Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.997 questões
Ano: 2023
Banca:
UFSC
Órgão:
UFSC
Provas:
UFSC - 2023 - UFSC - Técnico em Assuntos Educacionais
|
UFSC - 2023 - UFSC - Tecnólogo/Mecatrônica Industrial |
UFSC - 2023 - UFSC - Médico/Ginecologia-Obstetrícia |
UFSC - 2023 - UFSC - Médico/Psiquiatria |
UFSC - 2023 - UFSC - Médico/Medicina da Família e Comunidade |
UFSC - 2023 - UFSC - Pedagogo/Educacional |
UFSC - 2023 - UFSC - Pedagogo/Orientação Educacional |
UFSC - 2023 - UFSC - Pedagogo/Educação Especial |
UFSC - 2023 - UFSC - Pedagogo/Educação Infantil |
UFSC - 2023 - UFSC - Pedagogo/Supervisão Educacional |
UFSC - 2023 - UFSC - Fisioterapeuta |
UFSC - 2023 - UFSC - Farmacêutico Bioquímico |
UFSC - 2023 - UFSC - Farmacêutico |
UFSC - 2023 - UFSC - Engenheiro Civil |
UFSC - 2023 - UFSC - Engenheiro Mecânico |
UFSC - 2023 - UFSC - Engenheiro Eletricista |
UFSC - 2023 - UFSC - Contador |
UFSC - 2023 - UFSC - Economista |
UFSC - 2023 - UFSC - Antropólogo |
UFSC - 2023 - UFSC - Administrador |
UFSC - 2023 - UFSC - Tecnólogo/Produção Têxtil |
Q2166639
Inglês
Based on information from text 2, it is correct to affirm that the illustration:
Text 2
Ano: 2023
Banca:
UFSC
Órgão:
UFSC
Provas:
UFSC - 2023 - UFSC - Técnico em Assuntos Educacionais
|
UFSC - 2023 - UFSC - Tecnólogo/Mecatrônica Industrial |
UFSC - 2023 - UFSC - Médico/Ginecologia-Obstetrícia |
UFSC - 2023 - UFSC - Médico/Psiquiatria |
UFSC - 2023 - UFSC - Médico/Medicina da Família e Comunidade |
UFSC - 2023 - UFSC - Pedagogo/Educacional |
UFSC - 2023 - UFSC - Pedagogo/Orientação Educacional |
UFSC - 2023 - UFSC - Pedagogo/Educação Especial |
UFSC - 2023 - UFSC - Pedagogo/Educação Infantil |
UFSC - 2023 - UFSC - Pedagogo/Supervisão Educacional |
UFSC - 2023 - UFSC - Fisioterapeuta |
UFSC - 2023 - UFSC - Farmacêutico Bioquímico |
UFSC - 2023 - UFSC - Farmacêutico |
UFSC - 2023 - UFSC - Engenheiro Civil |
UFSC - 2023 - UFSC - Engenheiro Mecânico |
UFSC - 2023 - UFSC - Engenheiro Eletricista |
UFSC - 2023 - UFSC - Contador |
UFSC - 2023 - UFSC - Economista |
UFSC - 2023 - UFSC - Antropólogo |
UFSC - 2023 - UFSC - Administrador |
UFSC - 2023 - UFSC - Tecnólogo/Produção Têxtil |
Q2166638
Inglês
Texto associado
Text 1
Which is better: virtual office or physical office?
The decision to use a physical office vs a virtual office depends on your business goals and needs.
Typically, the first question a company’s leadership asks is what kind of organizational strategy we want to
employ: 100% in-office, fully remote, hybrid, or remote-first. If the organization chooses in-office or hybrid,
then a physical office will be required.
Physical office spaces allow all your employees to be in one central location. They offer an
environment that provides face-to-face communication, and they can also be a great way to show off your
brand with a custom address or building sign.
If your organization chooses to adopt a hybrid, 100% remote, or remote-first workplace strategy, then
the company should invest in a virtual office. These organizational structures allow employees to work from
home offices, coffee shops, parks, airplanes, hotels, and anywhere else with Internet access. It’s a great
option if you have employees who work from home or are located in different parts of the world. It’s also a
good choice if you want to avoid the high costs of owning or renting office space.
Overall, both virtual offices and physical offices have their benefits. It all depends on what you need
from your business space. Virtual offices are often cheaper than physical offices. They don’t require a longterm commitment and they offer more flexibility. Physical offices are great for companies with employees in
the same geography. They provide a professional work environment and offer the convenience of being able
to work in the same space.
