Some states in the past have offered bonuses, housing loans and import teachers to meet shortages
Indicate whether the statement is true or false
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A level of the affective domain is valuing
Indicate whether the statement is true or false.
Mrs. Solomon gives each of her third graders four wooden squares (each 1" by 1") and a piece of poster paper. They identify the wooden pieces as squares and conclude that they're all the same size. She has them put the squares together to form a larger square (2" x 2") and to draw a line around the larger square. They remove the wooden squares, and she asks them how much space the wooden pieces
covered and leads them to conclude, "four squares." She asks them what they call the space and introduces the term area. She then tells them they have an area of "four squares." To reinforce the idea, she then asks them what the area of two blocks is and helps them to conclude, "two squares." Based on this information, which of the following is the best assessment of the developmental appropriateness of Mrs. Solomon's teaching of the concept area? a. Her instruction was developmentally inappropriate, because she shouldn't have told them they had an area of four squares. b. Her instruction was developmentally inappropriate, because she should have also used a wooden space to put the squares on instead of poster paper. c. Her instruction was developmentally appropriate, because the students had concrete illustrations of both area and square. d. Her instruction was developmentally appropriate, because she reinforced the concept through teacher direction.
Individuals with learning differences often show greater motivation to succeed than those who do not have a learning difference
Indicate whether the statement is true or false
You are a second-grade teacher with a student whose second language is English. Which activity should you do to give this student more confidence in the classroom and increase her fluency skills?
A) Frequently pair her with a strong English reader for paired reading. B) Pair her with a less able English reader so she knows others struggle, too. C) Clap the number of syllables in words as you read the story to increase her phonemic awareness. D) Prepare a set of flash cards with words from each story for her to practice at home.