Describe a time where you were stuck in an "automatic thinking" mode. How were you able to get "unstuck?" What did you learn from the experience?
What will be an ideal response?
Colleen, in Chapter One, engages in automatic thinking when she refuses to consider alternative study approaches. Students' responses to this question don't need to focus solely on academics, but it would be useful if the discussion could come around to this point. The second question here presumes that students were able to get "unstuck.". This may not have been the case, and they may have learned from these experiences as well, with time. One effective mechanism for identifying automatic thinking is seeing alternative approaches, while another is to discuss being "stuck" with another individual, possibly a learning specialist.
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A common employer complaint about employees is that they refuse to get along with others. When your supervisor asks you to do a specific task and you do so without complaint, your employer will say you are __________________.
a. loyal b. honest c. cooperative d. communicative
Which of the following is a potential problem with a percentage system?
a. Assigning the same weights to different types of assignments. b. Assigning different weights to different types of assignments. c. It is possible for all students to receive an "A". d. It is possible that two students only a couple of percentage points apart will receive two different letter grades.
Reading instruction is often not a component of the secondary curriculum
Indicate whether the statement is true or false.
Coursework that incorporates the histories, experiences, traditions, and cultures of students in the classroom and supports and celebrates diversity in the broadest sense is
a. Bilingual. b. Purposeful. c. Multicultural. d. Nonsexist.