive quality early childhood program?
What will be an ideal response?
A child who is born with Down syndrome would automatically be eligible for early intervention, with or without a delay, under the category:
a. established risk b. biological risk c. environmental risk d. conditional risk
If we want to enhance students' metacognitive processes during problem solving, we would be most likely to:
a. ask students to use algorithms rather than heuristics to solve problems. b. ask students to use heuristics rather than algorithms to solve problems. c. suggest questions that students might ask themselves as they work on problems. d. encourage students to encode problems visually rather than verbally whenever possible.
Field notes are NOT characterized as
a) Being written immediately after leaving the site b) Observations of what occurs while the researcher is in the field c) Data to be analyzed d) In-depth interviews