Explain why classroom equipment, such as a tape recorder, audiovisual equipment, and small-item materials (such as mini chalkboards), are beneficial to use in the classroom for students with special needs
What will be an ideal response?
Classroom equipment addresses specific modality preferences, and helps hold the attention of distractible learners.
Tape recorder: reading activities, language (stories), spelling (practice and taking tests), music, class lectures can be taped to help students review or understand materials.
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If you are hired by a temporary-help agency to work at a company, you
a) become eligible for the company's pension plan. b) must join the union that represents the temporary-help agency. c) are paid according to the company's salary schedule. d) become an employee of the temporary-help agency.
Guidance should not include character guidance
Indicate whether the statement is true or false
Answer the following statement(s) true (T) or false (F)
1. Miss Hazen is a traditional teacher who has her students do a great deal of independent seatwork to help them memorize science content and vocabulary. She frequently gives lengthy reading assignments, followed by worksheets that students are to complete. Miss Hazen’s class format ignores all students’ needs and preferences. 2. In order to be culturally responsive, teachers must set aside their own backgrounds and experiences. 3. Schools and teachers are often criticized for being ignorant of or unwilling to fully consider students’ cultures and contexts as part of their planning, management, and teaching. 4. Ms. Peterson learns a great deal about her students, both individually and in terms of the cultural groups represented in class. She is kind and welcoming to each one. Ms. Peterson is an example of a teacher who has mastered cultural responsiveness. 5. In Mr. Selig’s class, students are known and valued as individuals with different experiences, needs, and learning styles. They are asked to complete most work cooperatively rather than competitively. Mr. Selig draws on student backgrounds and experiences as he teaches the curriculum. Mr. Selig’s approach parallels the approaches used in most schools in the Western world.
If individuals do not grow during the generativity stage, a sense of stagnation and interpersonal impoverishment develops. This leads to:
a) intimacy or competition. b) doubt. c) self-absorption or self-indulgence. d) confusion.