Good Words/Bad Words Flashcards
(37 cards)
BAD: Inserting personal beliefs, stereotypes, and assumptions in the learning process. This can also include learning materials developed from the perspective of the dominant culture that exclude minority perspectives.
Bias
BAD: You are expected to effectively manage your classroom without deferring responsibilities to others. In real life, teachers will often need to call the parents or principal. But on this exam, avoid answer choices that defer responsibilities to someone other than the teacher.
Call the parents, principal, district, etc
BAD: On this exam, students should be getting all of the instruction they need in class. In real life, we all assign homework. However, on this exam, extra homework is not the correct answer choice.
Extra Homework
BAD: These are rewards of extrinsic value like pizza parties, recess time, etc. Students should be motivated by intrinsic motivators like self-confidence, sense of accomplishment, and feeling successful.
Extrinsic motivators
BAD: Anytime the answer choice includes using an outside resource like a contractor or a vendor to provide instruction or classroom management, this is typically not the correct answer choice. You are expected to be able to manage your own classroom using your own skills and capabilities.
Hiring a contractor or external vendor.
BAD: Assigning homework is not a preferred strategy on this exam, especially when students are struggling with the material.
Homework
BAD: Grouping by gender, English proficiency, or learning level is never a best practice on this exam or in your classroom. Homogenous groups should only be used in special circumstances and on a temporary basis.
Homogenous grouping
BAD: Avoid answer choices that sound like punishments. For this exam, teachers are expected to be implementing positive behavior support methods so avoid any answer choices that sounds punitive.
Punitive solutions
BAD: Using students as translators or support for special education or ELL students is never a best practice in the classroom.
Student aides
GOOD: A student’s individualized education program (IEP) is a legal document. If you see IEP in the answer choices, it is most likely the correct answer.
Follow the IEP
GOOD: Holding all students to high academic standards regardless of the students’ achievement level, ethnicity, language, socioeconomic status.
High expectations for ALL learners
GOOD: Organization and coordination of standards and learning goals across content areas in the same grade level.
Horizontal alignment
GOOD: Providing students with resources and experiences that represent their culture and ethnicity
Inclusive
GOOD: Supporting students with self- directed, collaborative learning outside of the classroom.
Informal learning
GOOD: Activities that connect two or more content areas; promotes relevance and critical thinking.
Interdisciplinary activities
GOOD: Answers that promote autonomy, relatedness, and competence are ways to apply intrinsic motivation. Be on the lookout for these answer choices.
Intrinsic motivation
GOOD: Analysis of your own thinking.
Metacognition
GOOD: Demonstrating the application of a skill or knowledge.
Modeling
GOOD: Changes to the curriculum and learning environment in accordance to a student’s IEP. Modifications change the expectations for learning and the level of assessment.
Modifications
GOOD: The results of a program, strategy, or resources implemented in the classroom.
Outcomes
GOOD: An activity assigned to students to assess their mastery of multiple learning goals aligned to standards.
Performance Assessments
GOOD: These are materials and information in their original form like diaries, journals, songs, paintings, and autobiographies.
Primary Resources
GOOD: What students know about a topic from their previous experiences and learning.
Prior Knowledge
Good: Keeping track of student or whole class learning in real time. Quantifiable measures of progress, conferring, observing, exit tickets, and student self-assessments.
Progress Monitor
