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Dr. Hyde's students are gathering outside the classroom, complaining about the exam they just completed which they felt was unreasonably difficult. They are considering options for what they should do. Which phrase best describes Dr. Hyde's students?
Weegy: In quantitative subjects, running through a series of problems without giving students the opportunity to consider the whence, whither, and wherefore doesn't exactly inspire them to think, excite their curiosity, [ or make them feel like they’re part of the game. No wonder they’re peeved when the questions on the test require original or highlevel thought. Conversely, we may be setting students up for disappointment and frustration in the humanities when their contributions in section—no matter how far a?eld, poorly argued, or lacking in evidence—are greeted with a smile of approval, only to be skewered when that same level of thought appears in a paper. The point is, standards aren’t just for tests. They’re for learning, thinking, discussing, the whole shebang. View grades not solely as big red letters written atop each assignment and quiz, but within the larger context of feedback. So explain the standards to your students, apply the standards (nicely) during discussion and problem solving, and show your students that you your section, and their hard work are the ticket to meeting them. You’ll be a lot better off at grading time. But your students are not the only ones who should be getting feedback in the classroom. A person’s teaching, as with any other activity, only improves with practice and constructive criticism. The practice will come with time; the latter half of this chapter will suggest ways to elicit that constructive criticism. ] (More)
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Asked 7/3/2013 8:48:11 PM
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