Promoting Development And Learning In Students With Cognitive Impairments

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Promoting Development And Learning In Students With Cognitive Impairments - Quiz

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Questions and Answers
  • 1. 

    Which one do you like?

    • A.

      Arranging for a peer tutor to work with the student immediately upon his arrival in the classroom

    • B.

      Providing the student with a pre approved activity that he particularly enjoys as soon as he arrives in the classroom

    • C.

      Observing the student and providing positive feedback when he attends to the morning schedule

    • D.

      Creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately

    Correct Answer
    D. Creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately
    Explanation
    The correct answer is creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately. This option provides a clear structure and visual guide for the student to follow in the morning. By rewarding the student for completing each step correctly, it reinforces positive behavior and motivates the student to continue following the routine.

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  • 2. 

    Which one do you like?

    • A.

      Creating Philip's own curriculum to work on in the classroom while his peers are learning language arts

    • B.

      Pairing Philip with a peer tutor who can model for him appropriate classroom behavior

    • C.

      Providing Philip with multiple means and opportunities to feel successful using error less learning

    • D.

      Reducing Philip's current language arts workload until he feels comfortable in the general education classroom

    Correct Answer
    C. Providing Philip with multiple means and opportunities to feel successful using error less learning
  • 3. 

    Which one do you like?

    • A.

      Determining how often Alex has taken public transportation to evaluate his comfort level in this situation.

    • B.

      Beginning with a program of trial and error to determine Alex's level of independence in learning this task.

    • C.

      Establishing which of the sub skills of this task Alex can already perform.

    • D.

      Establishing where and when Alex would be using public transportation in order to limit training to these specific situations.

    Correct Answer
    C. Establishing which of the sub skills of this task Alex can already perform.
    Explanation
    The correct answer is establishing which of the sub skills of this task Alex can already perform. This answer suggests that before providing training or assistance to Alex in using public transportation, it is important to determine which specific skills he already possesses related to this task. This will help in tailoring the training program to focus on the areas where Alex needs the most help and ensure that he is not being trained in skills he already possesses.

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  • 4. 

    Which one do you like?

    • A.

      Engaging the brake on Sam's wheelchair.

    • B.

      Ensuring that each member of the transfer is able to lift 50 pounds.

    • C.

      Obtaining written permission from Sam's parents.

    • D.

      Asking Sam if he is ready to be moved.

    Correct Answer
    A. Engaging the brake on Sam's wheelchair.
    Explanation
    Engaging the brake on Sam's wheelchair is the correct answer because it ensures the safety and stability of the wheelchair during the transfer process. By engaging the brake, the wheelchair will remain stationary, reducing the risk of accidents or injuries while transferring Sam. This step is crucial to maintain Sam's safety and prevent any potential harm during the transfer.

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  • 5. 

    The most important guideline to follow when individualizing a learning task for a student with a cognitive impairment is to:

    • A.

      Format the task to resemble a game.

    • B.

      Incorporate multisensory materials into the task.

    • C.

      Break down the task into discrete steps.

    • D.

      Involve the student in designing the task.

    Correct Answer
    C. Break down the task into discrete steps.
    Explanation
    When individualizing a learning task for a student with a cognitive impairment, it is important to break down the task into discrete steps. This allows the student to focus on one step at a time, making the task more manageable and easier to understand. Breaking down the task also helps to prevent the student from becoming overwhelmed or confused. By providing clear and concise instructions for each step, the student can better comprehend and complete the task successfully. This approach promotes learning and helps the student to build confidence and independence in their abilities.

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  • 6. 

    Which one do you like?

    • A.

      Incorporating into the instructional plan a computer software program for mathematics that uses sound effects and colorful graphics

    • B.

      Assigning a peer partner to assist the student during mathematics instruction

    • C.

      Suspending instruction and allowing the student to switch to a familiar mathematics activity at the first sign of frustration

    • D.

