work stuff

You are addressing a situation involving bullying. You have ensured the victim's safety and gathered information from those involved as well as bystanders. What should you do next?

Inform school administration of the problem

Mr. Platowski has planned for his modeling to take no longer than four minutes. While he is modeling, which of the following actions could help deepen his students' understanding? (CHECK ALL THAT APPLY.)

Listening attentively Taking notes

Which of the following actions would have been more appropriate? (CHECK ALL THAT APPLY.)

Shared complimentary things about Mrs. Carmichael (if he truly believes them). Directed students to share their concerns with Mrs. Carmichael herself and provided helpful language for doing that.

Which of the following best explains the purpose of creating rules and behavioral expectations for your classroom?

The purpose of rules and expectations is to establish agreed-upon norms for behavior that will support learning and safety for everyone in the classroom.

Which of the following is something a teacher could do to "Present him or herself professionally"?

When conversing with students, use language (and discuss topics) that you would be comfortable using in public.

Which statement about expectancy is true?

Expectancy describes a student's abilities and belief in his or her intelligence.

Which intervention listed below would most likely have a positive impact on the teacher-student relationship between Josh and Ms. Hare?

Ms. Hare should have brief, non-academic conversations with josh to learn more about him

Every month your school has an assembly. Teachers have been assigned certain spots in the gym to provide supervision for the students. For the last two assemblies, the teacher you share a post with has left five minutes into the assembly and returned with only five minutes to spare - essentially leaving you to supervise a large group of students by yourself. Another assembly is scheduled for this Friday and you're hoping to avoid a repeat of what has happened before. Which of the following actions would be most productive in this situation?

Before Friday, reach out to the teacher directly and carefully communicate your frustration from the last two assemblies. Be a partner in improving the situation.

Which of the following elements were present in the scenario described in the previous question? (CHECK ALL THAT APPLY.)

Planning for relevance Nurturing inspiration

During Social Studies, Anna is often chatty and off-task. She listens while the teacher gives directions, but does not do the work. Anna turns in incomplete assignments and homework. She is easily distracted by other things happening in the classroom. Anna's teacher checks her reading, science, math, and writing grades and sees that she has a high B in all subjects. Anna's behaviors are consistent with which element of motivation?

student engagement

Which of the following statements best describes the relationship between inspiration and motivation?

An individual is inspired by the ideas or qualities evoked through a trigger object, and is then motivated to act upon or manifest them in some way.

What are the four must-have components of cooperative learning?

Face-to-face interaction, development of prosocial behaviors, positive interdependence, individual accountability.

A teacher action that could make the implementation of a consequence less effective is:

Sharing personal feelings about the student's behavior.

Using the scenario from the previous question, what would be the best strategy for Molly's teacher to use in order to begin building her motivation?

The teacher should work to remediate missing academic skills.

Which of the following is the most accurate definition of trauma?

A situation in which an event overwhelms a child's ability to protect his or her psychic well-being.

You're in a committee meeting and you disagree with the chair of the committee. The two of you begin to engage in an argument. Which of the following actions would be productive in this situation?

All of the above.

A year ago, your best friend got a teaching job at your same school. Your strong friendship is apparent to students and colleagues alike. In the last few staff meetings, some teachers have chosen to not sit near you two, stating that they didn't want to "intrude on your fun" and that they weren't "official members of the club". Which of the following actions would NOT help you maintain professional boundaries?

Gossip about other teachers but only in off-campus locations, like during happy hour.

Mr. Castone has always created his own classroom rules. This year, to increase compliance and improve his relationship with students, Mr. Castone wants to include them in the rule-creation process. What should Mr. Castone do first when introducing the process?

He should talk with students about the importance of rules in society and the classroom.

Ms. Zebracki is modeling how to paint a picture using impressionist technique. During the class she models by creating her own impressionist painting. She uses a think-aloud to explain how she is making visible yet small brush strokes, depicting an everyday scene, and emphasizing how the natural light is reflected on the subject matter. Ms. Zebracki uses thirty-five minutes of class time to model and gives students the last ten minutes to create their own impressionist painting. What should Ms. Zebracki do differently, and why?

She should model differently by taking less time to model. Guided and independent practice should always take more class time than modeling.

Why is working with bystanders an important step in making sure that bullying does not happen in the future?

Students who bully gain little from their actions without the support of bystanders.

An observer walks into a teacher's classroom, and notes the following about the décor: The room is colorful, with different colors being used to accent different parts of the room. To give the room a more homey feel, the teacher has brought in some rugs, potted plants, and curtains for the windows. There is a "reader's corner" with bean bag chairs and pillows for students to use when they read independently. The room is filled with decorations reflecting the teacher's personality and interests: family photos, favorite sports teams, posters of favorite musical groups, and so on. What is missing, and why is it a problem?

There are no decorations that reflect the students' identities or interests. All of the decorations center on the teacher, which may lessen the students' feelings of ownership in the classroom.

Research has shown that proximity is one of the most effective and easily implemented strategies in a proactive classroom management system. Which of the following best explains essential components of proximity?

Visiting all students throughout the lesson, being aware of students who may need to be visited frequently, and employing another strategy if misbehavior continues.

Mr. Grimrat has always allowed students to pick their own groups. The students loved being able to work with their friends, but this led to groups often being divided by ability level and cultural identity. Mr. Grimrat's instructional coach suggested he try heterogeneous grouping. Which of the following is NOT a reason to use heterogeneous grouping?

Heterogeneous grouping will low-achieving students a chance to raise their grades by being grouped with higher performing students

Which statement about value is false?

