Mr. Hoffstetder says to his class, Okay, we're ready to start the next activity. Clear away everything on your desks, then get your textbooks, notebooks, and pencils out.. As he gives the students a moment to comply, Mrs. Hoffstetder says, I see that Yanika is ready- thank you, Yanika. Ah, now Marcel is ready, and Jonathan, and Sylvan.. Mr. Hoffstetder's banter is
a. ineffective, because it is a distraction to the students, who will likely be focusing on his words rather than what they are supposed to be doing.
b. ineffective, because Mr. Hoffstetder doesn't have time to recognize every student who complies, and this could lead to hurt feelings.
c. effective, because it helps build positive feelings among class members.
d. effective, because it is a means of praising compliant students while redirecting behavior of students who aren't prompt in following instructions.
Question 2
The Case Study at the beginning of Chapter 3 in the textbook presents a narrative involving a Navajo student, Jack, who doesn't return home after going to the movies with friends. After a week-long absence from both home and school, Jack is eventually found safe. At that point, his parents keep him home from school for a few extra days to help out on the family farm. Which one of the following alternatives is probably the best explanation for the parents' behavior?
A) Some cultural groups see little need for children to learn how to read and write.
B) The parents are using farm chores as a means of punishing Jack for his misbehavior.
C) The parents are afraid that the school will criticize them for not having located their son sooner.
D) The Navajo culture values both individual autonomy and interpersonal cooperation.
The Head Start program was designed to increase the school readiness of low-income children.
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