In the context of the common patterns that can derail classroom management during times of transition, which of the following statements is true about overdwelling?
A. It is a pattern in which classroom momentum is interrupted by non sequiturs and random thoughts that just seem to pop into a teacher's head.
B. It is a bad habit that includes a teacher preaching, nagging, and spending more time than necessary to correct an infraction of classroom rules.
C. It is a negative pattern in which a teacher terminates one activity, begins a new one, and then flops back to the original activity.
D. It is a pattern in which a teacher breaks directions into several choppy steps instead of accomplishing the instructions in one fluid unit.
Answer: B
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A descriptive functional behavior assessment involves:
a. Providing a detailed description of the problem behavior in the environment in which it occurs. b. Performing on-going assessment of a problem behavior by interviewing the individuals who most commonly see the problem behavior occurring. c. Direct observation of the problem behavior in relation to events under naturally occurring conditions. d. Assessing the problem behavior during a functional analysis.
In the case of culturally diverse learners, several authors have suggested that during the traditional prereferral process or response to intervention (RTI) procedures, the team should carefully examine factors in the student's environment that:
A. Contribute to delinquency. B. May influence learning. C. Are different from the dominant culture. D. Suggest poverty.
As part of our script, each of us has developed three types of habit patterns: emotional patterns, behavior patterns, and learning patterns
Indicate whether the statement is true or false
All of the following statements about mathematical proficiency are true except which?
A. Procedural fluency means being accurate and quick at using standard algorithms for each operation. B. A productive disposition, or a can-do attitude when it comes to solving a problem with no clear solution path, is one component of mathematical proficiency C. Conceptual understanding means having a flexible interconnected knowledge of a topic, such as ratios D. Mathematical proficiencies for students are described in the CCSS-M 8 Mathematical Practices