Where students should be met as they come in the room (pg 176)
At the door
100
One way to deliver instruction that will help students remember long after class ends (pg. 189)
Class discussions
100
The first step that must be taken that will generate the answers wanted (pg 191).
To plan the questions
100
One way to help students follow directions by requiring them to rephrase the directions (pg 198).
Seeking clarification
100
Making a quick outline of their notes, participating in a rapid-fire drill of the facts from the lesson, and using flash cards to practice with a partner for three minutes are all ways to help students___________. (pg 203)
Practice what they have learned
200
Who should do most of the talking in the classroom (pg 177)
The students
200
The role a teacher should take during a class discussion (pg. 189)
A facilitator
200
Require a more in-depth response and are often open-ended (191)
Thought questions
200
A key element in delivering effective instruction (pg. 199)
Giving clear verbal directions
200
Successful practice sessions should be_______. (pg. 203)
brief, repetitive, and frequent
300
The elusive quality that makes ordinary people into leaders. It also helps make teachers be exceptional and memorable. (pg 176)
Charisma
300
When should the teacher post procedures, determine the purpose, create the questions, and move the chairs for a class discussion
Before the discussion
300
Fast paced drills that can engage all students in active learning (pg. 191)
Question-and-answer sessions
300
When should teachers WRITE the instructions where everyone can see in order to help students understand oral directions (pg 201)
Before class
300
How often/when should reviewing take place in class? (pg. 204)
daily, as part of the lesson
400
How can teachers show students that they do not take themselves too seriously (pg. 177)
Laughing at them self
400
What are ways to have students reflect on the discussion (pg. 190)
Providing feedback, suggestions for improvement, retellings of the important facts, and written summaries
400
A type of question that ask students to develop or invent their own answers to complex, open-ended problems. They also ask for insight and understanding as well as knowledge. (pg. 193).
Essential Questions
400
What teachers should do if several students are having trouble with one of the steps/directions (pg. 201)
Stop and clarify
400
Making flow charts and outlines, graphing, and studying maps are comfortable for what kind of learners? (pg. 188).
visual learners
500
Distracting personal habits teachers should avoid (pg 177)