Value describes a student's ability and belief in his or her intelligence.

You decide to make some modifications to your classroom environment and begin by observing how it is presently functioning. Here is what you notice: All students have a view to the Smart Board, and are able to move easily in and out of groups. There is a "community wall" featuring student "All About Me" posters, as well as various decorations and personal items that students brought in. Students really enjoy visiting the wall before class and learning about their classmates. All walkways are clear and students have places to store their backpacks and materials. The walls of the classroom are all painted white, and the carpet is gray. Every so often, students lose focus and get restless. Often, you find that if you want students to focus their attention in a particular place, you have to use your class-wide attention-getting signal and then physically move there so they track you with their eyes. Which aspect of the classroom environment should be modified, and what action should be taken?

Décor. The teacher should add some color to the classroom (via posters, border, butcher paper, plants), and use it strategically to help students focus their attention.

Ms. Hudson recently discovered that one of her students, Cindy, is being bullied by another student, Chloe. Chloe is giving Cindy the silent treatment, influencing other girls to do the same, and spreading rumors about Cindy on social media. Ms. Hudson decided to meet with Chloe and have a one-on-one conversation. During their conversation Ms. Hudson asked Chloe questions about why she did what she did, how she would feel if she were the target of such actions, and what could be done to resolve the situation. Chloe openly admitted that what she did was wrong, and agreed to meet with Cindy to resolve their differences. What approach did Ms. Hudson take to addressing the bullying?

Humanistic Approach

Mrs. Runkel is a fifth-year teacher who prides herself on being engaging. Students enjoy being in her class because her projects are interesting. She often begins lessons by lecturing about the content. Mrs. Runkel notices that after about 10 minutes, students begin to chat among themselves and fidget in their seats. She asks impromptu questions related to the content, then calls on students who aren't paying attention, but it doesn't seem to stop the chatter. What would be the best proactive strategy for Mrs. Runkel to use in order to stop the off-task talking?

Opportunities to respond would be best because they give students structured opportunities to talk about academic topics.

Which of the following statements is false?

Procedures can be designed with little thought to the context in which they will be performed.

Mr. Castone wants to be sure his students know why rules are important. Which of the following is the best explanation Mr. Castone could use to explain the purpose of rules to his students?

"Rules are important because they help us establish a positive, safe learning environment. They help us focus on learning objectives and eliminate misbehaviors."

One day you arrange to observe a colleague's classroom during your prep. She is teaching a writing lesson to a class of 9th graders. Several of the students in the class are English language learners; most are native Spanish speakers, but some students are recent immigrants from Iraq and speak Arabic. The lesson is on revision. The teacher has a three column chart written on the board. In the left-hand column are a few sentences written in English: "My family has a big dog," "I am studying for an important test," and so on. In the second and third columns, the teacher has invited different students in the class to provide the translations in Spanish and Arabic. Based on these examples (which the teacher took from observed trends in students' writing), the class is having a discussion of grammar rules in English vs. Spanish or Arabic. By comparing and contrasting, the class observes that in English, an adjective (or describing word) almost comes BEFORE the noun it modifies. In Spanish or Arabic, the adjective almost always comes AFTER the noun. Some other students point out that in Arabic, there aren't really words for "a" or "an" (indefinite articles) - and also, words are written from right to left. With the teacher's guidance, the class brainstorms ways to remember the rule when writing and editing in English, and makes "anchor charts" for the classroom explaining and demonstrating the rules (for adjective placement and indefinite article usage) in all three languages. Does your colleague demonstrate an affirming perspective or a deficit perspective, and why?

Affirming: The teacher views the students' knowledge of their native languages as an asset, and uses it as a tool for helping them acquire written English.

Arnold is a fifth grader who frequently gets into trouble at school. He starts altercations with other students and has been suspended twice for fighting. His teachers often find themselves in power struggles with him where he will refuse to follow directions or respect their authority. In a meeting with his mother, she reveals that Arnold witnessed his father beating her on multiple occasions. There were also instances where Arnold himself was the victim of his father's rages. His father left and is no longer in the home, but Arnold continues to demonstrate aggressive behavior. Which of the following is a possible reason why?

All of the above.

Which of the following factors affect the way a child responds to a traumatic experience?

All of the above.

Alicia is a five-year-old girl who is about to get kicked out of her kindergarten class. She bites and kicks other students (and teachers) when she is angry, and will even hit herself when she gets frustrated. Her behaviors are most severe when the class is transitioning between activities, and during other unstructured times. In a meeting with her father, he discloses that Alicia was recently removed from her mother's care and ordered by the court to live with him. Alicia's mother used drugs in front of her and would leave her by herself for extended periods of time, asking neighbors to check in on her if she started crying. She has also seen her mother get arrested. Which of the following would NOT be an effective form of support that teachers could provide for Alicia?

Allow Alicia to remain at the school on a probationary basis, but let her father know that he will have to find another school for her if these behaviors continue.

Sabrina is a senior and generally receives "A"s and "B's" in her classes. Her AP Government and Politics teacher, Mr. Kale, has noticed a change in Sabrina's behavior during class. Mr. Kale notices that Sabrina has begun to complain about homework and class assignments. She says things like, "Why do we have to do this? It's too much." or "These assignments are ridiculous!" Sabrina has not turned in the last two homework assignments. In addition, she has begun to constantly request Mr. Kale's help. Both of these behaviors are extremely out of character for her. Mr. Kale also notices that Sabrina has not yet begun the research required for her group's final project. Based on what we know about Sabrina, which area of expectancy is she most likely struggling with and why?

