Mr. Maleska has what the textbook calls productive expectations for his students' classroom performance. With this in mind, which of the following would we not expect him to do?
A) Believe that his teaching strategies make a difference in student achievement
B) Look for strengths in all students
C) Consider several explanations for students' low grades
D) Give students more help than they really need to complete tasks successfully
Question 2
Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for students' performance. Which one is not consistent with the textbook's recommendations?
A) Assume that every student has one or more areas of strength.
B) Communicate the belief that learning more effective strategies might help students perform more successfully.
C) Minimize assessing students' achievement, and limit any assessments to informal observations.
D) Keep in mind that teachers do make a difference in students' lives.
Model of a longitudinal study in which 983 students were surveyed in 1984 and then again in 1985, 19
College Students, By Sex and Race-Ethnicity
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On Cooking: A Textbook of Culinary Fundamentals (5th Edition)
The percentage of Canadian students in Grades 7 through 12 who used drugs
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