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Who Wants to Be a Millionaire?

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... 75% student autonomy What is the ratio of teacher control and student autonomy for the leadership model of behaviour management? Back to Board A. Correct A. – PowerPoint PPT presentation

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Title: Who Wants to Be a Millionaire?


1
Who Wants to Be a Millionaire?
2
  • 1,000,000
  • 500,000
  • 250,000
  • 125,000
  • 50,000
  • 10,000
  • 1,000
  • 500
  • 200
  • 100

3
Clicking the 5050 link at the bottom of a
question slide will eliminate two answers. Click
to return to question.
4
Click to return to the question and poll the class
5
Click to return to question and ask a friend,
teacher, or other adult
6
  • A. 50 teacher control
  • 50 student autonomy
  • B. 25 teacher control
  • 75 student autonomy
  • C. 75 teacher control
  • 25 student autonomy
  • D. 100 student autonomy

7
  • A. 50 teacher control
  • 50 student autonomy
  • B. 25 teacher control
  • 75 student autonomy

8
Back to Board
9
  • A. We always have control
  • over what we do
  • B. Leadership is based on the rights,
  • respect and relationship of the
  • teacher and student
  • C. Students are to
  • behave as directed
  • D. Students should be
  • given a choice

10
  • A. We always have control
  • over what we do
  • C. Students are to
  • behave as directed

11
Back to Board
12
  • A. Your drawing is very elaborate
  • but you must remember to
  • incorporate proper perspective
  • B. It seems important to you
  • to do your own work
  • C. Your artwork is
  • excellent
  • D. You got the highest
  • mark on your exam

13
  • B. It seems important to you
  • to do your own work
  • C. Your artwork is
  • excellent

14
Back to Board
15
  • A. Give the student a choice
  • B. Use threats
  • C. Be vindictive
  • D. Make the student promise
  • not to misbehave again

16
  • A. Give the student a choice
  • D. Make the student promise
  • not to misbehave again

17
Back to Board
18
  • A. Teacher promoting
  • rebellion
  • B. Teacher not following
  • and logical consequences
  • with behaviour
  • C. Teacher taking firm
  • control
  • D. Helping students to have
  • a sense of control and act
  • in a more responsible manner

19
  • C. Teacher taking firm
  • control
  • D. Helping students to have
  • a sense of control and act
  • in a more responsible manner

20
Back to Board
21
  • A. Rewarding
  • B. Threatening
  • C. Befriending
  • D. Nagging

22
  • A. Rewarding
  • C. Befriending

23
Back to Board
24
  • A. Caring
  • B. Rewarding
  • C. Trusting
  • D. Listening

25
  • B. Rewarding
  • C. Trusting

26
Back to Board
27
  • A. Student cognitive
  • and affective development
  • B. Student social
  • development
  • C. Student cognitive,
  • affective and social development
  • D. Does not facilitate
  • student development

28
  • C. Student cognitive,
  • affective and social development
  • D. Does not facilitate
  • student development

29
Back to Board
30
  • A. It presumes all students
  • needs are the same
  • B. It works best if implemented
  • by the whole school rather
  • than an individual classroom
  • C. Using encouragement rather
  • than praise can be difficult
  • D. Students sense of control
  • and responsibility is restricted

31
  • A. It presumes all students
  • needs are the same
  • D. Students sense of control
  • and responsibility is restricted

32
Back to Board
33
  • A. Glasser
  • B. Canter
  • C. Dinkmeyer
  • D. Rogers

34
  • B. Canter
  • D. Rogers

35
Back to Board
36
(No Transcript)
37
(No Transcript)
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