In two to three paragraphs, describe three or more guidance or classroom management techniques you might use in the classroom. Include real-world situations during which you would use each of these techniques. Be sure to give clear descriptions and concrete situations. Finally, discuss one classroom management technique you would not use in your classroom. Concisely defend why you would not use
this technique.
What will be an ideal response?
10 Accurately describe at least three classroom management techniques. Give clear examples of when you would use each of these techniques, using concrete situations. Concisely discuss one technique you would not use and explain why.
8 Describe at least three classroom management techniques. Give clear examples of when you would use each of these techniques, using concrete situations. Discuss one technique you would not use and explain why.
6 Describe two to three classroom management techniques. Give vague examples of when techniques might be used. Discuss one technique you would not use and explain why.
4 Describe one to three classroom management techniques. Give vague, inappropriate examples of when techniques might be used. Discuss one technique you would not use.
2 Describe one to three classroom management techniques. Do not give examples of when the techniques might be used. Allude to one technique you would not use.
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a. levels-of-processing framework b. working-memory framework c. parallel-processing model d. continuous-dimension model
To find out if a textbook is likely to be easy or difficult for students, the teacher may administer the _______ test
Fill in the blank(s) with the appropriate word(s).
Most of the research in the field of RTI is limited to ____
a. Secondary schools. b. Elementary schools. c. Middle schools. d. None of the above.
The Menendez family moved to the United States from Mexico a few years ago. They have a son, Miguel, who is 17 years old and has severe and multiple disabilities. Each year, the Menendez family has conflicts with Miguel's teachers because they feel the focus of his education should be on communication, not becoming more independent. These differences are most likely the result of:
A. The influence of the family's level of education. B. The influence of academic expectations. C. The influence of culture on student learning. D. The influence of poverty on learning.