Which one of the following classrooms best reflects effective classroom management as the textbook uses the term?
a. Mr. Alton's students are busily working on their math assignments in groups of three or four students each. When groups get a bit noisy in their discussions of particular problems, Mr. Alton reminds them to use their indoor voices.
b. While Ms. Berg works with a reading group, most of her other students are doing their assigned seatwork, although a handful of them are giggling in the corner about something that happened on the school bus earlier.
c. While Ms. Carrera sits at her desk in the front of the classroom, her students are doing assignments independently at their desks. As long as the classroom is quiet, she overlooks the students' whispering, note passing, and mindless doodling.
d. In his physical education class, Mr. Dupuis works with the students who seem truly interested in learning the long jump. Those students who don't want to try the jump are allowed to sit on the sidelines and talk quietly among themselves.
Ques. 2Pick a topic that you might effectively teach through a cooperative learning approach. Then, using guidelines presented in the textbook, describe how you will:
a. Form your cooperative groups
b. Foster interdependence of group members
c. Assess what students have learned
d. Enhance students' ability to work cooperatively with their peers over the long run
Ques. 3Describe the nature of direct instruction, identifying at least five major components that are typically included. Then give a concrete example of how you might use direct instruction to teach a specific topic,
being sure to illustrate all five of the components you listed.
Ques. 4Identify a particular topic that you may someday teach. Now:
a. Write three instructional objectives for your topic, including at least one that addresses one or more complex cognitive processes. Be sure that your objectives are consistent with the guidelines presented in the textbook.
b. Choose a suitable approach to instruction for each of your objectives. Justify your decisions.
Ques. 5You are giving a lecture on a topic you know is difficult for your students. Describe at least one specific strategy you can use to maximize the probability that:
a. Your students will store the information in their working memories.
b. The information you present doesn't exceed the limits of students' working memory capacities.
c. Your students will organize the material effectively.
d. Your students will elaborate on the things you talk about.
Ques. 6. The textbook distinguishes between teacher-directed and student-directed forms of instruction. Which one of the following best describes how teachers should view these two approaches?
a. Generally speaking, teacher-directed instruction is more effective than student-directed instruction.
b. Generally speaking, student-directed instruction is more effective than teacher-directed instruction.
c. The best approach depends on the characteristics of the students and the goals of instruction.
d. Teacher-directed instruction is recommended for the elementary and middle school grades; student-directed instruction is recommended for the high school grades.
Ques. 7A child says to you, My momma she be happy about my good report card. This child appears to:
a. Have grown up in Northern Ireland and so is using idioms typical of that country
b. Be using African American English, a dialect with some grammatical constructions different from those of Standard English
c. Have had little exposure to language during a critical period in her language development
d. Have a speech disorder that sometimes results from environmental toxins (e.g., lead-based paint)
Ques. 8Ms. Mills holds up a picture of a dog and asks her first graders, What letter does this word start with? Most of the students yell out, D You're absolutely right, Ms. Mills responds, the word dog begins with a D.
This interaction can best be described as:
a. An IRE cycle
b. A backward design
c. An authentic activity
d. Learner-directed instruction
Ques. 9Six-year-old Santiago, who is Mexican American, seems to be a very bright boy. He began reading simple picture books when he was 4 years old, and he can solve many one-digit addition and subtraction problems in his head.
Yet when the teacher asks the class to answer these types of math problems Santiago is tentative in providing his answers compared to the other students (who are mostly European Americans and African Americans) who shout them out to the teacher. With the textbook's discussion of cultural differences in verbal interaction in mind, identify the most likely explanation of Santiago's behavior.
a. He has been taught that saying anything at all to adults is rude.
b. He is accustomed to his culture, which values tentativeness in expressing opinions.
c. He is accustomed to speaking only in unison with other children.
d. He has learned that to be polite he must wait at least a minute before responding.
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