Focusing a question on one student

Throwing a target at the board

A quick series of carefully chosen, open-ended questions directed to the class

A series of questions from a long textbook

Cheating on a test

Streamlining data and gathering and making observations more efficent

Ask a classmate for better understanding

Make the test questions easier

Being Lazy and not paying attention

Being late

Being trustworthy

Being rude

Making sure that things are right

Making sure things are wrong

Making sure things are kind of alright

Logical

Giving your students the wrong answers

Planning for common mistakes in advance

Getting the students field trip forms out of order

Giving your students the wrong test grades

Getting all of your test questions wrong

Getting a error message on the classroom computer

Creating a safe environment for your students to make and discuss mistakes

Getting the wrong supplies for class

Digging into errors studying them efficiently and effectively to better understand

Making mistakes on purpose

Cheating on a test

To get rid of papers from my take home folder

No you should never praise a student

Only when you feel like it should you praise a student

Only once a year should you praise a student

Yes it is always good especially if they try to guess a problem and even if they get it wrong they still should get praised

Just ignore it and move on

Spell it or put the right punctuation or spelling

Raise your hand and ask the teacher what the right answer is

Just spell it the best way you can

Opt out of coming to school

Just giving up

Turn I don't know into success to see how students or won't try practice by getting it right

Opting out of lunch

1. The student provides all of the answers to the class

2. The teacher tells the students the answers

3. The class opts out on doing work

4. The class goes to lunch early

1. You provide the answer; the student repeats the answer

2. Another student provides the answer; the initial student repeats the answer

3. You provide a cue; your student uses it to find the answer

4. Another students provides a cue; the initial student uses it to find the answer

1. The class goes to lunch early

2. The class opts out on doing work

3. The students provide all of the answers to the class

4. The teacher tells the students the answers

1. The class opts out on doing work

2.The students go to lunch early

3. The teacher tells the students the answers

4. The student provides the answers to the class

Especially when that student works so hard to come up with an answer if the answer is wrong

Only once in a while

All the time

Never you should give every student a failing grade

You never have to worry about aplolgying to someone again

Apologies to the whole class for your lessons

Being rude to your students and then not apologizing

Embrace rather then apologize for rigorous content

True

False