STUDY GUIDE — CHAPTER 4:  WHAT SOCIAL PROBLEMS AFFECT TODAY’S STUDENTS?
Name: Stasia Huth-Fretz Date:10/2/14
Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.
Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.
All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1. What does the term at risk refer to?
-The term at risk refers to students who may not complete or succeed at school.
2. Name the major social problems affecting education.
-The child not living with two parents.
-The head of the household is a high school dropout.
-Family income is below the poverty line.
-The child is living with a parents or parents who do not have a steady, full-time employment.
-The family is receiving welfare benefits.
-The child does not have health insurance.
3. Discuss the relationship between poverty and other factors which might cause a student to be considered “at risk”?
-the more risk factors you have, the higher the effects and damage it will have. People with multiple risks are mostly likely found in place with limited jobs, poor schools, low quality public services and higher levels of crime and drug use.
4. Discuss the Comer model and its relationship to schools providing support for children at risk.
5. What are some of the things that principals and teachers can do to reduce the incidence of violence?
6. List the major reasons students give for dropping out.
-low income
-poor grades
-disliking school
-alienation from peers
-marriage or pregnancy
-employment
7. Explain why teachers need to know about the problems of homelessness.
8. What can Ruby Payne’s work contribute to help teachers understand the pervasiveness of poverty?







STUDY GUIDE—CHAPTER 6: WHAT MAKES A TEACHER EFFECTIVE?
Name: Stasia Huth-Fretz Date:10/2/14
Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.
Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.
All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.
1. List and give an example of each of the three major categories of decisions that teachers make.
-Planning decisions: The teacher must decide particular kinds of understanding she wants her students to achieve in different subjects.
-Implementing Decisions: The teacher decides how and when to intervene with some of her groups  and how to respond to students questions.
-Evaluating decisions: The teacher must reflect on the impact of her planning and instructions on her students’ learning.
2. Name the four categories of specialized skills and attributes necessary for teachers to become effective instructional decision makers.
3. How does a self-fulfilling prophecy affect the relationship between a student and a teacher, and the student’s achievement?
4. Distinguish between a theory and a theory-in-use.
5. Explain the theory of the zone of proximal development, and give an example.
-A range of tasks that a child cannot yet do alone but can accomplish when assisted by a more skilled partner.
-A student who excels at math helping another student who understanding the basis of solving the math problem with a hard problem.
6. How do the authors define classroom management?
- The actions teachers take to create an environment that is respectful, caring, orderly, and productive.
7. Paraphrase the five key behaviors and five helping behaviors of effective teachers that Gary Borich identified from research studies.
8. Define and give an example of academically engaged time.
-The time a student spends being successfully engaged with academically relevant activities and materials.
-A student skipping out on a party to study for their usual three hours.
9. Describe and give an example of each of the following from Jacob Kounin’s research: with-it-ness, smoothness, momentum.
10. Explain the advantages of using appropriate wait-time.






Today the kids were going over a quiz they took. they learned how to make sentences that get to the point instead of rolling around the subject. for example, “I go to class in the morning at six a.m.” The students would then write, “I go to class at six a.m.” The “morning” is unnecessary. The children shared their answers with the class and the teacher explained how they got such answers to the other students and different answers that were also correct for different questions. Other then that it was a library/study hall day. the kids took turns leaving for the library three at a time and the rest of the kids sat quietly at their seats either studying or reading.
Today was slightly different from the last two days in that it involved something other than library/study hall. I think this class I am viewing is only library and study hall. There really isn’t much to do so I think the next time I go back, I will ask the teacher if I can do anything to help like grade papers and such. I find it slightly strange that a teacher uses a microphone in such a small classroom. Her voice is loud enough so why the extra power? It seems to me like a waster of resources, money and electricity.