AEPA Professional Knowledge: Elementary & Secondary 91, 92 by Sharon Wynne

By Sharon Wynne

Includes eleven competencies/skills came across at the AEPA specialist wisdom common and Secondary exams with eighty pattern questions. This advisor, aligned in particular to criteria prescribed by way of the Arizona division of schooling, covers the sub-areas of pupil improvement and studying; educational making plans and administration; the pro Environment.

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Extra info for AEPA Professional Knowledge: Elementary & Secondary 91, 92 (XAMonline Teacher Certification Study Guides)

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Predetermine how results of the groups' efforts will be reported to the teacher and/or the class and who will report what. Teach standards of conduct within the group Instill confidence in group members of their ability to accomplish meaningful tasks Instill a sense of responsibility in group members towards their group. Discuss the benefits of participation for the entire class PROFESSIONAL KNOWLEDGE 29 TEACHER CERTIFICATION STUDY GUIDE Procedural adjustments can always be made by the teacher, but the starting point is the plan.

Both actions can make all students hyper-aware of ethnic and gender differences and cause anxiety or resentment throughout the class. Emphasize the importance of discussing and considering different viewpoints and opinions. Demonstrate and express value for all opinions and comments and lead students to do the same. PROFESSIONAL KNOWLEDGE 33 TEACHER CERTIFICATION STUDY GUIDE When teaching in diverse classrooms, teachers must also expect to be working and communicating with all kinds of students.

Some disabilities are entirely physical, while others are entirely related to learning and the mind. Some involve a combination of both. While it would be a disservice to say that all kids should display the same types of characteristics to be considered “normal,” when abnormalities are noticed, such as a student’s incredible ability to solve a math problem without working it out (a potential attribute of giftedness) or another student’s extreme trouble with spelling (a potential attribute of dyslexia), a teacher may assume that a disability or exceptional ability is present.

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