Mr. Cicardo arranged his second grade students in groups of four to accommodate group work for math. Students keep their desks in this arrangement at all times. During spelling tests, Mr. Cicardo reminds students to look only at their papers and demonstrate their individual ability to spell the words. Occasionally, he finds students looking at a neighbor's paper anyway. During language arts lessons, Mr. Cicardo often sees students mouthing messages to one another in their groups, and he reminds them to pay attention to the lesson. When Mr. Cicardo works with small reading groups, the rest of the class works on independent seatwork. This is a time when students often collaborate and talk with others seated nearby. The noise is distracting to students who are working quietly, and it disturbs the reading group being conducted. So, Mr. Cicardo frequently needs to remind students that this is independent work, not group work.
Describe specific changes Mr.
Cicardo might make in both classroom arrangement and classroom procedures to improve the learning environment and increase academic learning time.
Ques. 2Third grade teacher Ms. Hinsley is giving instructions to the class about a new cooperative group assignment. As she speaks, Mick makes loud crashing sounds with his mouth. Which of the following confrontations delivers an I message to Mick?
a. I don't like your noises while I'm giving instructions. You are showing disrespect and need to stop now.
b. You are interfering with the lesson and disturbing the other students. I need you to stop and listen like everyone else.
c. You're making loud noises while I'm giving instructions. Your noises interfere with my teaching and make me feel disrespected.
d. I'm annoyed by your noises. You have distracted the whole class, and I'd like for you to apologize.
Ques. 3Blake complains to Mrs. Parks, We shouldn't have to do these brutal word problems for homework. They don't help me understand geometry at all. Which of the following responses demonstrates empathetic listening?
a. You don't like doing these word problems. You think they're really hard.
b. Let me help you. Maybe you're missing something.
c. Who do you say they're brutal? We did examples like these problems during class yesterday.
d. We'll go over the problems in class. Maybe you'll learn something then.
Ques. 4You are beginning your second year as a ninth grade teacher in high school. During your first year, you noticed that some of your students had difficulty transitioning from middle school to high school. They seemed lost, didn't feel like they belonged, and struggled to adapt.
Explain what you will do in your second year to help these students acclimate.
What will be an ideal response?
Ques. 5Based on guidelines for establishing classroom rules, which of the following statements is a good rule?
a. Do not come to class late.
b. As much as possible, come to class prepared.
c. Listen and stay seated while others are speaking.
d. Do not push, shove, or hit others.
Ques. 6Ms. Dominguez is a middle school science teacher who consistently gets high student reviews. Her students claim they learn more in her class than in any other class. Based on research about teacher effectiveness, Ms. Dominguez most likely does all of the following EXCEPT:
a. make clear presentations with explanations and examples.
b. maintain distant, reserved relationships with students.
c. show enthusiasm for the subject.
d. develop reflective practices to improve teaching.
Ques. 7Ms. Pringle is writing a test for the unit on persuasion in her high school speech class. Based on guidelines for using instructional objectives, her test questions should:
a. relate to her objectives.
b. reflect the information presented in the students' text.
c. relate to current research about the use of persuasion.
d. reflect best practices in her field.
Ques. 8Mrs. Kohler asks Brady easy questions, gives him very few prompts, and praises his answers, even when they are not quite correct. Brady is most likely a:
a. student from a wealthy home.
b. high-ability student.
c. high-expectations student.
d. low-ability student.
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