Of the following broad goals of standards in early childhood programs, which does NOT fit?
a. Integrating broad developmental trends while planning for individual development.
b. Balancing instruction to engage diverse learning styles and address all domains.
c. Helping children make personal connections and find meaning in their experiences.
d. Grouping children into similar ability groups to speed instruction for most of the school day.
D
You might also like to view...
Which of the following is a characteristic of low self-efficacy learners?
a. They expend high effort on challenging tasks. b. They control stress and anxiety when goals aren't met. c. They discard unproductive strategies. d. They focus on feelings of incompetence.
Preparing for a creative activity involves:
a. gathering equipment as you go. b. trying the activity before presenting it to the children. c. using the activity recommended in the curriculum guide. d. being as thorough as possible in your explanation.
Explain the difference between the type (or direction) of a correlation and the strength of a correlation.
What will be an ideal response?
Ms. Butler is in her first year of teaching elementary school. She has, with input from her students, developed a short simple set of classroom rules and made sure that the students understand them. However, she is often frustrated to find students sitting at their desks wearing their coats, having to waste five minutes making sure everyone has the appropriate books or worksheets ready, and spending time reprimanding students for speaking without raising their hands. Ms. Coulthard, who has been teaching for several years at the same school, explains that although Ms. Butler has done a great job with the rules, she has not established
a. her authority over the students. b. a proper physical arrangement of the classroom. c. class-running, lesson-running, and interaction routines. d. clear expectation about which rules apply under what circumstances.