What Is My Chinese Zodiac Quiz

A: Stop your lecture and say, "Jonathon I instructed everyone to work on the assignment. If you require assistance, raise your hand. Otherwise focus on your work."

B: While continuing your lecture you walk toward the student until you are next to his desk. If he does not stop chatting you cease lecturing, look at him calmly and say, "Jonathon your choices are to quietly complete the assignment now as I directed or to complete it alone at the back table while the rest of us move on. Remember you may raise your hand for assistance."

C: Jonathon wouldn't be goofing off if he were not bored or frustrated. Investigate first. Is he done the assignment or has he not completed any? These are clues. Quietly ask him what he thinks he should do with his time now (unless he needs help, then offer assistance).

A: I tell students where to sit and I plan all the assignments.

B: Students are allowed to select seats so long as it does not lead to misbehavior. I plan most assignments but do give choices and sometimes allow students to plan assignments.

C: Students have a significant control over their learning process and behavior. I guide them, provide extension and balance, and make sure that I create an environment that is engaging and conducive to personal growth.

A: Strong, Controlled, Assertive, In Charge, the Boss,

B: Firm, Democratic, Rational, Mutual, the Leader

C: Gentle, Encouraging, Affirming, Influential, the Guide

A: The Teacher should set fair rules with clear consequences.

B: The Teacher should work with the Students to create a mutually-agreed upon set of rules and/or associated consequences.

C: Students should create the classroom rules and/or consequences for themselves with some minimal guidance and encouragement from the Teacher.

A: Take the student slightly aside and say, "Sherie, participation in this group activity is required for all members of the group. If you do not need assistance then you must do your part for your group."

B: Take the student aside and ask the student if he/she requires help or is having a problem. If so, handle. If not then respond, "Well you have some options. You can work with your group like you've been asked. You can do the work tonight for homework and use this time to study as long as your group agrees and you aren't disruptive. You can avoid the work completely and receive a lower grade/mark."

C: You approach the group and ask the students how they can better involve the one who is not doing anything. Through question and response you can guide and encourage a better functionality within the group.

A: Are arranged in rows facing the front of the room. We typically do not rearrange them.

B: Are arranged in rows facing front but are also sometimes grouped to facilitate communication.

C: Are lined up against the side wall at the start of the day and are moved into different formations to fit the lesson or project as needed.

A: Appearance - body language, tone, eye contact. My face, body, and voice all tell the students I mean business.

B: Calmness - evenness, questioning, firmness. My openness to choices and discussion signals respect by my firmness demands it in return.

C: Questioning and Encouragement - searching questions, encouraging statements. I use my ability to ask questions that trigger thought and lead the child to reach solutions. My commitment to being a guide and respecting their abilities creates the respect I need.

A: I must have my need for order met, then I can meet the needs of the students.

B: I must balance my needs with those of my students to ensure fairness and respect.

C: I must meed the needs of my students first, this will lead to my needs for order being met.

A: Listen to me and we'll have a good day.

B: Let's work together.

C: You tell me, how are we going to have fun today?