Effective classroom managers often have to figure out how they can:
a. make students' differences match their teaching style students should be flexible in the ways they learn.
b. equate what they think is best for students and what parents think is best.
c. match instructional behaviors and management strategies most effectively with students' motivation; self-esteem; and gender, cultural, and developmental characteristics.
d. have a sense of community and still instill corporal punishment when needed.
Question 2
The authors anticipate that the effective implementation of basic preventative classroom management skills generally leads to a situation in which a teacher
a. successfully manages the behavior of 98-99 of students in the classes without need for significant in-depth intervention.
b. has to rely on more individualized intervention strategies with 5-7 of his or her students.
c. reverts to the use of tangible reinforcement with students because it is the method that has been shown to be most effective in permanently altering student behavior.
d. does not engage in functional behavior assessment and individualized behavioral plans because time spent on these activities is generally discouraged.
Differences in the songs of Galapagos finches.
Differences between a Nurse Practitioner
Stand over a rocker base to make weight shifts.
Differences in the mitochondrial code and coding for the “21st and 22nd” amino acids
Identify the junction nodes in the circuit shown in Figure 21-1.
Major phenotypic differences between maize and teosinte