Three of the following strategies for addressing students' needs for relatedness are consistent with those that the textbook offers. Which one is not?
A) Privately praise students for their good performance.
B) Regularly include small-group work in classroom activities.
C) Reserve 45-60 minutes of class time each day for students to converse about nonacademic matters.
D) Lend a sympathetic ear if students are having a bad day or in some other way are feeling angry or depressed.
Question 2
Three of the following strategies should engage students' interest in class material and foster their intrinsic motivation to learn it. Which one is least likely to do so?
A) Have each student read a different character's lines when the class is reading the play Our Town.
B) Ask students to imagine what it must have been like to live in medieval England.
C) Show students a scientific phenomenon that isn't what they'd expect to happen given their existing beliefs about the world.
D) Tell students that occasional failures are probably due to circumstances beyond their control.
Degree of genetic relatedness to self in a diploid organism.
Differences in reproductive strategies.
Male coho salmon exhibit two alternative life history strategies. “Jackâ€ÂÂ
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