Perceived required effort: She complains about tasks and has not handed in homework. She is also procrastinating.

Which of the following is not a misconception about classroom rules?

Students are more likely to follow my rules if they help make them.

consequence is:

A behavioral intervention that is logically connected to a specific behavior, and designed to promote student responsibility.

Consider this scenario: You are in a grade level meeting. The teachers on your team are discussing how they can initiate a strong, independent reading program to supplement (and enhance) the reading curriculum that has been adopted by the school. At one point, a colleague blurts out, "This is going to be a losing battle. Most of these kids don't like reading. Their parents don't read, and they don't make the kids read at home." Are these teacher's sentiments an example of a deficit perspective or an affirming perspective?

Deficit perspective

Which of the following statements about inspiration is NOT accurate?

Inspiration is a feeling and does not necessarily imply taking any action.

Julia and Elena are first-graders. One day, during choice time, Julia is sitting at the carpet in the Reader's Corner, looking through a picture book. Elena walks up to her and takes the book away, then shoves Julia when she tries to take her book back. Which of the following responses would fit the criteria for a consequence?

Ms. Henderson has Elena give the book back to Julia and say she's sorry. She then asks Elena what words she could use to ask Julia to share the book with her.

Why does exposure to multiple traumas place a child at greater risk for social, emotional, cognitive, or behavioral problems?

Repeated assaults on a child's stress response system break down his or her ability to respond in healthy or adaptive ways.

After reflecting on the culture in his classroom, Mr. Hilditch realizes that he has not done a good job of personally modeling empathy in his interactions with students. Which of the following actions could help Mr. Hilditch better model empathy towards his students? (CHECK ALL THAT APPLY.)

Seek to understand the reasons why students behave the way they do. Do not feign concern, enthusiasm, or other emotions.

Leland has gotten in trouble three times this year due to bullying. After each occurrence he has stopped harassing the victim, but after a short time begins bullying other students again. Ms. Vanderhoof is beginning to work with Leland to transform his beliefs and develop more prosocial behaviors. What can Ms. Vanderhoof do to help Leland, and why would it be effective?

Use reverse role-playing to help Leland walk in the victim's shoes and build empathy.

Mr. Smith is circulating through his classroom and assisting students as they work on their independent practice. He finds Anthony texting on his cell phone rather than working on the assignment. He directs Anthony to put his cell phone in his book bag and get back on task. This is the second time during independent practice that Anthony has had to be redirected to get back on task. Before leaving Anthony's desk, he says, "This is why your grade in my class is so low. You never do any work." Which of the following best describes Mr. Smith's response to the misbehavior?

Ineffective: His final words to Anthony insert guilt/shame into the consequence.

Mrs. Stevenson uses the following consequences if a student is not behaving appropriately during group work (i.e. loud or inappropriate talking, off-task, disturbing other students, not following directions): First offense: Verbal warning Second offense: One-minute check-in with the teacher (What is the problem, and how are you going to fix it?) Third offense: Temporary removal from the group. Student must work independently for a period of time, then may return. Fourth offense: Meeting with the teacher Which two criteria for effective consequences are most strongly demonstrated by this example?

Logical and related; increase in severity with repeated misbehavior

After winter break Ms. Sierra decides to form new cooperative learning groups for the third marking period. Since group members will be working together for the first time she knows that it is important to establish positive identity interdependence. What is the best way for Ms. Sierra to accomplish this, and why?

Ms. Sierra should have groups pick a group name and design a group logo. This will build group unity and identity, as well as give students an easy task to work together on for the first time

Julia and Elena are first-graders. One day, during free choice time, Julia is sitting at the carpet in the Reader's Corner, looking through a picture book. Elena walks up to her and takes the book away, then shoves Julia when she tries to take her book back. Their teacher, Ms. Henderson, tells Elena to flip her card from green to yellow, and to go back to her desk for a five-minute time-out. Ms. Henderson's response is an example of:

A punishment

Which of the following helps to define a "deficit perspective"

All of the above.

Molly is a 2nd grade student who enjoys Language Arts. When she grows up, she wants to write books. Molly's grades are consistently poor and she is reading far below grade level. During reading, Molly is always on-task and has been heard saying, "I want to do good in reading. It's important." However, during small group instruction, Molly is beginning to say things like, "I can't do this!" or, "This is too hard!" Molly's teacher contacts her parents. They say that "Molly loves to read books, but she can't read most of the words. She uses picture books and tells a story based on the picture." The teacher then consults the school's cumulative records and finds that Molly has had significant struggles with reading since kindergarten. Based on what you know about Molly, is she most likely struggling with ability, self-efficacy or a combination of both?

Both ability and self-efficacy.

Ms. Lee loves incorporating cooperative learning into her lessons. Her students enjoy interacting with each other, but often struggle with communication. Students will interrupt fellow group members to state their own thoughts. Shy students don't contribute to the conversation because they aren't given the opportunity. Based on the scenario, which prosocial behavior should Ms. Lee take class time to teach, model, and practice with the students?

Contributing ideas

Which of the following teacher actions could help create an inspirational learning environment? (CHECK ALL THAT APPLY.)

Developing caring relationships with students Planning relevant and engaging lessons Providing encouragement and support to students

Troy walks into class late for the third time in a week. As he goes to his seat, Mr. Peterson rolls his eyes and says, "Well, look who decided to show up." Troy asks a fellow student for a pen to write with. Upon seeing this, Mr. Peterson says, "I don't know how you can expect to pass this class if you don't even bring the materials you need. This is your first demerit of the day - don't come to my class unprepared." Troy then pushes his paper and pencil off his desk and stares at Mr. Peterson. He is expecting to get thrown out of class, as he often does. Based upon the evidence in this example, what function might Troy's behavior be serving for him?

