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Surface Management Strategies

Authored by Dr. Bunch-Crump

Special Education

University

Used 1+ times

Surface Management Strategies
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8 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Mr. Anderson notices Alex making a sarcastic comment about the sonnet being discussed. Instead of directly addressing the comment, Mr. Anderson says, "That's an interesting perspective, Alex. Let's explore that further. How might the themes in this sonnet connect to our modern experiences?

Proximity Control

Planned Ignoring

Redirecting

Interest Boosting

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

When Alex persists in making disruptive comments, Mr. Anderson casually moves closer to Alex's desk while continuing the lesson. The physical presence of the teacher often serves as a non-verbal cue to redirect attention, encouraging Alex to refocus on the class content.

Proximity Control

Planned Ignoring

Redirecting

Interest Boosting

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

As Alex continues to make attention-seeking remarks, Mr. Anderson refrains from responding to off-topic comments, focusing his attention on students who are actively engaged in the discussion. By withholding attention, Mr. Anderson aims to discourage disruptive behavior.

Hurdle Help

Signaling

Proximity Control

Planned Ignoring

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Observing that Alex struggles with the language of the sonnet, instead of reprimanding Alex for not understanding, Mr. Anderson provides additional explanations, breaking down complex language and encouraging questions to ensure everyone, including Alex, comprehends the material.

Hurdle Help

Antiseptic Bouncing

Use of Humor

Removing the Object

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Recognizing that Alex may not find Shakespearean sonnets inherently interesting, Mr. Anderson incorporates elements that might capture his attention. He connects the themes of the sonnet to contemporary issues or references popular culture, making the material more relatable and engaging for Alex and the rest of the class.

Interest Boosting

Signaling

Proximity Control

Planned Ignoring

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

To discreetly address Alex's behavior, Mr. Anderson uses a predetermined non-verbal cue, such as a raised eyebrow or a subtle hand gesture, to communicate to Alex that his current behavior is not appropriate without disrupting the flow of the lesson.

Interest Boosting

Signaling

Proximity Control

Planned Ignoring

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

If Alex starts doodling or using a distracting object during the lesson, Mr. Anderson calmly and discreetly asks him to put the object away, emphasizing the importance of focusing on the class content. This helps eliminate potential sources of distraction.

Antiseptic Bouncing

Use of Humor

Removing the Object

Planned Ignoring

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