Which of the following best describes the primary criticism of the term "at-risk?"
a. It is not linked to instructional interventions.
b. It is antiquated and doesn't address modern concerns.
c. It doesn't recognize the diversity found in populations of students placed at risk .
d. It creates lowered expectations for student success.
d
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For a teacher, what is the best predictor of a student’s conduct disorder?
What will be an ideal response?
Modeling
This chapter discusses an expanded concept of the role model expectation of teachers. This is a topic that you might want to explore both in and out of class as you enter a new phase of your life. Describe ways in which teachers are role models. In what ways, both positive and negative, have you observed educators serving as exemplary, satisfactory, or less than satisfactory models of professionalism? Avoid including information which specifically identifies someone. How should you respond to the statement, "Some of the faculty do it (whatever "it" is), so it must be okay"? What will be an ideal response?
How can science teachers gain a reasonable understanding of the achievement of English language learners in science?
a. Have the English language learners take the same written test that everyone else takes, but help them with the vocabulary. b. Have the English language learners represent their understandings in graphic form using concept maps or other graphic devices. c. Prepare special written tests with simplified language for the English language learners. d. Have the English language learners explain their understandings to the teacher in individual conferences. e. All of the above f. None of the above
A teacher is introducing her kindergarten students to addition. She has ten marbles on the table and is demonstrating different problems. She asks the students to tell her different ways to make 8 . One child gives the answer of 4 + 4, another child says 6 + 2, and another child, Katie explains that if 2 marbles are taken away from the 10 on the table, there will be 8 . The teacher wasn't
teaching subtraction that day, she should respond by: a. Telling Katie she is exactly right and subtraction is something they will be learning soon. b. Saying no… that's not addition. c. Telling Katie to "focus;" they are adding not subtracting. d. Begin doing addition and subtraction problems because all of these kids must be ready to move on.