Distancing himself from a teacher that he perceives as hostile and uncaring.

A middle school language arts teacher is planning a lesson on literary allusions. To introduce the concept, she begins by having students identify, analyze, and discuss allusions contained in some of their favorite songs (she identified these songs from students' surveys and printed out the lyrics). The students observe that many songs (especially in hip-hop) contain several references to other artists, current events, or well-known figures in history and pop culture. The class discusses why an artist (e.g. an author, poet, or musician) would include allusions in their work, and what kind of effect they have on the reader/listener. From there, the class reads a poetry selection from their current unit and practices, identifying and analyzing allusions in the same way. In this example, what strategy does the teacher use to build upon student background knowledge? (CHECK ALL THAT APPLY.)

Foregrounding student expertise Relevant examples and content

Mrs. Cooper is observing two of her kindergarteners working together at the writing station. Lately, some of her students have struggled with taking things from one another without asking, or refusing to share materials during station time. Albert asks Leo if he can borrow the colored pencils he is using. Albert hands them over and Leo says, "Thank you." Mrs. Cooper says, "Good job, guys." Examine the choices below. Which choice: Identifies the characteristic of ineffective praise demonstrated by the teacher's statement? Offers the best re-statement of the praise?

GENERIC; RESTATEMENT: "Albert, thank you for asking to use the colored pencils. Leo, thank you for sharing."

Mr. Romstill is trying to decide whether he should use cooperative learning for his upcoming science lesson on clouds. He has found a cool activity in which his students can make their own clouds in jars, but he is not sure if having students work cooperatively is the best decision for this activity. What should Mr. Romstill consider when deciding whether or not to use cooperative learning for his activity?

He should determine if students are more likely to master the skill or content by working together.

Mrs. Finnegan is teaching a unit on the Constitution and the rights of U.S. citizens. She wants her students to practice the behavior "respect other groups" in preparation for cooperative learning activities in this unit. Mrs. Finnegan wants an exercise in which practicing this behavior correctly would be a meaningful challenge for students. Which activity is most applicable for the teaching of "respect other groups"?

In groups of four, students discuss the possibility of requiring uniforms at their school and whether this policy would be unconstitutional. Students discuss their original opinions, read over some relevant Supreme Court cases, and then must come to a consensus on the issue.

Josh is a 9th grade student in Ms. Hare's algebra class. Josh is an "A" student and does well in all of his classes. Ms. Hare doesn't know much about Josh and it's almost the end of the second semester. Ms. Hare has noticed that Josh's attitude during her class has changed. When Ms. Hare addresses Josh during class, he often responds with sarcasm. He is also beginning to misbehave during class. On a couple of occasions, Ms. Hare has attempted to redirect Josh's misbehavior and he has acted defiantly, telling her "No, I don't want to!" or "Why should I?" Ms. Hare is frustrated. In general, she feels that Josh does not respect her. Which statement below most likely applies to this situation?

Josh may be acting this way because a positive teacher-student relationship has not been established

Monique is an eighth grader. She is a quiet and respectful student, but has severe academic difficulties. She is two grade levels behind in reading, and has a very hard time focusing in class. She often forgets directions for an activity, and has a difficult time remembering the information needed to complete a task. Consequently, she frequently asks her teacher what she is supposed to be doing, and seems reluctant to begin a task without hands-on help. During a meeting Monique's mother shares that gang violence has been on the rise in their neighborhood, and that Monique witnessed a shooting earlier in the year. On most days she does not allow Monique to leave home when she returns from school because of concerns for her safety. Which of the following may explain the linkage between some of Monique's academic struggles and her trauma exposure?

Living in a violent and unpredictable environment has caused Monique to exist in a constant state of fear and vigilance (hyperarousal), which affects her ability to focus in school.

A teacher has the following rule in his classroom: Use appropriate language: no teasing, put-downs, or profanity. Lately, several students have begun teasing and saying unkind words to one another. Which of the following interventions best meets the criteria for an effective consequence?

Meeting with the student to discuss how his words might have affected the other person, then having him apologize.

Ms. Button's students are not obeying her rule, "Always follow directions." She has a good relationship with her students and feels comfortable with letting them get away with not following directions. For instance, Ms. Button regularly directs students to not talk during independent work, but often does not stop students from discussing work with individuals sitting next to them. Now the students regularly ignore a multitude of Ms. Button's directions. Based on what you know what would be a wise next step for Ms. Button concerning this rule, and why?

Ms. Button has a good rule and should not change it. She needs to be more consistent with her expectations and address students every time they do not follow the directions.

Read the following procedure. Homework Check: Place all homework assignments on the top, right hand side of the desk. Make sure your complete name is listed on the top, left-hand side of each document. When a specific document is to be collected, pass it to the person on your left. Identify which criterion for designing a procedure is not adequately addressed.

Noise level

In the scenario from Question 4, imagine that Anthony had refused to put away his cell phone after receiving the directive from Mr. Smith. What would be the most effective course of action for Mr. Smith to take in response?

Offer an authentic choice, give Anthony space to make that choice, then follow up.

Your instructional coach has been in to observe your classroom twice in the last month. He has suggested a new instructional strategy that he believes will help increase student engagement. You have openly disagreed with him and believe that your struggles are related to classroom management. You would prefer implementing a new management plan or some specific student behavior plans. Which of the four principles might best improve your next interaction? (CHECK ALL THAT APPLY.)

