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psychology

Questions and Answers of Psychology

2. If the goal is the ability to develop well-thought-out positions, consider position papers, debates, projects, or mock trials.
3. If you want students to become better writers, give many opportunities for writing and rewriting.
1. Write learning targets and rough drafts for tests at the same time. Revise these drafts of tests as the units
1. Review and check the previous day’s work. Reteach if students misunderstood or made errors.
2. Present new material. Make the purpose clear, teach in small steps, and provide many examples and nonexamples of the ideas and concepts you are teaching.
3. Provide guided practice. Question students, give practice problems, and listen for misconceptions and misunderstandings. Reteach if necessary. Continue guided practice until students answer about
4. Give feedback and correctives based on student answers. Reteach if necessary. (Remember, Pianta, LaParo, & Hamre’s 2008 class climate component of instructional support included quality
5. Provide independent practice. Let students apply the new learning on their own, in seatwork, cooperative groups, or homework. The success rate during independent practice should be about 95%.The
1. Keep the focus on specific changes that will take place in the students’ knowledge and skills.
6. Creating: Creating something new by combining different ideas.
Identify the methods used to study teaching as well as the characteristics of effective teachers and effective classroom climates.
Explain the arguments for and against the Common Core Standards and develop learning objectives that are consistent with the standards in your state using either Bloom’s taxonomy or Chappuis and
Discuss the appropriate uses of direct instruction, homework, questioning (particularly deep questions), feedback, and group discussion, and explain how to use Understanding by Design to integrate
Define differentiated instruction and adaptive teaching, and apply these approaches to teaching a diverse group of students.
Explain the possible effects of teacher expectations, and know how to avoid the negative implications
1. Remembering: Remembering or recognizing something without necessarily understanding, using, or changing it.
2. Understanding: Understanding the material being communicated without necessarily relating it to anything else.
3. Applying: Using a general concept to solve a particular problem.
4. Analyzing: Breaking something down into its parts.
5. Evaluating: Judging the value of materials or methods as they might be applied in a particular situation.
6. Review weekly and monthly to consolidate learning. Include some review items as homework. Test often, and reteach material missed on the tests.
4. Demonstrate how to do the assignment, do the first few questions together, or provide a sample worksheet.
3. Encourage students to use personal interests as a subject for their writing.
4. Greet students at the door to the class every day.
1. Send brief personal notes to students acknowledging a good job performed on assignments, their hard work and persistence, a birthday, or concern about absences.Include a get-well card along with
2. Share some stories from your own life as examples of excitement about a subject, making mistakes (and learning from them), and persistence and overcoming difficulties.
3. Do not friend students on social media, and be very careful about your language and picture postings on all electronic communications—many things can be misinterpreted. Create school-related
4. Check with your school policy about sharing personal information such as religion, sexual orientation, or political views.
5. If you are meeting alone with a student, do so in an area visible to others—sadly, teachers today must protect against having their positive relationships with students misinterpreted by others
1. Consider a suggestion box or community meetings for younger students.
2. Listen to student concerns and complaints without getting defensive. Ask for suggestions, but also share your rationales for assignments and grades.
3. Ask students directly for anonymous feedback about whether they feel respected and cared for in your class.Use simple questionnaires that don’t reveal the identity of the student through
2. Comment to students privately and positively about your observations of their performances in extracurricular activities.
1. “Model respect for diversity—by expressing admiration for a student’s bilingual ability, by commenting enthusiastically about the number of different languages that are represented in the
1. When you give an assignment in class, make sure each student gets started correctly. If you check only students who raise their hands for help, you will miss those who think they know what to do
2. Check progress periodically. In discussions, make sure everyone has a chance to respond.
1. Elementary students should get papers back the day after they are handed in.
2. Good work can be displayed in the classroom, and graded papers sent home to parents each week.
3. Students of all ages can keep records of grades, projects completed, and extra credits earned.
4. For older students, break up long-term assignments into several phases, giving feedback at each point.
1. Eat lunch with a different group of students every day.
2. Work with a club, extracurricular activity, or sports group and attend student activities.
3. Show your interest in your students as individuals.
4. Schedule individual conferences with students.
1. Say calmly to a student, “Sit there and think about what happened. I’ll talk to you in a few minutes,” or, “I don’t like what I just saw. Talk to me during your free period today.”
