STEDI.org Substitute Teacher Handbook 9th Edition Ch.'s 1-5 Test with Verified Answers |100% Correct.

STEDI.org Substitute Teacher Handbook i,- i,- i,- i,-




9th Edition Ch.'s 1-5 Test with Verified
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Answers |100% Correct. i,- i,-




Ability to teach expectations: types of expectations: 2
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Instructional expectations and procedural expectations: explain in
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form of step by step process helps students remember the
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expectations and complete the corresponding task appropriately
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Ability to teach expectations: types of expectations: 3
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repeat an expectation a student already knows, question the
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students regarding expectations instead i,- i,- i,-




Ability to teach expectations: types of expectations: 4
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Minimize time during transitions (give worksheets while students
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are working on a previous assignment)
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Ability to get and keep students on task
i,- Begin instructions
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immediately, manage behavior by walking around, seat chart i,- i,- i,- i,- i,- i,- i,-




Other on task strategies
i,- i,- i,- i,- i,- whisper, captivate and redirect, writer i,- i,- i,- i,- i,-



and erasei,-

,Ability to maintain high rate of positive interactions 1
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specific praise (praise a specific action rather than general good
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job)


Ability to maintain high rate of positive interactions 2
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Negative and corrective interactions should be outnumbered by
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positive interactions, with a ratio of 1 negative or corrective
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interaction to 8 positive interactions
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Ability to maintain high rate of positive interactions 3
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behavior you are trying to control is your own
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Ability to teach expectations: types of expectations: 1
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classroom expectations (rules)- be clear, concise and give specific
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instructions for student behavior (i.e.: follow directions the first
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time given)
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Consequential behavior: have significant negative effect in the
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learning environment and interfere with the rights of other
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students to learn i,- i,-




Consequential behaviors are: 1 i,- i,- i,- i,- i,- persistent and disruptive i,- i,-

, Consequential behaviors are: 2 i,- i,- i,- i,- i,-Destructive to learning i,- i,- i,-



environment


Consequential behaviors are: 3 i,- i,- i,- i,- i,-Physically or verbally abusive
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Respond non-coercively to consequential behavior
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appropriate behavior i,-




i,-• Redirect student behavior
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i,-• Reevaluate the situation
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i,-• Use proximity
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i,-• Restate expectations
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i,-• State the facts
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i,-• Acknowledge and restate
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i,-• Use the I understand method
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i,-• Remove, identify, and redirect
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i,-• Use assertive statements
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i,-• Establish consequences
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Inconsequential behavior: behaviors that the classroom i,- i,- i,- i,- i,- i,- i,-



environment would be better off without but their negative
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