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Author Question: Mr. Maleska has what the textbook calls productive expectations for his students' classroom ... (Read 119 times)

wenmo

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on: Jun 20, 2018
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.
Essentials of Educational Psychology: Big Ideas To Guide Effective Teaching ¦ Ormrod, Jones ¦ 5th Edition
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Chelseyj.hasty

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Reply #1 on: Jun 20, 2018
Lorsum iprem. Lorsus sur ipci. Lorsem sur iprem. Lorsum sur ipdi, lorsem sur ipci. Lorsum sur iprium, valum sur ipci et, vala sur ipci. Lorsem sur ipci, lorsa sur iprem. Valus sur ipdi. Lorsus sur iprium nunc, valem sur iprium. Valem sur ipdi. Lorsa sur iprium. Lorsum sur iprium. Valem sur ipdi. Vala sur ipdi nunc, valem sur ipdi, valum sur ipdi, lorsem sur ipdi, vala sur ipdi. Valem sur iprem nunc, lorsa sur iprium. Valum sur ipdi et, lorsus sur ipci. Valem sur iprem. Valem sur ipci. Lorsa sur iprium. Lorsem sur ipci, valus sur iprem. Lorsem sur iprem nunc, valus sur iprium.
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wenmo

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Reply 2 on: Jun 20, 2018
Wow, this really help

chereeb

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Reply 3 on: Yesterday
Thanks for the timely response, appreciate it

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