Operate from an asset-based perspective. Engage in reflexivity.

During writing, Ismael grows quiet. He does not volunteer to share his answers, and when he is called on he often says "I don't know" or doesn't provide an answer. His teacher notices that his current writing grade is a "B". Ismael frequently asks for assistance, even though he has skills needed for the class. Ismael avoids assignments and won't begin any work without his teacher helping him. His teacher asks "How do you feel about writing?" and Ismael replies, "I'm no good at it." Ismael's behaviors are consistent with which element of motivation?

Self-Efficacy

Which of the following is NOT part of what it means to affirm difference?

Recognizing differences, and using them to sort people into mental "groups.

Mrs. Bipperdal is struggling to use cooperative learning effectively. Although students seem to be on task, the work they turn in is low quality. Mrs. Bipperdal believes her students are capable of producing higher level work, but does not know how to get them to do it. What should Mrs. Bipperdal do to help students accomplish cooperative learning tasks at a higher level of achievement?

She should outline the criteria for success and provide students with examples of excellent work.

Mr. Rice's students frequently call out questions and answers without raising their hands. He decides to start praising students when they follow the expectation for raising hands during whole-class instruction. Miguel raises his hand during a lesson. Mr. Rice notices him and says: "Awesome job raising your hand, Miguel. What's your question?" Based on the information in the scenario, which three characteristics of praise (positive or negative) are demonstrated by Mr. Rice's statement? (SELECT THREE ANSWERS.)

Specific Contingent Inflated

Ms. Beltran goes to check in with her students Michael and Sandra while they are working in their flexible reading group. Both students are somewhat shy, and dislike receiving attention from the teacher during whole-class instruction. When Ms. Beltran approaches, Michael points to a line in the text and says, "We don't get this part." Ms. Beltran looks at the line he indicated, then asks: "What could you do to figure it out?" Sandra says, "Let's try going back a couple of sentences before and reading it again." They do so, then Michael says, "When it says _____, it makes me think _____." Michael, Sandra, and Ms. Beltran discuss Michael's comment for a few minutes. Before leaving their group, Ms. Beltran says: "You ran into some confusion, but you stuck with it, re-read, and then combined the text with your own background knowledge to make some inferences. Very good work. Keep it up." Based on the information in the scenario, which three characteristics of praise (positive or negative) are demonstrated by Mr. Rice's statement? (SELECT THREE ANSWERS.)

Specific Contingent Sensitive

Read the statements below: Tell me about how you feel being a student in my class. Tell me about why you are distracted during Social Studies. Tell me about the grades you have in your other classes. Tell me about the types of learning activities you enjoy the most. Which two statements will best help Anna's teacher start to learn more about her struggle with engagement?

Statements "2" and "4".

Spencer recently made it through a month of being bullied. The situation has been addressed and the bullying has stopped, but you still worry about Spencer. He is a shy, withdrawn, and overweight student. You are concerned that he will be an easy target for bullying in the future. You plan on giving him suggestions on how to self-protect in case he is bullied again. What advice should you NOT give to Spencer?

Stay calm and walk away.

In Mrs. Edison's fourth grade class, she usually teaches vocabulary by having students copy down definitions into their notebooks and then create their own sentences. This process usually takes at least 30 minutes, and lately she has noticed a lot of off-task behavior during this time. What could be a possible cause?

Students do not see the purpose or relevance in the activity, and are not motivated to complete it.

Mr. Hilditch often has his math classes work in cooperative groups. This afternoon he notices one group is struggling to get along. He goes and investigates and finds out that one student is refusing to work with the group. Mr. Hilditch asks his students to use "I" statements to express their feelings. He also asks them to consider why each person is feeling the way they do. Finally, he asks what each person can do to help resolve the situation. Mr. Hilditch's actions are an example of teaching empathy through...

Teachable moments

Which of the following is NOT a meaningful way that teachers can provide support to students who have experienced trauma?

Teachers can remind them that adverse personal experiences are no excuse for bad behavior or poor academic performance.

Mr. Barnes tells his students: "Get into groups and begin working on the activity." Almost immediately the classroom becomes chaotic. Multiple students are loudly talking, moving around the room, and not engaging in the activity. What was the most likely cause of the misbehavior?

The teacher did not give clear and explicit directions for the activity.

A 4th grade teacher, Ms. Yunker, is having difficulty getting her students to follow the classroom rule, "Keep the classroom neat." Which of the following explains what might be wrong with her rule, and provides a better version of the rule?

This rule is not understandable. It is vague and too open to interpretation. A better version would be, "Before leaving class, check that your desk is clean."

Which of the following should NOT be a reason for praising students?

To control students' behavior

Mr. Hansen allows a group of students to eat lunch in his room every day. During one of these lunch times the group of students begin complaining about Mrs. Carmichael - another teacher at the school. They complain she is too strict and boring. The students then ask Mr. Hansen his opinion of this teacher, to which he replies: "Yeah, Mrs. Carmichael has been around a long time and she's probably old school in her teaching methods. She might be a boring teacher but she makes sure that you guys know your stuff." Did Mr. Hansen handle this situation professionally?

no

A teacher facilitates a class discussion about professional athletes protesting institutional oppression by kneeling during the national anthem. As a result of this discussion, several students become interested in learning more about the Black Lives Matter movement as well as Constitutional protections on free speech. In response to this interest, the teacher plans a research unit in which students have the opportunity to investigate these topics in greater depth. One part of the assigned project requires students to make recommendations to school leadership based on their findings - specifically about written (and unwritten) school policies concerning things like standing for the Pledge of Allegiance, or during the National Anthem at sporting events. In the scenario described above, were students inspired?

yes

Mr. Salmer is teaching his 3rd grade class about the ecosystem. In groups of four he wants students to collaborate to learn the different habitats encompassed in a specific ecosystem (wetland, savanna, tundra, or rain forest). During this activity he wants his students to practice using the prosocial behavior "checking for understanding." Students have struggled demonstrating this behavior so far this year. When creating his cooperative learning activity which list of best practices will be most helpful in fostering the prosocial behavior "checking for understanding?"

