Read the following discourse between Ms. Lisa and her students. Ms. Lisa is modeling. __________. Ms. Lisa: It's time for morning meeting. We should think about how to behave during morning meeting. What do you do during morning meeting? Gary, would you like to begin? Gary: We each sit on our carpet square in the meeting corner with our hands in our laps and our eyes on the teacher. Paulette: We raise our hand when we want to talk. Ms. Lisa continues to invite students to participate by providing ideas and suggestions, using this type of scaffolding. The children create a list to guide their behavior during morning meeting.
A. acting responsibly
B. intrapersonal skills
C. self-determination
D. self-regulation
A
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Erik Erikson defined play as
a. free of consequences, light fashion, and the opposite of work. b. dealing with unreachable wants and engaging in rule-bound behavior. c. "the natural unfolding of the germinal leaves of childhood" (Mitchell & Mason, 1948). d. process oriented
In training students as peer tutors, it is important that students learn to:
a. maintain a strict, no-nonsense attitude with the "pupil." b. refrain from correcting the "pupil" to avoid embarrassment and hurt feelings. c. praise the "pupil" and explain and reinforce correct answers. d. discourage explanations and verbal reasoning not related to the objective of the session to avoid confusion.
According to the text, what is evaluation?
a. Comparing a student's understanding with other students b. Comparing a student's understanding with required answers c. Comparing a student's understanding with the learning targets d. Comparing a student's understanding with state guidelines
Children and youth with reading learning disabilities typically have less activity in which part of the brain?
A. Left hemisphere B. Right hemisphere C. Temporal lobe D. Parietal lobe