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Substitute Teacher Handbook 9th Edition STEDI Ch.'s 1-5 Exam Questions and Answers
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Substitute Teacher Handbook 9th Edition STEDI Ch.'s 1-5 Exam Questions and Answers
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Substitute Teacher Handbook 9th Edition STEDI Ch.'s 1-5Ability to get and keep students on task - Answer- Begin instructions immediately, manage behavior by walking around, seat chart
Other on task strategies - Answer- whisper, captivate and redirect, writer and erase
Ability to maintain high rate of positive interactions 1 - Answer- Give specific praise (praise a specific action rather than general good job)
Ability to maintain high rate of positive interactions 2 - Answer- Negative and corrective interactions should be outnumbered by positive interactions, with a ratio of 1 negative or
corrective interaction to 8 positive interactions
Ability to maintain high rate of positive interactions 3 - Answer- The behavior you are trying to control is your own
Ability to teach expectations: types of expectations: 1 - Answer- classroom expectations
(rules)- be clear, concise and give specific instructions for student behavior (i.e.: follow directions the first time given)
Ability to teach expectations: types of expectations: 2 - Answer- Instructional expectations and procedural expectations: explain in form of step by step process helps
students remember the expectations and complete the corresponding task appropriately
Ability to teach expectations: types of expectations: 3 - Answer- Never repeat an expectation a student already knows, question the students regarding expectations instead
Ability to teach expectations: types of expectations: 4 - Answer- Minimize time during transitions (give worksheets while students are working on a previous assignment)
Consequential behavior: - Answer- have significant negative effect in the learning environment and interfere with the rights of other students to learn
Consequential behaviors are: 1 - Answer- persistent and disruptive Consequential behaviors are: 2 - Answer- Destructive to learning environment
Consequential behaviors are: 3 - Answer- Physically or verbally abusive
Respond non-coercively to consequential behavior - Answer- Reinforce appropriate behavior • Redirect student behavior • Reevaluate the situation • Use proximity • Restate expectations • State the facts • Acknowledge and restate • Use the I understand method • Remove, identify, and redirect • Use assertive statements • Establish consequences
Inconsequential behavior: - Answer- behaviors that the classroom environment would be better off without but their negative impact on student learning is minimal. (ie.Tapping a pencil on the desk)
Inconsequential behavior Responses - Answer- Ignore inconsequential behaviors and respond positively to appropriate behavior with a smile, verbal praise, or nod.
Assign consequences at an individual student level rather than whole group
Criticism trap - Answer- Avoid by reinforcing appropriate behavior
Common sense trap - Answer- Avoid by creating a positive environment where there are incentives to change ad where positive consequences reinforce the change
Questioning trap - Answer- • Avoid by not asking students about their inappropriate behaviors unless you really need the information to redirect the behavior.
• Restate the expected behavior
Sarcasm trap - Answer- Avoid by communicating with students in a positive way
Despair and pleading trap - Answer- Avoid being trapped by having a good offense ( come up with several management strategies)
Threat trap - Answer- • Avoid by planning ahead
• Formulate and state both expectations and appropriate consequences in advance
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