Seeley continues to be confused after two explanations of the silent e rule. What strategies might ...

Answer to #1

Examples of possible strategies are these:
 Have students repeat the rule in their own words.
 Give both examples (tape, hate) and nonexamples

Answer to #2

Following are examples of possible strategies:
 Encourage students to work together in the early stages of a paper or other assignment but require them to submit a final product they have completed on their own.
 Have students learn a topic in cooperative groups, but then quiz them individually to make sure they have all mastered the topic.
 In cooperative activities, give each group member a different role to play

Answer to #3

Teachers can rarely orchestrate the friendships that their students make. However, they can set up situations in which their students get to know one another a little betterfor example, by having students work on projects in pairs or cooperative groups.

Answer to #4

Following are some of the many possibilities:
 Conduct cooperative learning activities in which Dari works regularly with two or three of her classmates.
 Engage students in peer tutoring activities.
 Frequently rearrange students' seat assignments.
 Teach social skills

Answer to #5

Possible strategies include these:
 Identify an artistic skill at which William feels relatively proficient and encourage him to develop that skill.
 Document the progress that William is making, even on uncompleted pieces, during the school year.

Answer to #6

Here are some likely possibilities:
 Jodie does not have the reading skills to accomplish the assigned seatwork task successfully, and so she must find something else to do to pass the time.
 Perhaps because she has learned that she is unlikely to be academically successful, she places greater priority on social relationships

Answer to #7

Yes. Traditional intelligence tests often have items that assess children's general knowledge about the world, and Steven clearly lacks some of the basic facts and concepts that most children his age have acquired (he's had less than a year of formal schooling and little other contact with the outside world). Furthermore, he learns quickly

Answer to #8

c.

Answer to #9

There's no clear right or wrong answer here. She may be correct in focusing on more serious misbehaviors, such as his physical aggression. Furthermore, trying to discourage his cursing may be a lost cause, given that his family regularly models such behavior at home. Yet if the other students see that Cameron is not being punished for cursing, they might conclude that cursing is appropriate. As social cognitive theorists point out, lack of expected punishment can actually be reinforcing.

Answer to #10

Virtually all human beings, including Jodie, are motivated in one way or another. However, students' motivation to achieve academic success depends on a variety of factors, including self-efficacy, sense of self-determination, personal interests, internalized values, and attributions. Many of these are the products of students' prior classroom experiences and are apt to change only slowly over time.

Answer to #11

There are numerous possible answers to this question. Strategies should relate to:
 Minimizing the likelihood that Tina's behavior will attract further attention from her classmates.
 Giving Tina a chance to settle down.
 Providing an opportunity for a private, one-on-one discussion between Tina and Ms. Roche.
 Addressing the inappropriateness of Tina's derogatory remarks about her teacher.
 Brainstorming possible alternative activities for Tina now that she has not made the cheerleading squad.

I'm still confused, but thanks for answering correctly