Source: https://www.kumospace.com/blog/virtual-office-vs-physical-office#. Accessed on: January 30th, 2023. [Adapted].
Examine the statements below and, considering the information in text 1, select the correct
proposition.
I. Virtual offices are an option for companies that adopt a 100% remote strategy only. II. Virtual offices cost as much as renting office space. III. Employees working in a virtual office can work from home or other places. IV. Physical offices offer more opportunities for face-to-face communication.
I. Virtual offices are an option for companies that adopt a 100% remote strategy only. II. Virtual offices cost as much as renting office space. III. Employees working in a virtual office can work from home or other places. IV. Physical offices offer more opportunities for face-to-face communication.
Ano: 2023
Banca:
UFSC
Órgão:
UFSC
Provas:
UFSC - 2023 - UFSC - Técnico em Assuntos Educacionais
|
UFSC - 2023 - UFSC - Tecnólogo/Mecatrônica Industrial |
UFSC - 2023 - UFSC - Médico/Ginecologia-Obstetrícia |
UFSC - 2023 - UFSC - Médico/Psiquiatria |
UFSC - 2023 - UFSC - Médico/Medicina da Família e Comunidade |
UFSC - 2023 - UFSC - Pedagogo/Educacional |
UFSC - 2023 - UFSC - Pedagogo/Orientação Educacional |
UFSC - 2023 - UFSC - Pedagogo/Educação Especial |
UFSC - 2023 - UFSC - Pedagogo/Educação Infantil |
UFSC - 2023 - UFSC - Pedagogo/Supervisão Educacional |
UFSC - 2023 - UFSC - Fisioterapeuta |
UFSC - 2023 - UFSC - Farmacêutico Bioquímico |
UFSC - 2023 - UFSC - Farmacêutico |
UFSC - 2023 - UFSC - Engenheiro Civil |
UFSC - 2023 - UFSC - Engenheiro Mecânico |
UFSC - 2023 - UFSC - Engenheiro Eletricista |
UFSC - 2023 - UFSC - Contador |
UFSC - 2023 - UFSC - Economista |
UFSC - 2023 - UFSC - Antropólogo |
UFSC - 2023 - UFSC - Administrador |
UFSC - 2023 - UFSC - Tecnólogo/Produção Têxtil |
Q2166637
Inglês
Texto associado
Text 1
Which is better: virtual office or physical office?
The decision to use a physical office vs a virtual office depends on your business goals and needs.
Typically, the first question a company’s leadership asks is what kind of organizational strategy we want to
employ: 100% in-office, fully remote, hybrid, or remote-first. If the organization chooses in-office or hybrid,
then a physical office will be required.
Physical office spaces allow all your employees to be in one central location. They offer an
environment that provides face-to-face communication, and they can also be a great way to show off your
brand with a custom address or building sign.
If your organization chooses to adopt a hybrid, 100% remote, or remote-first workplace strategy, then
the company should invest in a virtual office. These organizational structures allow employees to work from
home offices, coffee shops, parks, airplanes, hotels, and anywhere else with Internet access. It’s a great
option if you have employees who work from home or are located in different parts of the world. It’s also a
good choice if you want to avoid the high costs of owning or renting office space.
Overall, both virtual offices and physical offices have their benefits. It all depends on what you need
from your business space. Virtual offices are often cheaper than physical offices. They don’t require a longterm commitment and they offer more flexibility. Physical offices are great for companies with employees in
the same geography. They provide a professional work environment and offer the convenience of being able
to work in the same space.
Source: https://www.kumospace.com/blog/virtual-office-vs-physical-office#. Accessed on: January 30th, 2023. [Adapted].
According to text 1, it is correct to say that:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166443
Inglês
Consider the following statements:
I. The sentence “If you want to improve, you need to practice” is an example of the zero-conditional structure, which is used to talk about something that is always true or always the consequence of something else. II.“They would be able to travel more if they didn’t have so many dogs” is an example of the first conditional, and it is used to talk about possibilities for the future, specially when they are likely to happen. III. “I wouldn’t have called if I knew you were studying” is an example of the third conditional, which is used with unreal hypothesis because it is about something in the past.
Which statements are correct?
I. The sentence “If you want to improve, you need to practice” is an example of the zero-conditional structure, which is used to talk about something that is always true or always the consequence of something else. II.“They would be able to travel more if they didn’t have so many dogs” is an example of the first conditional, and it is used to talk about possibilities for the future, specially when they are likely to happen. III. “I wouldn’t have called if I knew you were studying” is an example of the third conditional, which is used with unreal hypothesis because it is about something in the past.
