Exam 11: Leading Task Groups in Schools

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Which of the following is TRUE of ground rules in task groups?

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Create a classroom guidance lesson on a specific topic using Figure 11.1.

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Title: Understanding Emotions - Using Figure 11.1

Objective:
- To help students understand and identify different emotions using Figure 11.1
- To teach students healthy ways to express and manage their emotions

Materials:
- Figure 11.1 (or a similar chart depicting different emotions)
- Whiteboard and markers
- Handouts with scenarios or pictures depicting different emotions
- Art supplies for an activity

Introduction:
- Begin by discussing the importance of understanding and managing emotions. Explain that emotions are a natural part of being human, and it's important to be able to recognize and express them in healthy ways.

Activity 1: Identifying Emotions
- Show Figure 11.1 to the students and discuss the different emotions depicted. Ask students to identify each emotion and share examples of when they have felt that way. Encourage open discussion and validation of all emotions.

Activity 2: Expressing Emotions
- Provide scenarios or pictures depicting different emotions and ask students to discuss how they would express that emotion in a healthy way. For example, if the scenario shows someone feeling angry, ask students to brainstorm healthy ways to express and manage their anger.

Activity 3: Art Project
- Have students create their own "emotion wheel" using Figure 11.1 as a guide. They can draw or write about times when they have felt each emotion and how they handled it. This can serve as a personal tool for understanding and managing their emotions in the future.

Conclusion:
- Review the key points of the lesson and encourage students to continue practicing healthy ways of expressing and managing their emotions. Remind them that it's okay to feel all emotions and that seeking help from a trusted adult is always an option if they need support.

Who decides on the membership of the task group?

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Describe the group leader's role in establishing an effective structure for group meetings.

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What problem-solving framework would you use for a group of 7th grade students who are deciding on an ecology club project? Why? What structure would you provide to help guide them through it?

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You have been asked to lead a school committee in which members (all teachers) have been assigned by the principal and most are resentful about the extra work. What are important issues you would need to consider in planning for the group and what would your agenda be for the first session?

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What does group process refer to in the context of task groups, and why is it important?

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Which of the following is NOT true regarding the goals of a task group?

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Disagreement

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All of the following are appropriate uses of task groups EXCEPT

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Task group members should

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Which of the following is MOST consistent with the guidelines for leading effective task groups?

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Task groups are different than other types of groups in schools because

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Create guidelines and an outline for all middle school teachers who want to begin a book club.

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Each of the following is an example of a task group EXCEPT

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What would be a useful comment by a task group leader if members are not very participatory at a particular meeting?

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Describe how the high school peer mentor training program from the chapter met the four guidelines for effective leadership of task groups described in this chapter.

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Guidelines for group member interactions

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All of the following are recommendations for establishing an effective group structure EXCEPT

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Process in a task group is

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