I.

Answers:
1. I would first empathize with an angry parent. I would recognize the fact that the parent
was hurt and aggravated and try to find out why. I will tell her that I feel sorry for what
happened and that I am here to help solve the problem. After listening carefully and re-
phrasing what she says, I will let her know that I do recognize the problem and assure her
that we can find a solution.
I will do everything in my power to correct what went wrong. I will reassure her that the
school is there for the best interest of the students and a problem, no matter how big or
small, will be properly dealt with. I work out a solution with her at that time or tell her
that I will get back to her within 24 hours if I need to find out more information. If the
parent does not seem completely satisfied with how we solve the problem, I will suggest
that we meet with the principal and give her a “heads up” regarding the situation.

2. Teaching strategies refer to methods used to help students learn the desired course
contents and be able to develop achievable goals in the future. Teaching strategies
identify the different available learning methods to enable them to develop the right
strategy to deal with the target group identified. Assessment of the learning capabilities of
students provides a key pillar in development of a successful teaching strategy.

3. Struggling readers in the classroom always deserve more teaching attention. Such
children need more small group reading time and more of the available teaching time. It’s
also important to encourage parents to read regularly with these kids.

4. The most common instructional strategy I will use is active learning approach. It is a
student approach in which the responsibility for learning is placed upon the student, often
working in collaboration with classmates. In active learning teachers are facilitators
rather than one way providers of information. The presentation of facts, so often
introduced through straight lecture, is deemphasized in favor of class discussion,
problem-solving, cooperative learning, and writing exercises. Other examples of active
learning include role-playing, case studies, group projects, think-pair-share, peer
teaching, debates, just-in-time teaching, and short demonstrations followed by class
discussion.

5. Every teacher has strengths and weaknesses. Focus on strengths rather than deficits. A
focus on CAN rather than cannot has been one of the most significant changes for me as
an educator, leader and a parent. I’ve come to believe that some weaknesses simply must
be accepted. That doesn’t mean we no longer care about them. It doesn’t mean we stop
trying to improve them, but it does mean they’re never going to be our strengths. For
most weaknesses, it’s usually better to accept your limitations and find a work-around
rather than try to fight it. It’s worth remembering that our strengths can help compensate
for our weaknesses. That doesn’t mean the weaknesses disappear, but the strengths cover
for them.

6. Occasionally, teachers find that they cannot provide effective classroom instruction
because of disruptions. Examples include: loud or prolonged side conversations; use of
disruptive mechanical devices like cellphones; repeatedly leaving class early or coming
to class late; and unnecessary or repetitive questions or comments which seek to delay the
normal instructional process. Classroom behavior such as this, that seriously interferes
with the instructor’s ability to conduct the class need not be tolerated. A student engaging
in such behavior maybe subject to disciplinary action. Teachers are strongly advised to
keep records of dates, times, names of those present, and objective details of disruptive
students. This documentation is an integral and indispensable part of the student conduct
process. It usually constitutes the primary source of information for disciplinary action.