• The need for students to teach a certain skill or concept to other students. • Requirements that every student ask clarifying questions to fellow group members. • Positive interdependence.

You are talking with a colleague who maintains that sometimes punishments for misbehavior are necessary. "If they get punished for a behavior, they'll think twice about doing it again," she says. You are trying to convince her that using punishment might cause more long-term problems than it solves. How might you respond?

"The problem with punishments is that they can damage your relationships with kids. They're also ineffective in the long-term, because they can cause kids to see their behavior as something outside of their own control."

Which of the following best explains proactive classroom management?

A teacher uses strategies designed to prevent misbehaviors before they occur.

Juan is a third-grader. Both of his parents are addicted to drugs, and he was recently removed from his home and placed in foster care because of ongoing domestic violence and abuse. The move into a foster home necessitated enrolling in a new school. His new teacher notices that Juan seems to have difficulty appropriately interacting with other students (For example, rather than asking to borrow another child's materials he will simply take them). Consequently, many students in class ask not to have him in their group during work time. The teacher notices that out on the playground, Juan tends to hang around with a group of fourth graders who frequently get into trouble. Juan hangs out with these students even though they make fun of him and treat him badly. Which strategy would be most helpful for supporting Juan?

All of the above.

Mrs. Harrison can often be heard complaining in the teacher's lounge about her 7th period class. "I've tried everything," she says. "Some of the kids in there are just jerks, and they ruin things for everybody." What is the problem with this line of thinking?

All of the above.

Which force (or forces) in education does the following series of statements provide an example of? Standard (or "Dominant") American English is the accepted norm for academic speaking and writing. All students must learn to speak and write in Dominant American English; students' cultural language practices (e.g. Spanish, African-American Vernacular English) have no place in school. The extent to which a child is able to proficiently speak and write in Dominant American English is a reflection of both his intelligence and his academic potential. All of the above.

All of the above.

Misbehavior is best defined as:

Any behavior that interferes with the learning of the student or others.

Which of the following best describes the relationship between rules/behavioral expectations and consequences?

Consequences are one method of holding students accountable for upholding the rules and expectations of the classroom.

One sign that a teacher has delivered an effective consequence is if the student:

Is able to draw a logical cause-effect connection between his or her behavior and the consequence he or she received

Juan is a third-grader. Both of his parents are addicted to drugs, and he was recently removed from his home and placed in foster care because of ongoing domestic violence and abuse. The move into a foster home necessitated enrolling in a new school. His new teacher notices that Juan seems to have difficulty appropriately interacting with other students (For example, rather than asking to borrow another child's materials he will simply take them). Consequently, many students in class ask not to have him in their group during work time. The teacher notices that out on the playground, Juan tends to hang around with a group of fourth graders who frequently get into trouble. Juan hangs out with these students even though they make fun of him and treat him badly. Which of the following helps explain Juan's behavior?

Juan has an insecure sense of self and low self-esteem, and gravitates toward the students whose behaviors feel most familiar to him.

teacher is struggling to find a desk configuration that allows for student collaboration, but that also gives each student a clear view to the white board at the front of the room where much of his instruction takes place. Which element of the classroom environment is he focusing on?

Layout

An observer walks into a teacher's classroom and makes the following observations: Desks are arranged in narrow rows. The teacher has difficulty getting to certain students to assist during work time. The teacher's desk is at the front of the room, and obstructs two students' view of the Smart Board. There is a "materials station" at the back of the room with labeled bins containing needed materials (pens, pencils, paper, erasers). Above the station is a poster reminding students of the procedure for requesting and checking out materials. There are two bulletin boards on one of the side walls. One is a chart tracking class-wide progress toward the semester's learning goal. The other is a wall containing exemplary student work as well as work that demonstrated major growth. Which element of classroom environment should this teacher prioritize modifying, and why?

Layout. The current furniture configuration is not conducive to collaborative work or the teacher's ability to move freely throughout the classroom.

During a class discussion, a teacher makes the following praise statement: "Thanks for participating, Rodrigo. Keep it up, and you'll get two scholar dollars at the end of the period." Examine the choices below. Which choice: Correctly identifies the characteristic of ineffective praise demonstrated by the teacher's statement? Offers the best re-statement?

MANIPULATIVE; RESTATEMENT: "Thanks for your comment, Rodrigo. You really built on the idea that Alice brought up, and helped take us in a new direction."

Which of the following is something a teacher could do to "Build relationships, but maintain boundaries"?

Periodically reflect on relationships to ensure that they support students' social and academic well-being, and that they maintain professional boundaries.

Which of these statements does NOT describe a benefit of modeling?

Modeling allows students to copy a teacher's thinking on a subject.