      Providing instruction that is immediately followed by a prompted correct respond and positive reinforcement

    Correct Answer
    D. Providing instruction that is immediately followed by a prompted correct respond and positive reinforcement
    Explanation
    The correct answer suggests that providing instruction that is immediately followed by a prompted correct response and positive reinforcement is an effective approach. This approach ensures that the student receives immediate feedback and reinforcement for their correct response, which can enhance their learning and motivation. By providing prompt feedback and positive reinforcement, the student is more likely to stay engaged and motivated to continue learning mathematics.

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  • 7. 

    Which one do you like?

    • A.

      Encouraging all staff involved with the student to provide him with continuous praise for his academic efforts

    • B.

      Decreasing the student's participation in group activities that might invite self comparisons with classmates

    • C.

      Providing the student with repeated opportunities to achieve success through his own efforts

    • D.

      Encouraging the student to focus on improving one academic skill and demonstrating it for the class

    Correct Answer
    C. Providing the student with repeated opportunities to achieve success through his own efforts
    Explanation
    The correct answer is providing the student with repeated opportunities to achieve success through his own efforts. This option focuses on empowering the student by giving them chances to succeed on their own. By providing repeated opportunities, the student can learn from their mistakes and improve their skills over time. This approach promotes independence and self-confidence, which can lead to long-term academic success.

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  • 8. 

    Which one do you like?

    • A.

      A large tic-tac-toe board played with beanbags

    • B.

      A box with a variety of stacking blocks

    • C.

      A large tire swing with multiple seating spaces

    • D.

      A brightly colored textured or vibrating ball

    Correct Answer
    D. A brightly colored textured or vibrating ball
    Explanation
    The given answer suggests that the person likes a brightly colored textured or vibrating ball. This could be because the individual enjoys the visual appeal of bright colors and the tactile experience of textures. The vibrating feature may also add an element of sensory stimulation, making it more enjoyable for the person.

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  • 9. 

    Which one do you like?

    • A.

      Remind Joshua frequently to "hit the switch."

    • B.

      Program the switch with the correct gender voice.

    • C.

      Use physical cues to help Joshua remember to use the switch.

    • D.

      Program the switch with simple vocabulary and short sentences.

    Correct Answer
    B. Program the switch with the correct gender voice.
    Explanation
    The correct answer is to program the switch with the correct gender voice. This suggests that the person being addressed has a preference for a specific gender voice when programming the switch. By selecting the correct gender voice, it is likely that the person will feel more comfortable and responsive to the switch, making it easier for them to use it effectively.

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  • 10. 

    Which one do you like?

    • A.

      Practice discussion skills.

    • B.

      Observe and learn how words are spelled.

    • C.

      Engage in the practice of taking turns.

    • D.

      Speak and listen in a supportive environment.

    Correct Answer
    D. Speak and listen in a supportive environment.
    Explanation
    The correct answer is "speak and listen in a supportive environment." This option is the most suitable because it implies that the person likes to engage in conversations where they can express their thoughts and opinions while also actively listening to others. It suggests a preference for a positive and encouraging atmosphere where individuals can communicate openly and receive support from others. This option aligns with the idea of enjoying communication in a safe and non-judgmental space.

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  • 11. 

    Mr. Walters teaches in a self-contained classroom for upper elementary grade students.  The students have mild to moderate intellectual disabilities.  He would like to monitor the progress the students make toward developing verbal social skills.  Which of the following monitoring techniques would be most effective for this purpose?

    • A.

      Using a checklist to document the number of times students engage one another verbally.

    • B.

      Maintaining a portfolio of work for each student throughout the year.

    • C.

      Keeping journal reflections about students' daily interactions.

    • D.

      Having a weekly, informal conversation with each student.

    Correct Answer
    D. Having a weekly, informal conversation with each student.
    Explanation
    Having a weekly, informal conversation with each student would be the most effective monitoring technique for Mr. Walters to assess the progress of the students in developing verbal social skills. This approach allows for direct observation and assessment of the students' communication abilities in a natural and interactive setting. By engaging in regular conversations, Mr. Walters can gather valuable information about the students' verbal skills, their ability to engage in social interactions, and their progress over time. This technique provides a more comprehensive and authentic assessment of the students' development in verbal social skills compared to the other options provided.

