You are a fifth-grade teacher. Imagine a student in your classroom who needs to develop good listening behaviors. How would you determine the needs of the student? Describe at least three activities to improve the student's listening. When reporting to the parents, what information regarding the student's listening behaviors would you include in your report?
What will be an ideal response?
Answer: Informal observation and monitoring of the student's listening skills in all classroom settings are effective methods of determining student needs. Activities should be designed to accommodate the needs of the student, whether it in large-group, small-group, or partner settings. Partner activities include: think-pair-share, retelling a story, PRC2 partner reading, and read aloud and sharing with a partner. Small group activities may include: sketch to stretch response, book club or literature club discussions, discussion web sharing, and listening centers. large group activities may include: DLTA thinking activities, group responses such as "Thumbs up/down," read alouds by the teacher, oral reports, and as the audience for dramatic productions such as reader's theater. Information reported to the parents should include the listening behaviors of the student, the classroom activities planned, and suggestions for reinforcing the listening behaviors at home.
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Explain why assessing the young child’s motor skills is important, appropriate assessment, and caution for using motor assessment for school readiness decisions. Explain why assessing the young child’s motor skills is important, appropriate assessment, and caution for using motor assessment for school readiness decisions
A teacher who is interested in a child’s social development may:
a. see motor behavior as a means to promote social skills b. overlook motor behavior c. de-emphasize motor behavior d. all answers are correct
What factors should you consider when trying to determine whether a proposed intervention is likely to be successful? Name at least 4
What will be an ideal response?
Students with math disabilities have deficits in their skills related to storing and retrieving information from memory. This is often exemplified by students:
a. using counting strategies rather than math facts to solve problems. b. having difficulty representing specific quantities of objects. c. solving problems with strategies that are less advanced than their peers’. d. having difficulties solving math story problems.