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1. The chapter gives many techniques on how to encourage students to learn, but also states that some simply can not be motivated for certain assignments. What is the most professional way to handle these students?
2. In one of the "Truths of Effective Schools", the chapter claims that it is important to spend time with students in "noninstructional ways" (number 3). Aren't we taught to specifically avoid these situations? And if not, where does a teacher draw the line between a personal relationship and a "noninstructional" relationship?
3. The chapter discusses "student accountability" and claims that it is entirely necessary to sometimes call on students to answer questions, even if none volunteer. In the case that no students do volunteer, should the student called on be based on anything in particular?
1. Half the class understands the topic and is ready for a test, the other half are struggling to interpret the information. How do I keep the half that understands the work from getting tird of repeating the chapter?
2. I assign a group project and one member does not participate. Do I help him/her with internet resources or tell the group to take charge in helping him/her find information?
3. One student talks of suicide. How do I help the child get out of that train of thought.
1. In the "'Flow' Experiences and Motivation" section, it states that the best way for a student to learn is if the challenge is high and if they have a high ability to accomplish the task. However, it said that every student learns at different paces and ways. How do I make the material just the right difficulty without anyone becoming too bored or anxious especially if I am to not favor one student or one type of student?
2. Since I am an art ed major, how am I supposed to be able to fulfill the diverse ways of learning to all of the students?
3. How will we know when students are done thinking about a topic or as stated in the book, satiation?
1. In the section 'Differences Between Management and Discipline' I came across an interesting point about group work. A teacher has a group who needs her attention for further clarity on the work, while a group across the room realizes the teacher is far enough away to be disruptive. How should you go about accomodating both groups?
2. On page 33, the definiton of Overlapping confused me. Doing all three of the tasks at one times seems to be a lot.
3. If you have a student who seems to be having some sort of problem at home, what is the best way to go about looking into the problem?
1. How am I as a teacher going to effect each and every child in my class when there all different and learn in different ways?
2. In the book it says, "Teachers tend to teach in the manner they were taught", But Iv'e been taught so differently from public schools how would I know how to choose which learning style I would teach?
3. What if I had an unruly disrupting the class kid and he wount listen what actions should I take?
1. How can you incorporate all of the different learning theories since students learn better by different styles? How often should I switch/alter my learning style to accommodate the students?
2. What is the best way to motivate students to do work when they do not have any support from their home life?
3. Students learn at different rates. How does a teacher teach to make sure that slow learners comprehend the material without boring the students that understood it the first time around?
4. When handling discipline issues, what actions should be taken to make it effective? Should I give one verbal warning or what else could be done?
1. A child with little to no parental oversight. What is the best way to control them in a disciplinary way?
2. With so many different learning styles and learning rates, how can you possibly be able to completely manage a classroom properly?
3. How can you possibly not get personally involved with children who are so desperate for attention that they act out in class?
1. How can I motivate someone who is highly intelligent but doesn't want to learn anything?
2. If an individual is struggling with class, how can I help them in class without holding back the rest of the class?
3. How can I teach a foreign exchange student about biology in both English and their native language?
1. When it comes to disciplinary actions, what if the students persistently continues to misbehave?
2. How can a teacher get their point across, when teaching foreign students?
3. When the term satiation is used in the classroom, how can the teacher consistently keep up with the students interests every year?
Numero Uno- The book says you should try to teach using every Multiple Intelligence. Won't that slow down teaching so much that you will not be able to cover everything required? (page 8)
Numero Two- With the adolescent students going through so many changes, how do you handle a situation when a student comes to you with a personal problem?
Numero Three- What is a good technique to help shy students make presentations in front of the class?