Describe what a school climate of safety is like. What are the U.S. Department of Education guidelines for establishing a safe school climate?
What will be an ideal response?
ANS: In a climate of safety, all members of the school community respect each other and have positive connections. Problems can be raised and addressed in peer groups and with counselors before they get out of hand. When a member of the school community is distressed, someone notices and the cry for help is answered. Guidelines: 1) create connections between adults and students; students should have positive relationships with at least one adult with whom they can share problems and concerns; 2) encourage students to break the peer code of silence; 3) assess the school's emotional climate; and 4) involve all members of the school community in creating safety-related policies and practices.
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A book nook for infants and toddlers should:
a. have books arranged so that only adults can get them in order to avoid damage to the books b. require the children to listen quietly as books are read c. not be available d. be designed so that it provides comfort and security as well as accessibility to books and laps
Ideally, there should be one professional person who coordinates and leads a team of professions who, with the child's parents, develop and IEP for the child. This person is often referred to as the
a. case coordinator. b. itinerant teacher. c. consultant. d. school psychologist.
Which of the following is true of the childrearing beliefs of the Early Puritans in the United States?
a. They were shaped by scientific theory. b. They thought that children's willfulness was due to their inherent sinfulness. c. They emphasized that adults should respect the true nature and needs of the child. d. The believed that under optimal conditions children's innate talents would emerge.
All of the reasons listed below have been used to support the use of high-stakes testing EXCEPT __________
a. High-stakes tests are needed to insure that standards are being met b. Students should not be promoted from one grade level to the next unless they have demonstrated the ability to pass required tests c. High-stakes tests are grounded in child development theory d. Under-performing schools should be identified so that necessary curricular and personnel changes can be made