From Kohlberg's perspective, in what stage of moral development is each of the girls?
What will be an ideal response?
Suzanne is reasoning at Level 1 (preconventional morality), more specifically at Stage 1 ("punishment-avoidance and obedience"): She believes that her actions are only wrong if she gets caught. In contrast, Sandy is reasoning at Level 2 (conventional morality), more specifically at Stage 3
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Which of the following is a family involvement approach to working with families?
a. Collaborating in the development of a student's individualized education program. b. Seeking parents' input on behavior strategies at a parent-teacher meeting. c. Asking parents to set aside time for their child to do homework. d. Asking parents what future goals they have for their child.
Answer the following statement(s) true (T) or false (F)
Making an effort to talk to others is a prerequisite skill for exhibiting self-control.
Which of the following hints will help reduce discipline?
a. In order for a student to do better, a teacher must first make them feel bad. b. Punishment students for both the short and long term. c. Teachers and students should make decisions together. d. Hold occasional Class Meetings.
A group of 3-year-olds are riding the tricycles around the tricycle track when Maggie arrives on the scene and demands that Tom let her have a turn. When he refuses, she dumps him off onto the cement. After the teacher has intervened, she says to Maggie, "Well—this is the fourth time you've done something mean to someone else this morning. You're just going to have to sit on the quiet chair
until it's time to go in. We just can't have that kind of behavior! You're losing all of your friends." This teacher is: a. teaching Maggie to control herself. b. reflecting and describing Maggie's feelings to her. c. helping Maggie learn how to get what she wants more successfully next time. d. teaching Maggie to be "other controlled."