Here is what Mr. Hall does to address tardiness in his 9th-grade algebra class: Whenever a student is late, he follows up with them either during class (during independent work time) or immediately after class to determine the reason why. After a student is tardy for the second time, he requires them to have a 10-15 minute meeting with him after school (or during lunch) where they work together to develop a plan to help ensure that the student arrives on time each day. If a student has been tardy four or more times, then they are required to "make up" the time that they miss for each subsequent tardy either during lunch or after school. For example, if a student is 8 minutes late, they are required to come to Mr. Hall's class for 8 minutes during lunch or after school the following day. Mr. Hall uses this time to review key concepts from class with the student, do remediation, or help them with their algebra homework. Why is Mr. Hall's response an example of an effective consequence?

Mr. Hall's response gives the students some ownership for solving the problem of arriving to class late. It also holds them accountable for their behavior by having them "make up" the missed time.

Consider the following scenarios: Mr. Jones is a first-year teacher. His classroom is welcoming. There are motivational posters throughout the room and there is a large color-coded behavior chart where students change their color when they misbehave. After the morning bell, Mr. Jones folds his arms and waits at the front of the classroom until students are settled. Ms. Gomez is also a first year teacher with a welcoming classroom environment. She greets students at the door each morning and informs them of the task, the lesson objective, and the behavioral expectation. As soon as students are seated, she circulates purposefully to support students with their work and behavior. She starts teaching immediately. Which of the above scenarios best reflects a proactive classroom management style and why?

Ms. Gomez: She sets expectations, states the lesson objective, and uses proximity to support behavior expectations.

Read the following Kindergarten procedure: Acquiring an Appropriate Writing Utensil When you've identified you need a new writing utensil, silently signal the teacher by holding it up. After the teacher has given you permission, quietly walk over to the Writing Utensil Station. Select a utensil that has been sharpened and is ready to use. Without conversation return directly to your seat. Identify which criterion is not being adequately addressed.

Procedure is written in student-friendly language.

Which of the following statements is false?

Procedures can be designed with little thought to the context they will be performed in.

Ms. Lawson has the following rule in her classroom: Use appropriate language: no teasing, put-downs, or profanity. She and her students also agreed on the following expectation: Be kind and respectful toward others. Ms. Lawson thus has a zero-tolerance approach toward teasing. If she hears a student teasing or putting down another student, they receive an automatic lunch detention. Is this intervention a consequence or a punishment? Why?

Punishment: The intervention is not logically connected to the misbehavior.

Which statement best explains the relationship between adverse experiences (i.e. potentially traumatic events) in childhood and a person's health as an adult?

The more adverse experiences someone has in childhood, the more likely he or she is to have health problems as an adult.

Which of the following factors should be considered first when designing an effective procedure?

The purpose of the procedure

Ms. Gilfeather is preparing a lesson on how to use annotation to comprehend non-fiction text. Specifically, she wants students to identify the author's opinions and attitudes toward his subject. Since this is a new skill, Ms. Gilfeather knows that modeling would be a good idea. Should Ms. Gilfeather use a think-aloud for this model? Why or why not?

Yes, because Ms. Gilfeather's objective involves an internalized thinking process that may not be apparent with a simple demonstration.

Students are not always ready to dive into cooperative learning. It is important for teachers to take time to instruct students on prosocial behaviors in preparation for cooperative learning. Which is not a reason for teaching prosocial behaviors?

Younger students are more likely to show signs of cooperative behaviors than older students. Although initially present, prosocial behaviors are lost and older students become more competitive and individualistic.

Ms. Aguilar is circulating through her classroom during guided practice and finds that two of her students, Shawn and Marco, are once again off-task. They are throwing tiny balls of paper at one another rather than working on the partner assignment that Ms. Aguilar has given the class. Ms. Aguilar tells the boys: "I've just about had it with you two. The directions are [Ms. Aguilar re-states the directions for the partner work.] Pick the paper up off the ground, throw it away, and begin following the directions for this assignment. If you choose not to follow directions, the next consequence will be that you will have to work on this assignment separately." Which statement made Ms. Aguilar's consequence delivery less effective?

"I've just about had it with you two."

Alicia is a five-year-old girl who is about to get kicked out of her kindergarten class. She bites and kicks other students (and teachers) when she is angry, and will even hit herself when she gets frustrated. Her behaviors are most severe when the class is transitioning between activities and during other unstructured times. In a meeting with her father, he discloses that Alicia was recently removed from her mother's care and ordered by the court to live with him. Alicia's mother used drugs in front of her and would leave her by herself for extended periods of time, asking neighbors to check in on her if she started crying. She has also seen her mother get arrested. Which of the following offers the best explanation for Alicia's behavior in school?

Alicia has lived in a chaotic and unpredictable environment and been neglected by her caregiver. Her behaviors are a manifestation of fear and vulnerability.

What is the problem with responding to a traumatized student's challenging behaviors with anger, frustration, or punishment?

All of the above.

Why is it important to teach empathy to students? (CHECK ALL THAT APPLY.)

Empathy helps create a non-judgmental and emotionally safe classroom. Empathy encourages students to relate to and appreciate each other regardless of background, social group, or culture. Increased empathy can decrease aggressive feelings and behaviors.

Mr. Platowski's 7th grade science students are designing Rube Goldberg contraptions (a machine that completes a simple task in an overly complicated way). The purpose of the activity is for students to demonstrate how knowledge of basic physics can help solve real-world relevant problems. Take a look at Mr. Platowski's plan for modeling the activity. Explain to students what Rube Goldberg contraptions are and how they use physics. Show students a video of a complex Rube Goldberg contraption. Model a short example using a think-aloud to show thinking behind certain decisions that were made. Highlight the steps it took to create the contraption by listing them on the board. Small groups make their own Rube Goldberg contraptions using any available materials, without teacher help. How could Mr. Platowski improve his plan for modeling this activity?

