Max is constantly out of his seat, going back and forth to the garbage can to throw things away. His constant movement has become a distraction to the class. As part of the problem solving discussion you have with him, you say, "Is this behavior helping you? Is it helping your classmates?" He says, "Yes, because it keeps my desk and our classroom neat, and when things are neat, it's easier to
work." At this point, the most appropriate response from you would likely be
a. "That's very considerate of you. But try to think about going to the garbage can when you won't be interrupting the lesson, okay?"
b. "That's a good point. But when you are constantly out of your seat, it causes some difficulty for me because it means you're not listening, and it can be a distraction for the other students."
c. "You shouldn't worry about cleaning up the other students' areas…we want them to clean up their own areas. It's part of their responsibility as members of our class."
d. "I can tell you like a really clean area. But it's really hurting you. Your grades are slipping because you're not paying attention, and that means you may miss important information."
b
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Your rights to privacy as a college student are part of what federal legislation?
a. Buckley Amendment b. Student Right-to-Know and Campus Security Act c. Safe Schools Act d. Elementary and Secondary Education Amendments of 1968
Adolescents ______ tend to take more risks when they are ______.
a. and adults; alone than when they are in groups b. and adults; in groups than when they are alone c. but not adults; alone than when they are in groups d. but not adults; in groups than when they are alone
There is no such thing as a ‘bad sample’.
Answer the following statement true (T) or false (F)
Which statement is true about the research on the attitudes of general educators toward inclusion?
a. General educators tend to support inclusion when it requires them to make minimal accommodations b. General educators are satisfied with inclusion programs c. There are no differences in attitudes towards inclusion for educators at the elementary and secondary level d. All of the above