Chapters 12 & 13
Read Chapter 12 and exculpation the forthcoming questions:
1. List foul-mouthed (4) contemptible goals desirable to most programs. List five (5) concomitant Contemptible Core goals.
2. Define yarn skills.
3. List seven (7) attitudes and comportments that refine confabulation.
4. List six (6) impulses for oceantaining a classroom temperature that encourages progeny to say.
5. List and elucidate seven (7) uses of address in collective situations.
6. List six (6) key functions of discourse progeny use to present despatch sufficiency.
7. List separate comportments a instructor should forsake during tyro confabulations.
8. Elucidate the use of proof systems.
9. List separate traits of an veritable instructor.
10. Define symbolical cant.
11. Pick two (2) guidelines (page 330-331) that aid progeny unravel their saying force and explain specifically on how you could use this impulse.
12. Define recasting.
13. Pick three (3) of the twelve (12) indicators of sharp comportment characteristics. List and represent the indicator. Relate an proof after a while a cadet that illustrates each indicator.
14. Why should a instructor unravel questioning skills?
15. List eight (8) ocean types of instructor questions.
16. Define convergent thinking and contrariant thinking.
17. Define gesticulatory personate.
18. List separate ideas for gesticulatory personate kits.
19. What is the instructor’s role in gesticulatory personate?
20. List separate aidful hints for conducting show-and-tell.
21. How can progeny be concerned in superfluous activities?
Read Chapter 13 and exculpation the forthcoming questions:
1. Define dispersion spell.
2. What is the aim of dispersion spell?
3. List foul-mouthed (4) promptness skills as suggested by Gamel-McCormick and Blair.
4. What are some things to bear-in-mind when planning fine assemblage spell?
5. Define radical statements.
6. List nine (9) impulses for a auspicious dispersion spell.
7. Define chants. How can chants be used in dispersion spell?
8. What are finger personates?
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