edu tutorial_week 8

8/3/2019 EDu Tutorial_week 8

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EDU 3104TUTORIAL MINGGU 8

DISEDIAKAN OLEH:

TAN SEE TENG

WONG CHEE HUNTNG MAY YUN

LEE WAN WEI

PISMP G8


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Each of the following dialogues depicts astatement and a variety of teacher responses.

In each cases, decide which one is closest to a

listening response; that is, invites further

discussion or best reflects the idea or feeling.

Check your accuracy against the key in

Appendix.


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QUESTION 1

Student: School stinks.

a. Dont use that type of language.b. You seem upset about school.

c. Come on, things arent that bad.

d. That attitude will get you anywhere.


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QUESTION 2

Student: I cant understand fractions. Why do

we have to learn this stuff?

a. Youll need it to get into college.

b. Just keep at it. Itll make sense after a while.

c. Something isnt making sense to you?d. Would you like to come in for extra help

after school?


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QUESTION 3

Student: I dont want to sit near those boys

any more.

a. Sorry, but seats have been assigned.

b. If theyre bothering you, I can move you.

c. Can you handle this on your own?d. What is the situation?


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QUESTION 4

Parent: My child is very upset and needs morehelp or she wont be able to pass. She says she

doesnt understand anything.

a. Please go on. Id like to hear more about this.

b. She needs to pay closer attention in class.

c. Shes very anxious, but actually shell do just

fine. She only needs to review more before tests.

d. Most students fond my explanations to be

quite clear. Perhaps she isnt listening.


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QUESTION 5

Teachernext door: My class is going to drive me

up a wall. They have been impossible lately!

a. Have you ever considered being more

assertive with them?

b. I know, everyone in this wing can hear them.

c. They are really a handful!

d. You think theyre bad, you should have my

group.


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You will have to work with a colleague during

this activity. Take turns role playing the student

and the teacher. The person role playing the

teacher should practice empathic responding

skills, and the student should try to behave as

naturally as possible.


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It is assumed that the dialogue is occurring at a

time and place that permit this type of

interchange and that the teacher is interested in

allowing the student to describe the problem.

These assumptions will not always be true, of

course you could not deal with these issues in

the middle of reading groups, for example, nor

will you always have the time to deal in this way

with every student problem.


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In this exercise, you should avoid giving

solutions for the students problem; instead,

concentrate on using listening and processing

skills to encourage the student to talk about

the situation and think through the problem.


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SITUATION A

Monica is an average student with poor

writing skills. With tears in her eyes, she

approaches you after class with an assignment

you have given an unsatisfactory grade. I

thought that I did okay on this.


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SITUATION B

David, a bright student, offers you some

advice: This class would be a lot more

interesting if we didnt have to do all these

worksheets. Couldnt we choose our own

work sometime?


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SITUATION C

While the rest of the class is at work on an

assignment, Barry closes his book, throws

away his assignment sheet, and slides down in

his seat disgustedly.


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SITUATION D

For the second time this week, SueAnn has

not turned in an assignment. Last week, she

forgot to bring her homework twice. Later,

you remind SueAnn that assignments are

important. I dont care, she responds.


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SITUATION E

Armand, a new student, has been having

trouble making friends. Lately he has been

getting into arguments with some of the more

popular boys, and he has been teasing a few

girls, apparently to gain attention. However,

he has not succeeded in breaking into the

social scene. After class one day he says to you,I wish I could go back to my old school.


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