In the early weeks of the school year, Mr. Van Holten gives his students no feedback about grammar ...

Answer to #1

An advantage of this no-feedback strategy is that students may be more willing to experiment with sophisticated vocabulary and complex grammatical structures if they know they will not be penalized for using these things incorrectly. Even so, Mr. Van Holten's decision is almost certainly a bad one, for several reasons:
 Students' grammar and spelling is less likely to improve in the absence of feedback.
 By giving full credit for written work with grammatical and spelling errors, Mr. Van Holten may be communicating the message that such errors are quite acceptable in students' written work.
 Students are apt to be blindsided by the stiff penalty (a 10 reduction in grade) imposed on such errors later in the semester.
An alternative strategy might be to (a) give feedback but not penalize errors when assigning grades to work written early in the semester and

Answer to #2

The following behaviors reflect self-regulation:
 She stays on task without prompting from her teacher.
 She proceeds from one assigned task to the next without prompting.
 She reprimands herself for her lack of understanding of the silent e rule.
 After finishing her seatwork, she pursues an acceptable option for spending her free time: going to the Listening Center and listening to a book on tape.

Answer to #3

c.

Answer to #4

There are at least three possible hypotheses:
 She may be bored with the sedentary and monotonous nature of the morning's activities.
 She may not be getting enough sleep at night.
 She may have a medical condition that requires a morning snack to give her energy, or she may be on medication that slows her down.

Answer to #5

He may have objectives in the cognitive domain, such as those related to both spelling and writing. He may also have objectives related to his students' social development, possibly including effective social interaction skills, perspective taking, and such prosocial behaviors as helping and cooperation.

Answer to #6

His strategies include these:
 Through the weekly spelling quizzes, he makes sure that all students master the assigned spelling words.
 He rewards group success by providing free time to the group with the highest number of points at the end of each week.
 He forms heterogeneous groups, at least with respect to gender.
 He talks about appropriate group behaviors.

Answer to #7

Joint story-writing might have benefits such as these:
 Students can scaffold one another's efforts; for instance, more skilled students can assist those less skilled.
 Students can model effective strategies for one another.
 Different students might bring different skills to the task. For example, one student may have a particularly creative story line, whereas a second has expertise in punctuation and a third is a careful proofreader.
 The combined efforts of the group are likely to yield a more sophisticated story than individual group members can write on their own; as a result, the self-efficacy of all group members may be enhanced.

Answer to #8

a.

Answer to #9

Most theorists argue against creating competitive situations among individual students; however, they disagree about the value of competition among groups. On the one hand, the competition may be motivating, though only to the extent that each group believes it has a reasonable chance of winning. On the other hand, competition will minimize the extent to which cross-group helping occurs, and it may interfere with any sense of overall community that a teacher is trying to create.

Thank you for your assistance, again and again

My pleasure