Final Essay Questions Flashcards
In three sections with bulletin points, explain how youngsters’ metacognitive development plays a role in three of the following content areas:
Reading- awareness that reading involves making sense of text
Writing- planning, evaluating, editing and revising
Learning mathematics- plan, monitor, evaluate
Learning science- understanding science as a process of discovery, reflecting on and evaluating beliefs and theories, changing views in the face of disconfirming evidence.
Identity diffusion
The adolescent has made no commitment to a particular career path or ideological belief system. Possibly there has been some haphazard experimentation with particular roles or beliefs, but the adolescent has not yet embarked on a serious exploration of issues related to self-definition
Foreclosure
The adolescent has made a commitment to an occupation and a particular set of beliefs. The choices have been made without much deliberation or exploration of other possibilities; rather, they have been based largely on what others (especially parents) have prescribed.
Moratorium
The adolescent has no strong commitment to a particular career or set of beliefs but is actively exploring a variety of values and career tracks.
Identity achievement.
The adolescent has previously gone through a period of moratorium and emerged with a clear choice regarding a small range of occupations as well as a commitment to particular political and religious beliefs.
Think about an older adolescent or young adult you know well—perhaps a sibling or close friend. Decide which of the following labels—identity diffusion, foreclosure, moratorium, or identity achievement—best describes the individual’s progress in forming an adult identity. Justify your response using several examples of the person’s behavior.
I believe that a young adult I know experienced Foreclosure while forming an adult identity. This person made their decision on a career path based on their firm commitment to music. Their parents had started them with music at an early age, so music became a part of them. Their career and educational choices were largely influenced by their parents, and they did not explore any other possible career paths.
Some students are at risk for academic failure, and if they do fail, they are apt to be ill equipped to become productive citizens in the adult world. With the typical characteristics of students at risk in mind, identify five strategies you might use to help such students succeed at school. For each one, describe what you would do in specific and concrete terms.
- Enroll struggling students in after school programs that offer homework help
- Stay in contact with the child’s family members, and get to know the child and what they go through
- Have the child make attainable goals for themselves.
- Create assignments that start at an easier level to build confidence so they can achieve higher level assignments
- Refer the child to academic counseling.
- Tell the child that it is okay to fail, but they should never give up.
Developmental researchers have discovered that many children become increasingly self-regulating over time.
a. Explain what they mean by the term self-regulation.
Researchers describe the term self-regulation as an ability to resist an impulse and control one’s own behavior. As children become more and more developed, their self-regulation skills are strengthened and increased. Certain factors such as parental guidance can have an influence on the development of self-regulation
Then describe three specific strategies you might use to promote their self-regulation.
Provide guidance when, and only when, children really need it. Sometimes students, (particularly youngsters) ask for help on a problem not because they actually need help, but are seeking attention. It is important for teachers in this situation to point out that the child is in fact capable of completing the task, but can keep the child company for a few minutes if they wish.
• Use suggestions rather than direct commands as much as possible. By giving suggestions rather than commands, students are still pushed to self regulate and internalize guidelines. One specific example would be to ask the students “not to pop anyone’s personal space bubble.”
• Have your students complete self-evaluations after completing projects. Teachers can initiate these self-evaluations by asking students to reflect upon what they can improve, and what they did well.
Identify a behavior you would like to see children exhibit in an increasingly self-regulated fashion.
• One behavior I would like to see children exhibit in an increasingly self regulated fashion would be having each student keep their hands to themselves while walking in a line from classroom to classroom. This teaches students self control and respect
Children’s moral development is affected not only by their family and friends but also by their school experiences. As a teacher, whether or not you intend to, you will undoubtedly be teaching your student’s moral values and behaviors as well as academic content. With this in mind:
a. Describe the types of experiences that, according to researchers and theorists, are likely to facilitate or promote youngsters’ moral development. Within your discussion, identify three different factors that are apt to be involved.
- Discussions of moral issues do appear to promote moral reasoning, especially when children are exposed to an analysis that’s slightly more advanced than their present viewpoint. For example, asking children whether it is right to steal food from a store to feed a hungry person.
- Ask children for input on classroom rules can allow students to gain insight into how to show respect for one another. Teachers should guide the wording of rules, and the children can continue to give input into how to resolve situations that arise due to accidents, disputes, and distractions.
- Get children actively involved in community service and youngsters are more likely to adhere to strong moral principles when they have high self-efficacy for helping others and have integrated a commitment to more ideals into their general sense of identity. Service learning includes food and clothing drives, visits to homes for the elderly, community cleanup efforts, etc.
- Discourage cheating because cheating refers to the deliberate act of breaking a rule and misrepresenting oneself.
Identify a moral issue that may arise either within a specific content area you will be teaching or within the general classroom situation. Explain what you, as a teacher, might specifically do to promote moral growth as you deal with the moral issue you just identified.
• Cheating arises in all content areas and it is important for the teacher to establish a climate of learning that is conducive to academic integrity. A teacher can describe different forms of cheating, the range of tactics that school personnel take to identify the, and the penalties that students suffer when caught. Teach students what plagiarism is, why it is wrong, and how they can avoid it. The teacher can supervise tests, and watch for cheating, and if a student is caught cheating it is important to follow through with penalties.
- What strategies for reducing problematic behaviors should teachers use with children with emotional and behavior disorders? Describe three strategies in details.
- Teachers can offer reassurance, communicate expectations for appropriate behavior, and address children’s personal concerns, such as getting along with peers and having some control over everyday decisions.
- Be alert for signs of suicide: signs of depression, hopelessness, and helplessness, abrupt withdrawal from social relationships
- Teachers can stay in close contact with the family members of the child with a disorder to ensure that they are doing all that they can to support that child.
- List seven appropriate teaching strategies for working with children with Autism Spectrum Disorders. Describe two of them in details.
- Create a strict classroom routine
- Give limited amount of choices
- Use preparatory commands and commands of execution to cue transitions
- Use appropriate technology that the students are capable of utilizing stay in contact with parents case managers and others to interact with the student for instance personal phone calls home to update them on the students progress in the class
- Develop peer programs where the other students can model appropriate behavior avoid using nicknames or endearments address the student by there real name
- Teachers can help these children feel secure by keeping the classroom layout and schedule fairly consistent. When working with young autistic children, teachers can strive to establish one-on-one relationships with them, initially getting to know them by sitting beside them, expressing an interest in in their activities with objects, and encouraging (but not demanding) give-and-take in interactions
- List five behaviors that might indicate that the child has a language impairment and needs intervention. Consider deaf people, discuss three strategies that teacher can use to promote dear children’s academic performance.
- Language impairments have delays or abnormalities in spoken language or in language comprehension that significantly interfere with their performance in school.
- Characteristics include: inability to distinguish among different phonemes, difficulty remembering directions, stuttering, infrequent use of prepositions, talking for long periods without letting others speak, failing to stick with the topic of conversation.
- Use sign language
- Visual cues, hand gestures
- Lip reading, face students so they can read your lips