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  • 12. 

    Which one do you like?

    • A.

      Motivates the students to develop their language skills.

    • B.

      Enables the students to practice distinguishing emotions in a safe environment.

    • C.

      Promotes increased eye contact between the students playing the game.

    • D.

      Fosters cooperation and turn-taking between the students.

    Correct Answer
    B. Enables the students to practice distinguishing emotions in a safe environment.
    Explanation
    This answer is the correct choice because it states that the activity enables the students to practice distinguishing emotions in a safe environment. This implies that the activity provides a platform for students to learn and improve their emotional intelligence by recognizing and understanding different emotions. The phrase "in a safe environment" suggests that the activity allows students to explore and express their emotions without fear of judgment or negative consequences.

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  • 13. 

    Which of the following techniques is likely to be most effective for instructing students with moderate intellectual disabilities about social communication skills such as extending greetings and expressing affection?

    • A.

      Having students practice the desired behaviors frequently with peers and adults

    • B.

      Taking students to a school event to observe appropriate greetings and peer interactions

    • C.

      Showing students a short video on acceptable greetings in various situations

    • D.

      Explaining to students in simple language how to effectively greet a friend or acquantance.

    Correct Answer
    A. Having students practice the desired behaviors frequently with peers and adults
    Explanation
    Having students practice the desired behaviors frequently with peers and adults is likely to be the most effective technique for instructing students with moderate intellectual disabilities about social communication skills. This approach allows students to actively engage in practicing the skills in real-life situations, which can help them develop a better understanding and mastery of the behaviors. Additionally, practicing with both peers and adults provides opportunities for students to learn from different individuals and adapt their communication skills to different social contexts.

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  • 14. 

    Which one do you like?

    • A.

      "Give Lee more opportunities to earn free time in class."

    • B.

      "Give Lee frequent verbal praise in class."

    • C.

      "Give Lee jobs like passing out papers or taking notices to the office."

    • D.

      "Give Lee more time than the other students to complete tasks."

    Correct Answer
    C. "Give Lee jobs like passing out papers or taking notices to the office."
    Explanation
    This answer suggests that giving Lee jobs like passing out papers or taking notices to the office is the preferred option. This could be because giving Lee jobs not only helps him feel included and valued in the classroom, but it also provides him with responsibilities and tasks that can contribute to his overall development and engagement in the class. Additionally, these jobs can help build his confidence and sense of responsibility.

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  • 15. 

    Which of the following strategies would be most appropriate for a high school special education teacher to use when teaching self-advocacy skills to students with mild intellectual disabilities?

    • A.

      Encouraging students to attend their IEP team meetings

    • B.

      Introducing students to successful adults with similar disabilities

    • C.

      Having students role-play scenarios that require them to express specific needs

    • D.

      Teaching students how to give and receive compliments appropriately

    Correct Answer
    C. Having students role-play scenarios that require them to express specific needs
    Explanation
    Having students role-play scenarios that require them to express specific needs would be the most appropriate strategy for a high school special education teacher to use when teaching self-advocacy skills to students with mild intellectual disabilities. This strategy allows students to practice and develop their ability to communicate their needs effectively in real-life situations. By engaging in role-play, students can gain confidence and learn how to express their specific needs in a safe and supportive environment. This hands-on approach helps them build practical skills that they can apply in their daily lives.

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  • 16. 

    Which one do you like?

    • A.

      Their learning goals.

    • B.

      Independent living skills.

    • C.

      Classroom expectations.

    • D.

      Their educational rights.

    Correct Answer
    D. Their educational rights.
    Explanation
    The question asks for a preference, and the correct answer is "their educational rights." This suggests that the person being asked has a preference for focusing on their educational rights rather than their learning goals, independent living skills, or classroom expectations.

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  • 17. 

    Which one do you like?

    • A.

      Asking the student's parents/guardians to reward his appropriate behavior with coins

    • B.

      Having the student create a poster for the classroom that depicts coins and their values

    • C.

      Having the student purchase supply items from the school store

    • D.

