Mr. Treght, a teacher who is his first year of employment, is at times unsure of himself and his ability. He fears some of the questions that his students Justin, Mady, Tyler, and Yi ask him in his class. These students are very bright, and he does not want them to know that he does not possess much knowledge on some of the topics they discuss. Mr. Treght opts for using remarks that ridicule these students when they ask questions, implying that they try to show off their knowledge. As a result, these students no longer participate in class discussions; rather, they just quietly take notes. In this scenario, what has Mr. Treght used to discourage his students from asking questions in the class?
What will be an ideal response?
Mr. Treght has punished his students' responses. Mr. Treght is using punishment to prevent his students Justin, Mady, Tyler, and Yi from asking him questions in class. In this scenario, the punishment was effective in discouraging Mr. Treght's students from asking questions because it was inescapable and immediately applied.
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Answer the following statement(s) true (T) or false (F)
Disabilities cannot be absolute and are not something that an individual simply does or does not have.
List components commonly found in the methodology section of a research proposal.
What will be an ideal response?
Mr. Micelli, a teacher at Southdale High School, is upset with a Board of Education decision that requires all teachers to sign a petition disagreeing with the city's plans for the public park across the street from the school. Mr. Micelli writes a letter to the local newspaper in which he states that the school board has no right to make such a demand. He knows that the U.S. Supreme Court has
ruled that teachers can legally and publicly criticize policies of the Board of Education for their school district A) as long as the statements they make are true. B) if the principal co-signs the statements. C) if they receive permission from the superintendent. D) as long as they have the best interests of their students at heart.
Johnny has been struggling in Ms. Susan's classroom all year. She has kept all of his assignments and progress monitoring probes in a portfolio. Upon examining them she found that Johnny has scored low throughout the year and especially struggles with segmenting and blending sounds. She brings Johnny up at a problem solving meeting and they talk about how Johnny is performing at the level of a
kindergartner. They also talk about how Johnny has difficulty paying attention. Together they decide to use a device that reminds Johnny to pay attention and if he is then it will mark it on a chart (that will also be used for monitoring progress) so that he begins to realize when he is and is not paying attention. They are also going to begin implementing an intervention that will target Johnny's phonemic awareness skills in which they will use a CBM to measure his growth. The team also decides on what is needed, who will implement and how. Looking at this situation and using the GETGO model of assessment from the book, identify what actions relate to the different model parts.