Which statements are correct?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166440
Inglês
Considering word order, which of the following sentences is INCORRECT?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166439
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
(Available at: https://www.internations.org/expat-insider/2022/best-and-worst-places-for-expats-40242 – text
Consider the following excerpt from the text and the context presented in the article:
“Overall, 76% of expats are happy with their life in Taiwan” (l. 23-24). Which of the alternatives below
shows a correct “reported speech” structure?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166437
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
(Available at: https://www.internations.org/expat-insider/2022/best-and-worst-places-for-expats-40242 – text
Analyse the following statements about the text and mark T, if true, or F, if false.
( ) Expats in Indonesia are less satisfied with their disposable household income than expats globally. ( ) Comparing to global results, it is considered easy to find a house in Indonesia, but also more expensive. ( ) Expats in Taiwan are happy with the healthcare system: costs are not excessive, and it is easy to access when they need it. ( ) Taiwan has a high ranking in the Working Abroad Index due to the local business culture.
The correct order of filling the parentheses, from top to bottom, is:
( ) Expats in Indonesia are less satisfied with their disposable household income than expats globally. ( ) Comparing to global results, it is considered easy to find a house in Indonesia, but also more expensive. ( ) Expats in Taiwan are happy with the healthcare system: costs are not excessive, and it is easy to access when they need it. ( ) Taiwan has a high ranking in the Working Abroad Index due to the local business culture.
The correct order of filling the parentheses, from top to bottom, is:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166434
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
The Best & Worst Places for Expats in 2022 (Part 1)
*expat: informal for expatriate, someone who does not live in their own country.
The highlighted words “their” (l. 02), “which” (l. 02), and “their” (l. 05) in the order
they are mentioned in the article, refer to:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166433
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
The Best & Worst Places for Expats in 2022 (Part 1)
*expat: informal for expatriate, someone who does not live in their own country.
Which of the following sentences contains a non-restrictive clause?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166432
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
The Best & Worst Places for Expats in 2022 (Part 1)
*expat: informal for expatriate, someone who does not live in their own country.
How does the text evaluates Mexico’s performance in the Expat Essentials Index?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166431
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
The Best & Worst Places for Expats in 2022 (Part 1)
*expat: informal for expatriate, someone who does not live in their own country.
The sentence “expats in #2 Indonesia face few struggles when it comes to housing”
(lines 03 and 04) means that when people move to Indonesia, finding a place to live is:
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Porto Alegre - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Porto Alegre - RS - Professor - Lingua Inglesa |
Q2166430
Inglês
Texto associado
Instruction: answer question based on the following text. The highlights
throughout the text are cited in the questions.
The Best & Worst Places for Expats in 2022 (Part 1)
*expat: informal for expatriate, someone who does not live in their own country.
According to the text, all the options below are reasons why expats enjoy living in
Mexico, EXCEPT for the:
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Tupanatinga - PE
Prova:
IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163887
Inglês
Texto associado
Julgue o item subsequente.
The sentence “They have drank a lot of beer” is
grammatically correct.
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Tupanatinga - PE
Prova:
IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163878
Inglês
Texto associado
Julgue o item subsequente.
In the sentence “You should avoid drinking coffee before
going to bed”, the modal verb “should” can be replaced
with “must” without changing the meaning of the
sentence.
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Tupanatinga - PE
Prova:
IGEDUC - 2023 - Prefeitura de Tupanatinga - PE - Professor II Inglês |
Q2163843
Inglês
Texto associado
Julgue o item subsequente.
In the sentence “We saw Bill and Tom at the park”, the
words “Bill and Tom” can be replaced with the pronoun
“them”.
Ano: 2023
Banca:
FCM
Órgão:
IF Sul - MG
Prova:
FCM - 2023 - IF Sul - MG - Técnco - Área Industrial 1 - Apoio |
Q2144027
Inglês
William Stallings states that the entire program is actually a sequence of steps. At each step, some arithmetic or
logical operation is performed on some data. For each step, a new set of control signals is needed. Let us provide
a unique code for each possible set of control signals, and let us add to the general-purpose hardware a segment
that can accept a code and generate control signals. Stallings presents these approaches: 
De acordo com o texto, as duas abordagens
De acordo com o texto, as duas abordagens
Ano: 2023
Banca:
FCM
Órgão:
IF Sul - MG
Prova:
FCM - 2023 - IF Sul - MG - Técnco - Área Industrial 1 - Apoio |
Q2144026
Inglês
Innovation in computer networking continues at a rapid pace. Advances are being made on all fronts, including
deployments of faster routers and higher transmission speeds in both access networks and in network backbones. According to Kurose and Ross, the following developments merit special attention in the new millennium:
• Since the beginning of the millennium, we have been seeing aggressive deployment of broadband Internet access to homes; • The increasing ubiquity of high-speed public Wi-Fi networks and medium-speed Internet access is not only making it possible to remain constantly connected while on the move, but also enabling new location-specific applications; • Online social networks have created massive people networks on top of the Internet; • Online service providers have deployed their own extensive private networks; • Many Internet commerce companies are now running their applications in the “cloud”.
