Deck 7: Teacher During Activity

Question 1

If the task is "Work to get your landing soft by bending at the hips, knees, and ankles," which of the following statements would not be congruent feedback?

A) Bend at your knees more. Go all the way down.
B) Get more extension in the air.
C) Good soft landing, Tommy.
D) All of these.

Answer 1

Get more extension in the air.

Question 2

If students need more practice on a skill but are losing interest in the way it is practiced the teacher can

A) practice the skill for a short time for several days.
B) all of the above.
C) find another way to practice the same skill at the same skill level.
D) add an application task to make it more enjoyable.

Answer 2

all of the above.

Question 3

Which of the following functions can feedback serve in a group instructional setting?

A) Provide information on knowledge of performance.
B) All of these.
C) Provide information on results of performance.
D) Monitor on task behavior.

Answer 3

All of these.

Question 4

The statement "Don't land so stiff legged" is what type of feedback?

A) All of these.
B) Corrective.
C) Specific.
D) Negative.

Question 5

The teacher has put students in squads for a skipping race that starts at one end of the gym and finishes at the wall. Which of the following is a problem with this task?

A) There are lots of ways to practice skipping that don't have students waiting in line.
B) All of the above.
C) Finishing a race at the wall is a safety problem.
D) In some gyms it is hard to maintain a skip from one end to the other.

Question 6

When a student is injured during class teachers should

A) stop the class and get help for a badly injured student.
B) tell the student not to move until class is over.
C) go the nurse's office with the student.
D) treat the injury of the student.

Question 7

Specific feedback to individuals on performance is useful

A) only if evaluative in nature.
B) to all learners under any conditions.
C) All of these are true.
D) only if student performance and errors are consistent.

Question 8

If a student knows what to do but chooses not to on a continuous basis, the teacher can

A) inform the student that conditions of participation are that the student respond with appropriate behavior.
B) move the student to another location.
C) redirect the student to the task.
D) All of the above.

Question 9

Which of the following guidelines should teachers follow when giving feedback?

A) The teacher should stay with students until they have the opportunity to use the information feedback provides.
B) For clarity, the teacher should use both examples and non-examples.
C) The teacher should avoid negative criticism.
D) All of these.

Question 10

If the teacher asks students to do something related to a movement skill and the students aren't doing it the teacher should

A) change the task.
B) assume the students may not be ready to do that.
C) stop the class and clarify the task.
D) give corrective feedback to individuals so students can keep working.

Question 11

Individual feedback made public

A) can be used effectively in the elementary school.
B) All of these.
C) is useful for monitoring.
D) can put secondary students in an uncomfortable social position with their peers.

Question 12

With respect to teacher position,

A) teachers should never get caught in the middle of the group for long periods of time.
B) teachers should find a home base and stay there so the students know where you are.
C) teachers should stay on the outskirts of the work area.
D) teachers should continuously circulate and never stop at any area of the work area.

Question 13

Teacher observation is facilitated by

A) the teacher knowing ahead of time what he/she is looking for.
B) tasks with a definite focus.
C) all students doing the same task.
D) All of these.