IV. Defining and Teaching Positive Expectations

JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.

Please create a code with your first and last initial followed by the last 4 digits of your cell phone number. For example, if my name is Jane Doe and my phone number is 123-456-7890, I will input JD7890. (This will be used to compare precheck with postcheck responses and will not be linked to your identity.)

Is this your pre-check (before module) or post-check (after module) assessment?

When answering the following questions, consider the ways in which defining and teaching positive expectations will promote students' social, emotional and behavioral growth as well as academic outcomes.

What is a good number of classroom rules to define and teach students?

A.) 1 to 2

B.) 3 to 5

C.) 6 to 7

D.) 8 to 10

Clear selection

Co-developing classroom expectations with students can do all EXCEPT which of the following?

A.) Promote shared ownership of the expectations

B.) Reflect students' culture

C.) Help students understand what not to do

D.) Reflect students' values

Clear selection

What is a benefit of surveying families about classroom expectations?

A.) Classroom expectations can also be reinforced at home.

B.) Relationships between home and school can be fostered.

C.) The predictability of expectations across settings can be promoted.

D.) All of the above

Clear selection

Which of the following is least important when teaching classroom expectations?

A.) Ensuring students know what the consequences are.

B.) Ensuring students have a chance to practice the expectations with feedback.

C.) Making sure students get multiple chances to learn and practice throughout the year.

D.) All of the above are very important.

Clear selection

To honor students' personal and cultural learning histories, it may be most important to...

A.) Make sure everything on the walls are translated into students' primary language(s).

B.) Center students' voices and engage them in teaching and reinforcing expectations.

C.) Learn about ancient rules from their culture to show you are interested in their backgrounds.

D.) Expectations are not bound by culture. They are universal and honoring students' personal and cultural learning histories may not be important.

Clear selection

We are interested in a few details about you to help us design better professional development.

In which school district do you work?

What grade (and subject, if applicable) do you currently teach?

What is your gender?

What is your race/ethnicity?

Submit

Clear form

Never submit passwords through Google Forms.

This content is neither created nor endorsed by Google. - Terms of Service - Privacy Policy

Does this form look suspicious? Report

Forms