. In which one of the following situations is cueing an appropriate means of dealing with misbehavior in the classroom?
a. When you want to set an "example" from which other students can learn
b. When the behavior is already being punished by a natural consequence
c. When the behavior interferes with learning but is not serious in nature
d. When the misbehaving student has a history of defiance and disobedience
C
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Zori has a child in her preschool classroom who has a visual impairment. To ensure access to classroom materials, Zori places large labels with brightly colored pictures on the material containers. This represents an example of a/n:
a. adaptation. b. accommodation. c. assimilation. d. process strategy.
Mrs. Thomas is a new fourth grade teacher. In the third week of school, she is introducing a new science unit that includes several words that will probably be new to most of the students. The unit involves extensive declarative knowledge, and Mrs. Thomas has chunked the information into small segments that her students can grasp. Now she is in the classroom and ready to begin the introduction with the students. What is the first thing she must do in order to meet her goal of helping students learn?
a. Present visual information b. Present verbal information c. Gain students' attention d. Use dual coding
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What will be an ideal response?
Brianna was assembling a piece of furniture. As she read each step, she performed each task. In the end, she had one extra screw. She is not sure if she had an extra to begin with, or if she is missing a screw. What did she fail to do?
A. She failed to follow the step-by-step instructions. B. She did not invest enough time in scanning her manual before getting started. C. She did not compare the manual description with the parts received. D. She failed to use an active reading strategy.