He could gradually release responsibility to the students by having groups create contraptions using the same materials as he had.

Mr. Royal has taken time to teach his students how to provide constructive criticism during cooperative learning. He has ensured students understand the need for such a skill and how it will be relevant to their future lives. He has also modeled the behavior, highlighting what it looks and sounds like in practice. What should Mr. Royal's next step be?

He should have students practice demonstrating the behavior in a group work exercise.

Arnold is a fifth grader who frequently gets into trouble at school. He starts altercations with other students and has been suspended twice for fighting. His teachers often find themselves in power struggles with him where he will refuse to follow directions or respect their authority. In a meeting with his mother, she reveals that Arnold witnessed his father beating her on multiple occasions. There were also instances where Arnold himself was the victim of his father's rages. His father left and is no longer in the home, but Arnold continues to demonstrate aggressive behavior. Which of the following could be effective ways to provide behavioral support to Arnold? (Check all that apply.)

Help him verbalize his feelings, and identify alternatives behaviors to use if angry Create a system where he regularly checks in with a trusted adult on campus to share how he's feeling and discuss any problems he may be having. Work with all of Arnold's teachers to ensure that the same rules apply in all of his classes - and that they are enforced in the same way.

During the first weeks of school, Mr. Martin notices a few students who display frequent (but minor) misbehaviors such as off-task chatting and being out of their seats. These students seem eager to learn, and participate appropriately when Mr. Martin leaves the front of the classroom and circulates. Mr. Martin notices this and decides to use proximity as a first step to prevent the misbehaviors. Which of the following best explains why will this will be effective?

Mr. Martin's physical proximity serves as a reminder to return to or begin the academic task.

Two months ago, Mrs. Dubrou began reaching out to a particularly reticent student in her classroom. The student was socially isolated and showed little interest in her classroom or in school in general. After a few weeks of continuous outreach, the student began to open up to Mrs. Dubrou and engage in more classroom activities. Since then, the student has come to Mrs. Dubrou's classroom before school, during lunch, and even after school. During these frequent one-on-one meetings, the student has shared that she experiences frequent bouts of depression and that there are problems at home. Though she is glad that she's built trust with this student, Mrs. Dubrou is becoming concerned about the tone and frequency of these meetings. What should Mrs. Dubrou do next?

Reach out to the school social worker or counselor to discuss the situation.

Ana is a popular, outgoing tenth grader. One day her teacher notices that she has become quiet and withdrawn. She has few verbal interactions with her peers and seems depressed. One day after class the teacher mentions these changes to her. Ana discloses that she recently went out with a boy from a different school and was forced to have sex. Which of the following is NOT something that the teacher should do in response to this situation?

Tell Ana that she will keep her secret safe and not tell anyone unless Ana gives permission.

Mrs. Voves notices that two of her students, Samai and Karen, are working as partners and have begun to argue. As Mrs. Voves is making her way over to them, she sees Karen push Samai's paper and book onto the floor and yells, "Get your stuff off of my desk!" After checking that Samai is ok and has her supplies, which of the following would be the best way for Mrs. Voves to nurture these two students' empathy?

"Samai. Karen. It seems like something's wrong. Karen, can you tell me how you're feeling? (Listens to student response.) Do you think you know why you're feeling that way?"

Ana is a popular, outgoing tenth grader. One day her teacher notices that she has become quiet and withdrawn. She has few verbal interactions with her peers and seems depressed. One day after class the teacher mentions these changes to her. Ana discloses that she recently went out with a boy from a different school and was forced to have sex. Which of the following is the best explanation for her behavior in class?

Ana is ashamed of what happened to her, and this shame has led to depression and withdrawal.

Monique is an eighth grader. She is a quiet and respectful student, but has severe academic difficulties. She is two grade levels behind in reading and has a very hard time focusing in class. She often forgets directions for an activity and has a difficult time remembering the information needed to complete a task. Consequently, she frequently asks her teacher what she is supposed to be doing, and seems reluctant to begin a task without hands-on help. During a meeting Monique's mother shares that gang violence has been on the rise in their neighborhood, and that Monique witnessed a shooting earlier in the year. On most days she does not allow Monique to leave home when she returns from school because of concerns for her safety. Which TWO strategies would be helpful for addressing Monique's academic struggles? (Check all that apply.)

Create a predictable learning environment with consistent routines and a daily schedule. Provide directions in multiple forms, role-play expectations, and check in with Monique at the beginning of an activity.

Which of the following outcomes have been associated with higher self-reported levels of inspiration? (CHECK ALL THAT APPLY.)

Higher levels of well-being Higher levels of life satisfaction Higher levels of productivity

In Mrs. Fernandez's seventh grade social studies class, an expectation is that students arrive to class with all necessary materials (i.e. Pens, paper, binder, etc.). If a student comes to class unprepared, the following consequence hierarchy is in place: First offense: Verbal warning. Teacher re-states the expectation, but also provides materials so students can participate in the day's learning. Second offense: Conference with teacher to determine why the child is coming to class without needed materials. Create a plan to ensure child always comes to class prepared. Third offense: After-school detention. A student must complete a written reflection about why preparedness is important. Fourth offense: Meeting with parents and student to discuss how the student's preparedness plan should be adjusted, and what both parents and teacher can do to support. Which of these interventions is NOT a logical consequence?

Third offense: After-school detention. Student must complete a written reflection about why preparedness is important.