Addressing Students' Needs

In addition to helping address some of these students’ fundamental needs, there are a number of ways teachers can help them to be successful in school. Especially critical for many students from low-SES households isdiscouraging the expression of strong emotions such as anger, fear, hurt, and tension. scheduling parent conferences during the school day. bringing nutritious food to school to supplement students’ diets. creating a structured and well-managed classroom.

• scheduling parent conferences during the school day.

• bringing nutritious food to school to supplement students’ diets.

• creating a structured and well-managed classroom.

• discouraging the expression of strong emotions such as anger, fear, hurt, and tension.

Naturally, not all students from low-SES households face the same challenges or behave in the same manner. Teachers who are better able to recognize those students’ needs are those who tend to do what? come from similar backgrounds as their students have strong relationships with their students are particularly sensitive to interpersonal relationships have specialized training for students from low-income backgrounds

• come from similar backgrounds as their students

• have strong relationships with their students

• are particularly sensitive to interpersonal relationships

• have specialized training for students from low-income backgrounds

Which of the following best describes why it is important to recognize the persistence of misperceptions about students with exceptionalities? Misperceptions can sometimes actually lead to favorable biases toward students with exceptionalities. Two students with the same exceptionality often act or achieve in exactly the same ways. Misperceptions can influence teachers’ attitudes toward typical students. Teachers sometimes focus on the negative stereotypical characteristics associated with disability labels.

• Misperceptions can sometimes actually lead to favorable biases toward students with exceptionalities.

• Two students with the same exceptionality often act or achieve in exactly the same ways.

• Misperceptions can influence teachers’ attitudes toward typical students.

• Teachers sometimes focus on the negative stereotypical characteristics associated with disability labels.

When teachers build on or connect instruction to students’ previous experiences to help them understand new concepts they are doing which of the following? providing contextual supports activating background knowledge demonstrating cultural sensitivity differentiating instruction

• providing contextual supports

• activating background knowledge

• demonstrating cultural sensitivity

• differentiating instruction

Which of the following is defined as "a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways"? strategy instruction direct instruction assistive technology Universal Design for Learning (UDL)

• strategy instruction

• direct instruction

• assistive technology

• Universal Design for Learning (UDL)

Academic language, also known as Cognitive Academic Language Proficiency (CALP), typically cannot be acquired simultaneously with Basic Interpersonal Communication Skills (BICS). is mastered during the high school years. takes five to seven years to develop. occurs after Basic Interpersonal Communication Skills (BICS) have been acquired.

• cannot be acquired simultaneously with Basic Interpersonal Communication Skills (BICS).

• is mastered during the high school years.

• takes five to seven years to develop.

• occurs after Basic Interpersonal Communication Skills (BICS) have been acquired.

Teachers who embrace a fuller understanding of their students’ backgrounds and personal experiences and use them as a tool to make connections for all of their students are practicing which of the following? culturally responsive teaching cross-cultural competence sensitive intercultural pedagogy the use of advance organizers

• culturally responsive teaching

• cross-cultural competence

• sensitive intercultural pedagogy

• the use of advance organizers

Cross-cultural dissonance can occur when the expectations, methods of instruction, and interaction styles used in school differ from what students are used to. students have difficulty understanding each other. the students in the classroom come from similar socioeconomic and family backgrounds. the methods of instruction used in school resemble what students may be used to.

• the expectations, methods of instruction, and interaction styles used in school differ from what students are used to.

• students have difficulty understanding each other.

• the students in the classroom come from similar socioeconomic and family backgrounds.

• the methods of instruction used in school resemble what students may be used to.

According to the Module, why is it important to examine our own perceptions? Our perceptions can influence our expectations for students in the classroom. Our perceptions are shaped by our background knowledge and life experiences. Our thoughts or mental images about our students influence the way they perceive themselves. Our thoughts or mental images about our students influence the way they perceive themselves.

• Our perceptions can influence our expectations for students in the classroom.

• Our perceptions are shaped by our background knowledge and life experiences.

• Our thoughts or mental images about our students influence the way they perceive themselves.

• Our thoughts or mental images about our students influence the way they perceive themselves.

According to the Module, in addition to cultural and linguistic diversity, U.S. schools are also seeing increasing diversity among their students in which of the following aspects? dietary preferences (e.g. vegetarian, vegan, paleo, gluten-free) levels of engagement in learning living situations (e.g. single-family homes, apartments, extended families living together) family situations (e.g., two-parent, adoptive, divorced, single-parent, households headed by grandparents or other relatives).

• dietary preferences (e.g. vegetarian, vegan, paleo, gluten-free)

• levels of engagement in learning

• living situations (e.g. single-family homes, apartments, extended families living together)

• family situations (e.g., two-parent, adoptive, divorced, single-parent, households headed by grandparents or other relatives).