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Substitute Teacher Handbook 9th Edition STEDI Ch.'s 1-5: Q’s And A’s
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Substitute Teacher Handbook 9th Edition STEDI Ch.'s 1-5: Q’s And A’s
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Substitute Teacher Handbook 9th Edition STEDI Ch.'s1-5: Q’s And A’s
Ability to get and keep students on task Right Ans - Begin instructions
immediately, manage behavior by walking around, seat chart
Other on task strategies Right Ans - whisper, captivate and redirect, writer
and erase
Ability to maintain high rate of positive interactions 1 Right Ans - Give
specific praise (praise a specific action rather than general good job)
Ability to maintain high rate of positive interactions 2 Right Ans - Negative
and corrective interactions should be outnumbered by positive interactions,
with a ratio of 1 negative or corrective interaction to 8 positive interactions
Ability to maintain high rate of positive interactions 3 Right Ans - The
behavior you are trying to control is your own
Ability to teach expectations: types of expectations: 1 Right Ans - classroom
expectations (rules)- be clear, concise and give specific instructions for
student behavior (i.e.: follow directions the first time given)
Ability to teach expectations: types of expectations: 2 Right Ans -
Instructional expectations and procedural expectations: explain in form of
step by step process helps students remember the expectations and complete
the corresponding task appropriately
Ability to teach expectations: types of expectations: 3 Right Ans - Never
repeat an expectation a student already knows, question the students
regarding expectations instead
Ability to teach expectations: types of expectations: 4 Right Ans - Minimize
time during transitions (give worksheets while students are working on a
previous assignment)
Consequential behavior: Right Ans - have significant negative effect in the
learning environment and interfere with the rights of other students to learn
, Consequential behaviors are: 1 Right Ans - persistent and disruptive
Consequential behaviors are: 2 Right Ans - Destructive to learning
environment
Consequential behaviors are: 3 Right Ans - Physically or verbally abusive
Respond non-coercively to consequential behavior Right Ans - Reinforce
appropriate behavior
• Redirect student behavior
• Reevaluate the situation
• Use proximity
• Restate expectations
• State the facts
• Acknowledge and restate
• Use the I understand method
• Remove, identify, and redirect
• Use assertive statements
• Establish consequences
Inconsequential behavior: Right Ans - behaviors that the classroom
environment would be better off without but their negative impact on student
learning is minimal. (ie.Tapping a pencil on the desk)
Inconsequential behavior Responses Right Ans - Ignore inconsequential
behaviors and respond positively to appropriate behavior with a smile, verbal
praise, or nod.
Assign consequences at an individual student level rather than whole group
Criticism trap Right Ans - Avoid by reinforcing appropriate behavior
Common sense trap Right Ans - Avoid by creating a positive environment
where there are incentives to change ad where positive consequences
reinforce the change
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