A teacher who doesn't establish clear boundaries in student relationships might end up in some problematic situations. Which of the following concerns is least reflective of a boundary concern?
a. J.C. gets Miss Ramirez off-track during lessons by asking her questions about topics that he knows interest her personally.
b. Ms. Goddard gives money to the parents of one of her students, Olivia, because she knows the family is facing eviction.
c. Mr. Perkins knows that Ahmad's parents can't go to his soccer game, so he goes to watch Ahmad play once during the season.
d. Mrs. Nash allows her students to spend an entire Friday "chilling" because they pointed out how hard they had been working in the previous nine week period.
c
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_____________________may not always be termed as such and may be cited as learning disabilities, hyperactivity, school phobia, somatic complaints, and conduct disorders
a. Bulimia b. Anorexia nervosa c. Depression d. Puberty
Alexa screamed to her mother in the grocery store, "I want Cheerios." Her mother told her to use her small, indoor voice at the store. Alexa shows that she does not yet understand:
a. expressive vocabulary. b. receptive vocabulary. c. metalinguistic awareness. d. pragmatics of language.
In order to facilitate good teaching, when using them as part of a lesson or unit the discovery activities in this chapter should each be correlated with which of the following?
A. An aspect of the NGSS B. A reliability tested concept map C. One or more AAAS affective objectives D. A specific National School Board Association Science Standard
Which of the following actions is most likely to be effective in addressing the problem of dating violence?
I. Educate students and parents about dating violence and unhealthy relationships II. Developing and enforcing rules regarding public displays of affection in school III. Develop policies and procedures for handling student complaints about dating violence IV. Refer student complaints about dating violence to local law enforcement A. III, IV B. I, II C. I, IV D. I, III