De acordo com o texto, o desenvolvimento que merece atenção especial é:
• Since the beginning of the millennium, we have been seeing aggressive deployment of broadband Internet access to homes; • The increasing ubiquity of high-speed public Wi-Fi networks and medium-speed Internet access is not only making it possible to remain constantly connected while on the move, but also enabling new location-specific applications; • Online social networks have created massive people networks on top of the Internet; • Online service providers have deployed their own extensive private networks; • Many Internet commerce companies are now running their applications in the “cloud”.
De acordo com o texto, o desenvolvimento que merece atenção especial é:
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143857
Inglês
Texto associado
INSTRUCTION: Read the article to answer question.
Making Sure Students’ Struggles Are Productive
By Peg Grafwallner
While we know every learning challenge is an
empowering opportunity to grow, we also know that
message might sometimes be lost on our students.
Those learning challenges can cause some students to
become frustrated and shut down from the learning.
We need to empower our students to celebrate those
learning challenges and help them realize that obstacles
and setbacks are a valued part of the classroom
culture. We need to create a not-yet classroom where
productive struggle is encouraged and students see
themselves as capable learners and fearless risk-takers.
The not-yet approach is all about designing and creating
an authentic classroom culture that encourages the
process of learning while accepting that setbacks and
obstacles are part of that process.
EMBRACING THE STRUGGLE
Let’s start with productive struggle. According to
Jo Boaler, professor at Stanford Graduate School of
Education, “If you aren’t struggling, you aren’t really
learning. When we’re struggling and making mistakes,
those are the very best times for our brains.”
As educators we understand and appreciate the
importance of that struggle. We have often struggled
ourselves to learn something new. But because that
new learning was important to us and because we had
support in case we weren’t successful, we continued until
we achieved our goal.
So how do we create a classroom community where
students value the importance of that struggle and where
they see themselves as not-yet learners?
Here are four suggestions to help you create a
not-yet classroom.
1. Create a vigorous learning intention:
Scaffold success criteria that give students the opportunity
to make sense of what they’re supposed to know and
be able to do. Give students a chance to ask questions
about the learning intention and time to paraphrase it so
that it makes sense to them.
In my book Ready to Learn: The FRAME Model for
Optimizing Student Success, I explain, “When students
paraphrase the learning intention and success criteria,
it gives teachers a chance to discover what their students
know or understand about the learning intention.”
This discovery is critical because if students find
paraphrasing the learning intention a challenge,
this could indicate a gap in the students’ learning.
Teachers, then, can address this gap and, if necessary,
rewrite the success criteria so that the students have the
opportunity to overcome the deficit.
Scaffolding the success criteria provides a means to
motivate students and gives students an opportunity to
self-assess their understanding and determine whether
they’ve achieved that particular criterion. As students
move through the success criteria, there’s a sense of
empowerment – they know they’re heading successfully
toward the fulfillment of the learning intention. If they
haven’t met a specific criterion, however, the teacher can
dedicate time so that students are able to work in small
groups with their peers or one-on-one with their teacher
for more support in meeting that criterion.
2. Eliminate the word failure from your vocabulary:
As an example, if your essay directions asked students to
write a thesis paragraph and a student turned in a body
paragraph, did the student fail the assignment?
The student fell short of the goal of writing a thesis
paragraph, but there certainly was some degree of
understanding, since the student was able to write an
analytical body paragraph. Make allowances for that and
offer positive guidance.
3. Be transparent in your introduction of the work:
Don’t sugarcoat the assignment or project by telling
your students it’s “so easy” or that everyone will “get it.”
On the contrary, tell your students the task will be difficult,
but the work they’re about to do is worthy of their time
and their talent.
Let students know they’ll encounter setbacks and
obstacles as a part of learning that task, but with support
from you, their classmates, and various teacher-chosen
resources, students will be able to meet that challenge
and work toward mastery of the goal.
4. Give students the time and space they need to be
successful: Create learning opportunities to normalize
development and empower students to realize that
learning takes time and that mastery isn’t the end of
growth. We’re all working within parameters of schedules,
and those schedules dictate the time spent on learning.
