If the opponent had said, Sure, go ahead. I know it's no fun ...

[saraeharris]

If the opponent had said, Sure, go ahead. I know it's no fun playing with a blister, he would have been operating at which of the following stages of moral reasoning?
 
  a. Punishment and obedience
  b. Market exchange
  c. Interpersonal harmony
  d. Law and order

Question 2

Mrs. Bodin attended a workshop designed to improve her effectiveness in working with members of cultural minorities. She attempted to implement the information in her class the following day.
  She began a reading group by having the students read a story and then discussing it. She started by reminding the students to remember who the story was about and what the people were doing. After the students were finished reading the story, she began discussing it by asking questions, such as, Now tell us some things about the story, and Describe the story for us, distributing the questions equally among the students in the class. She also asked questions such as, What was the boy's name in the story? directing these questions equally to both minority and nonminority students and giving them plenty of time to answer.
 
  Finally, as the time approached to finish the activity, she said, Now, everyone, close your reading books and take all your materials back to your desks.
  Based on the information in the case study, describe three things Mrs. Bodin did that were effective for working with cultural minorities.

[TDubDCFL]

Answer to Question 1

c

Answer to Question 2

First, she called on both her minority and nonminority students as equally as possible, and she began the discussion with open-ended questions, such as, Tell us some things about the story. Third, she gave the students ample time to answer, and finally, she provided very clear directions for moving back to their desks.

[saraeharris]

Thank you!

[TDubDCFL]

Happy to help