Janet, what are you doing? Karen Miller, her teacher, says with ...

[jenna1]

Janet, what are you doing? Karen Miller, her teacher, says with irritation in her voice.
  Nothing.
  Yes you were. Speak up so everyone can hear you.
  . . .
  You were talking. What's the rule about talking without permission?
  . . .
  Let's hear it. I want to hear you say the rule.
  . . . We don't talk until we're recognized.
  That's right. Do you understand that?
  . . . Yes.
  Based on emotional factors in interventions, which of the following is the best assessment of Karen's intervention in the case of Janet's talking without permission?
 
  a. It was effective, because it demonstrated that Karen was withit.
  b. It was effective, because Karen consistently enforced her rules.
  c. It was ineffective, because arguing with students is not advisable.
  d. It was ineffective, because Janet wasn't punished for talking.

Question 2

The emotional tone of your interventions with students is important. Of the following, which is most strongly influenced by the emotional tone of your interventions?
 
  a. The student's likelihood of complying with a directive the next time you intervene
  b. The student's tendency to follow or disregard your classroom procedures
  c. The student's attentiveness following the intervention
  d. The student's attitude toward you and the class after the intervention

[Madisongo23]

Answer to Question 1

c

Answer to Question 2

d