      Helping the student perform research online about the way coins are minted

    Correct Answer
    C. Having the student purchase supply items from the school store
    Explanation
    Having the student purchase supply items from the school store is a good option because it allows the student to practice using coins in a real-life situation. By having the student handle money and make purchases, they can develop their understanding of the value of coins and how to use them. This activity also promotes independence and responsibility as the student is given the task of selecting and buying items they need.

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  • 18. 

    Which one do you like?

    • A.

      Having students read picture books that demonstrate how fractions are used in building and design

    • B.

      Having students use mathematics manipulatives to demonstrate concepts related to fractions

    • C.

      Having students place the fraction cards in appropriate positions along a number line

    • D.

      Having students follow a cooking recipe that calls for the use of measuring cups and spoons.

    Correct Answer
    D. Having students follow a cooking recipe that calls for the use of measuring cups and spoons.
    Explanation
    The correct answer is "having students follow a cooking recipe that calls for the use of measuring cups and spoons." This option provides a hands-on and practical approach to learning fractions. By following a recipe and using measuring cups and spoons, students can directly experience and understand how fractions are used in real-life situations. This activity allows them to visualize and apply their knowledge of fractions in a meaningful way, making the learning process more engaging and effective.

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  • 19. 

    Which one do you like?

    • A.

      Helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite

    • B.

      Contacting Edgar's parents and requesting that when he visits a restaurant, he practice ordering his own food

    • C.

      Providing Edgar with a variety of take-out menus and cooking magazines and having him match menu items to appropriate pictures

    • D.

      Developing a cooking lesson incorporating ingredients to make some of Edgar's favorite restaurant food items.

    Correct Answer
    A. Helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite
    Explanation
    The correct answer is helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite. This option allows Edgar to gather information about people's preferences by conducting a survey. It also involves active participation from staff and students, which can provide a more accurate picture of their favorite menu items. This approach is systematic and objective, making it a suitable choice for determining Edgar's preferences.

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  • 20. 

    Which one do you like?

    • A.

      Graphing the number of times each student verbalizes one of the sight words during language arts

    • B.

      Checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom

    • C.

      Administering a weekly spelling test of the sight words to the students each week until each student obtains 100 percent

    • D.

      Encouraging parents/guardians to take their child into the community and note the number of times each sight word is identified

    Correct Answer
    B. Checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom
    Explanation
    This answer is correct because it suggests a systematic approach to assess and track the progress of each student in identifying sight words. By checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom, the teacher can gather data on individual student's performance and identify areas of improvement. This method allows for ongoing assessment and monitoring, which is essential for effective instruction and intervention.

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  • 21. 

    Which one do you like?

    • A.

      A speech-recognition system

    • B.

      A multipage flipbook with cues for initiating conversations

    • C.

      A TTY/TDD conversion modem

    • D.

      A communication board with speech output

    Correct Answer
    D. A communication board with speech output
    Explanation
    A communication board with speech output is a device that allows individuals with communication difficulties to express themselves by selecting symbols or pictures on the board, which are then converted into speech output. This device is particularly useful for individuals who are nonverbal or have limited speech abilities. It provides them with a means to communicate their thoughts, needs, and desires effectively.

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  • 22. 

    Which of the following Michigan agencies works specifically to increase the level of self-determination for individuals with cognitive disabilities?

    • A.

      Michigan Partners for Freedom

    • B.

      Michigan Alliance for Families

    • C.

      The ARC Michigan

    • D.

      Developmental Disabilities Institute

    Correct Answer
    A. Michigan Partners for Freedom
    Explanation
    Michigan Partners for Freedom works specifically to increase the level of self-determination for individuals with cognitive disabilities. This agency focuses on empowering individuals with cognitive disabilities to make their own choices and decisions, promoting their independence and autonomy. They provide resources, support, and advocacy to help individuals with cognitive disabilities have more control over their lives and participate fully in their communities.

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  • 23. 

    Which one do you like?

    • A.

      Taking initial steps in teaching Althea to tie her shoes

    • B.

