Organizing effective transitions includes breaking the transition down into specific steps, asserting control in various transition activities, using a range of group and individual cues, and __________
a. Making transitions fun using games
b. Modeling appropriate ways of moving through the transition
c. Having students proceed through transitions two at a time
d. Taking turns handling transitions with another teacher
B
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Which is an example of a partial physical prompt?
a. Providing a verbal hint b. Guiding the student's hand toward the correct item to choose c. Gesturing physically toward the correct item to choose d. Hand over hand helping the student choose the correct item
Which of the following is NOT necessary in the methods section of a research paper?
a. Synthesis of existing research b. Clear description of the practitioner-scholar’s approach to the research c. Detailed account of how the data was analyzed d. Explanation of the methodology(ies) that informed the research process
Early friendships formed by very young children ______.
a. are based on deep mutual trust b. are more likely to last than friendships formed later c. tend to be based on the immediate situation and personal wants d. are based on the children’s preferences for individual personality traits
Ms. O’Malley has a student named Tara in her second hour class. A majority of the time Tara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley is surprised to see a long history of academic success. Ms. O’Malley asks
herself a number of questions about this situation, considers some possible outcomes, and plans several strategies to attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating her ability to: a) accept the limitations of her professional position b) make decisions that influence the course of her work c) write better instructional objectives d) respect her student’s right to educational privacy