2. Say, “I’m really angry about what just happened.Everybody take out journals; we are going to write about this.” After a few minutes of writing, the class can discuss the incident.
2. Do not crowd the student. Do not get “in the student’s face.”
3. Speak respectfully. Use the student’s name.
4. Avoid pointing or gesturing.
1. Avoid long-winded statements or nagging.
2. Stay with the agenda. Stay focused on the problem at hand. Do not get sidetracked.
3. Deal with less-severe problems later.
1. Speak privately if possible; don’t threaten.
2. Do not get drawn into “I won’t, you will” arguments.
3. Don’t make threats or raise your voice.
1. “Michael, you need to return to your desk, or I will have to send for the principal. You have a few seconds to decide.” The teacher then moves away, perhaps attending to other students.
1. Keep a reasonable distance.
2. Establish eye-level position.
1. Make arrangements with students privately. Stand firm in enforcing arrangements.
2. Resist the temptation to “remind” students in public that they are not keeping their side of the bargain.
3. Move close to a student who must be disciplined and speak so that only the student can hear.
1. Send the student on an errand, or ask him or her for help.
2. Compliment the student’s work, or give a symbolic “pat on the back” when the student’s behavior warrants. Look hard for such an opportunity.
3. For 2 minutes each day for 10 days in a row, have a personal conversation with the student about something of interest to him or her—sports, games, films—make an effort to know what those
1. For not turning in homework: (1) receive reminder; (2)receive warning; (3) hand homework in before close of school day; (4) stay after school to finish work; (5)participate in a
1. Use Problem Diaries, where students record what they were feeling, identify the problem and their goal, then think of other possible ways to solve the problem and achieve the goal.
2. Try Keep Calm 5–2–5: At the first physical signs of anger, students say to themselves: “Stop. Keep Calm,” then take several slow breaths, counting to 5 breathing in, 2 holding breath, and
1. Walk slowly; then be as still as possible.
2. If Michael does not choose the appropriate behavior, deliver the negative consequences. (“You are choosing to have me call the principal.”) Follow through with the consequence.
3. “Tell us how you reached that conclusion. What steps did you go through?”
1. Don’t seat groups together outside the context of their reading or math group.
2. Avoid naming ability groups—save the names for mixedability or whole-class teams.
1. Make sure that many lessons and projects mix members from the groups.
2. Experiment with learning strategies that stress cooperation (described in Chapter 10 ).
3. Keep the number of groups small (two or three at most)so that you can provide as much direct teaching as possible. Leaving students alone for too long leads to less learning.
1. Avoid reading cumulative folders early in the year.
2. Be critical and objective about the reports you hear from other teachers.
3. Be flexible in your expectations—a student’s label or your judgment might be wrong.
1. Review work of students often, and experiment with new groupings.
2. Use different groups for different subjects.
5. Try alternatives. For example, DeWayne Mason and Tom Good (1993) found that supplementing whole-class instruction in math with remediation and enrichment for students when they needed it worked
4. Make sure all work is meaningful and respectful—no worksheets for lower-ability groups while the higherability groups do experiments and projects.
1. “Let’s see, we were discussing, . . . and Sarah made one suggestion. Does anyone have a different idea?”
2. “Before we continue, let me try to summarize what has happened thus far.”
1. “How would your life be different if television had never been invented? Jot down your ideas on paper, and we will share reactions in a minute.” After a minute: “Hiromi, will you tell us
1. If other students look puzzled, ask them to describe why they are confused.
2. If students are nodding assent, ask them to give an example of what was just said.
1. Use scores on the most recent reading assessments to establish reading groups and rely on current math performance to form math groups.
2. Assess continuously. Change group placement frequently when students’ achievement changes.
1. Vary more than pace; fit teaching to students’ interests and knowledge.
2. Assign all groups research reports, but make some written, and others oral or PowerPoint presentations.
3. Organize and teach groups so that low-achieving students get appropriate extra instruction—not just the same material again. Make lower-achieving groups smaller so students get extra attention.
3. Use mixed-ability groups in cooperative exercises.
1. Don’t say, “This is easy, I know you can do it.”
2. If students do not have the answers immediately, wait, probe, and then help them think through an answer.
1. Use some system to make sure you give each student practice in reading, speaking, and answering questions.
2. Keep track of who gets to do what job. Are some students always on the list, whereas others seldom make it?
1. Do you lean away or stand farther away from some students? Do some students get smiles when they approach your desk, whereas others get only frowns?
2. Does your tone of voice vary with different students?
1. Direct instruction is best used when teachers do which one of the following?A. Teach basic skills B. Have their students explore numerous pathways to solve a mathematics problem C. Encourage their

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