      Providing an opportunity for Althea to show classmates how to button and unbutton the animal's sweater

    • C.

      Modeling for Althea how to button and unbutton one's own sweater

    • D.

      Asking Althea to draw a picture of the stuffed animal wearing the sweater

    Correct Answer
    C. Modeling for Althea how to button and unbutton one's own sweater
    Explanation
    The correct answer is modeling for Althea how to button and unbutton one's own sweater. This option is the most effective way to teach Althea the skill of buttoning and unbuttoning. By demonstrating the process on one's own sweater, Althea can observe and learn the correct technique. This method allows for a hands-on learning experience and provides a clear visual demonstration for Althea to follow.

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  • 24. 

    Which one do you like?

    • A.

      Timing how long it takes each student to prepare the sandwhich

    • B.

      Documenting the number of prompts needed for each student

    • C.

      Comparing each student's performance of skills to others in the group

    • D.

      Documenting the appearance of the sandwhich after each session

    Correct Answer
    B. Documenting the number of prompts needed for each student
    Explanation
    The correct answer is documenting the number of prompts needed for each student. This option focuses on tracking the level of assistance or guidance required by each student while preparing the sandwich. By documenting the prompts needed, it provides valuable information about the individual's level of independence and progress in acquiring the necessary skills. This data can be used to tailor instruction and support for each student, helping them to gradually reduce their reliance on prompts and become more proficient in sandwich preparation.

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  • 25. 

    A beahvior management technique of using tangible rewards to affect students' positive behavior has the most influence with students at the elementary level because they:

    • A.

      Respond well to being rewarded.

    • B.

      Enjoy changing their behavior patterns.

    • C.

      Have sufficient time during the school day to use rewards.

    • D.

      Want to share their rewards with classmates.

    Correct Answer
    A. Respond well to being rewarded.
    Explanation
    Elementary level students are more likely to respond well to being rewarded because they are at an age where they are still learning and developing their behavior patterns. Tangible rewards provide immediate reinforcement and positive reinforcement, which can motivate them to continue exhibiting positive behavior. Additionally, at this age, students are more likely to be motivated by external factors such as rewards, as they are still developing their intrinsic motivation. Therefore, using tangible rewards as a behavior management technique is more effective with elementary level students.

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  • 26. 

    Which of the following steps of a functional behavioral assessment (FBA) process would a teacher of students with cognitive impairments perform first?

    • A.

      Determining if environmental factors contribute to a student's behavior

    • B.

      Interviewing a student's parents/guardians for background information about the student

    • C.

      Identifying and describing a student's target behavior in observable, measurable terms

    • D.

      Developing a hypothesis about the reasons behind a student's behavior

    Correct Answer
    C. Identifying and describing a student's target behavior in observable, measurable terms
    Explanation
    The first step in a functional behavioral assessment (FBA) process for a teacher of students with cognitive impairments would be to identify and describe a student's target behavior in observable, measurable terms. This step is crucial as it helps the teacher clearly define the behavior they want to address and allows for objective data collection. By identifying and describing the behavior, the teacher can then move on to the next steps of determining if environmental factors contribute to the behavior, interviewing the student's parents/guardians for background information, and developing a hypothesis about the reasons behind the behavior.

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  • 27. 

    Which one do you like?

    • A.

      Bailey can easily misplace or lose the checklist.

    • B.

      Classmates' comments about the checklist embarrass Bailey.

    • C.

      Bailey's classmates want him to reveal what he wrote on the checklist.

    • D.

      Bailey can record inaccurate information on the checklist.

    Correct Answer
    D. Bailey can record inaccurate information on the checklist.
    Explanation
    Bailey can record inaccurate information on the checklist. This is the correct answer because it is the only option that directly relates to the checklist itself. The other options mention Bailey misplacing or losing the checklist, classmates' comments about the checklist embarrassing Bailey, and classmates wanting Bailey to reveal what he wrote on the checklist. These options are not directly related to inaccuracies in recording information on the checklist.

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  • 28. 

    Which one do you like?

    • A.

      Reconvening Jackson's IEP team to discuss the problem

    • B.

      Determining a new reward besides computer time that reflects Jackson's current interests

    • C.

      Asking Jackson's parents to implement a reward system at home

    • D.

      Increasing the amount of computer time Jackson can earn when he stays on task

    Correct Answer
    B. Determining a new reward besides computer time that reflects Jackson's current interests
    Explanation
    The correct answer is determining a new reward besides computer time that reflects Jackson's current interests. This option suggests that the IEP team should consider finding a different reward for Jackson that aligns with his current interests, rather than solely relying on computer time. This approach recognizes the importance of adapting the reward system to suit Jackson's individual preferences and motivations, which can potentially increase his engagement and motivation to stay on task.

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  • 29. 

    Which one do you like?

    • A.

      Administering an ecological assessment

    • B.

      Deciding on an action plan

    • C.

      Completing a task analysis

    • D.

      Creating a visual schedule

    Correct Answer
    C. Completing a task analysis
    Explanation
    Completing a task analysis involves breaking down a complex task into smaller, more manageable steps. This allows for a better understanding of the task requirements and helps in identifying potential barriers or challenges that may arise during the task. It is an important step in planning and organizing activities, as it provides a clear roadmap for successful completion of a task. Therefore, completing a task analysis is a suitable answer in the given context.

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  • 30. 

    A teacher of students with cognitive impairments teaches a self-contained class for high school students.  She is about to start a unit on career planning and would like to begin by introducing the students to different types of jobs.  Which of the following would be the best step in giving students exposure to work experience?

    • A.

      Matching students with members of the community to "job shadow" for a day at a time

    • B.

      Watching a video of jobs that may be suitable for the students in the class

    • C.

      Inviting speakers from the community to talk to the students about their jobs

    • D.

      Creating jobs around the school for the students to try such as helping in the school office

    Correct Answer
    D. Creating jobs around the school for the students to try such as helping in the school office
    Explanation
    Creating jobs around the school for the students to try, such as helping in the school office, would be the best step in giving students exposure to work experience. This allows the students to gain hands-on experience in a real work environment and develop important skills. It also provides them with a sense of accomplishment and boosts their self-confidence. Additionally, it helps them explore different job roles and responsibilities, which can assist them in making informed decisions about their future career paths.

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  • 31. 

    Which one do you like?

    • A.

      Arranging for Marsha to tour the new school prior to her enrollment.

    • B.

      Inviting a student from the new school to speak with Marsha.

    • C.

      Assuring Marsha that teachers at the new school will help her.

    • D.

      Reviewing a map of the new school with Marsha.

    Correct Answer
    A. Arranging for Marsha to tour the new school prior to her enrollment.
    Explanation
    The correct answer is arranging for Marsha to tour the new school prior to her enrollment. This option would allow Marsha to physically visit the new school and get a firsthand experience of the facilities, classrooms, and environment. This can help alleviate any anxiety or concerns she may have about transitioning to a new school. Additionally, it can also provide an opportunity for Marsha to meet some teachers or staff members, ask questions, and familiarize herself with the layout of the school. Overall, arranging a tour would be a proactive step in helping Marsha feel more comfortable and prepared for her enrollment.

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  • 32. 

    Ms. Ring teaches a self-contained class for students in kindergarten through second grade.  Each week she assigns one student to be the official classroom helper for that week.  The student performs jobs such as handing out snacks and distributing learning materials.  Giving students the job of classroom helper can be expected to benefit them primarily by:

    • A.

      Developing their ability to follow directions.

    • B.

      Increasing their sense of responsibility

    • C.

      Increasing their opportunities to interact socially

    • D.

      Enhancing their ability to take turns.

    Correct Answer
    B. Increasing their sense of responsibility
    Explanation
    Assigning students the job of classroom helper can be expected to benefit them primarily by increasing their sense of responsibility. By giving students the responsibility of performing tasks such as handing out snacks and distributing learning materials, they are given the opportunity to take ownership of their role in the classroom. This helps them develop a sense of responsibility as they understand the importance of completing their assigned tasks and contributing to the smooth functioning of the classroom.

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