Often those schedules are determined by mandates
beyond our control, but there are ways we can offer time
and space within our own classrooms.
To add in extra time, maybe the lesson covers two class
periods instead of one; or maybe the teacher is able to
co-teach with another educator to assist students who
might need extra help, therefore moving the learning at a
more structured pace.
To offer extra space, perhaps the teacher and students
could utilize the library or auditorium to give students
more room to create groups or pods of learning;
or maybe the teacher is able to create learning
situations that move beyond the classroom walls through
the use of virtual field trips. We’ve seen the curiosity and
wonder in our students as they devour something that
piques their interest because they have the time and the
space to dig deep into something of relevance to them.
Where each student is on their learning journey at any
given time is a result of situations and experiences that
might often be beyond our control. We know that high
expectations don’t mean anything if the learning process
doesn’t support achieving them.
Designing classrooms and routines that normalize
productive struggle as part of the learning process gives
students the opportunity to meet those high expectations
within a supportive yet challenging classroom community.
The conjunction therefore in “or maybe the teacher is
able to co-teach with another educator to assist students
who might need extra help, therefore moving the learning
at
a more structured pace” can be replaced by
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143854
Inglês
Texto associado
INSTRUCTION: Read the article to answer question.
Making Sure Students’ Struggles Are Productive
By Peg Grafwallner
While we know every learning challenge is an
empowering opportunity to grow, we also know that
message might sometimes be lost on our students.
Those learning challenges can cause some students to
become frustrated and shut down from the learning.
We need to empower our students to celebrate those
learning challenges and help them realize that obstacles
and setbacks are a valued part of the classroom
culture. We need to create a not-yet classroom where
productive struggle is encouraged and students see
themselves as capable learners and fearless risk-takers.
The not-yet approach is all about designing and creating
an authentic classroom culture that encourages the
process of learning while accepting that setbacks and
obstacles are part of that process.
EMBRACING THE STRUGGLE
Let’s start with productive struggle. According to
Jo Boaler, professor at Stanford Graduate School of
Education, “If you aren’t struggling, you aren’t really
learning. When we’re struggling and making mistakes,
those are the very best times for our brains.”
As educators we understand and appreciate the
importance of that struggle. We have often struggled
ourselves to learn something new. But because that
new learning was important to us and because we had
support in case we weren’t successful, we continued until
we achieved our goal.
So how do we create a classroom community where
students value the importance of that struggle and where
they see themselves as not-yet learners?
Here are four suggestions to help you create a
not-yet classroom.
1. Create a vigorous learning intention:
Scaffold success criteria that give students the opportunity
to make sense of what they’re supposed to know and
be able to do. Give students a chance to ask questions
about the learning intention and time to paraphrase it so
that it makes sense to them.
In my book Ready to Learn: The FRAME Model for
Optimizing Student Success, I explain, “When students
paraphrase the learning intention and success criteria,
it gives teachers a chance to discover what their students
know or understand about the learning intention.”
This discovery is critical because if students find
paraphrasing the learning intention a challenge,
this could indicate a gap in the students’ learning.
Teachers, then, can address this gap and, if necessary,
rewrite the success criteria so that the students have the
opportunity to overcome the deficit.
Scaffolding the success criteria provides a means to
motivate students and gives students an opportunity to
self-assess their understanding and determine whether
they’ve achieved that particular criterion. As students
move through the success criteria, there’s a sense of
empowerment – they know they’re heading successfully
toward the fulfillment of the learning intention. If they
haven’t met a specific criterion, however, the teacher can
dedicate time so that students are able to work in small
groups with their peers or one-on-one with their teacher
for more support in meeting that criterion.
2. Eliminate the word failure from your vocabulary:
As an example, if your essay directions asked students to
write a thesis paragraph and a student turned in a body
paragraph, did the student fail the assignment?
The student fell short of the goal of writing a thesis
paragraph, but there certainly was some degree of
understanding, since the student was able to write an
analytical body paragraph. Make allowances for that and
offer positive guidance.
3. Be transparent in your introduction of the work:
Don’t sugarcoat the assignment or project by telling
your students it’s “so easy” or that everyone will “get it.”
On the contrary, tell your students the task will be difficult,
but the work they’re about to do is worthy of their time
and their talent.
Let students know they’ll encounter setbacks and
obstacles as a part of learning that task, but with support
from you, their classmates, and various teacher-chosen
resources, students will be able to meet that challenge
and work toward mastery of the goal.
4. Give students the time and space they need to be
successful: Create learning opportunities to normalize
development and empower students to realize that
learning takes time and that mastery isn’t the end of
growth. We’re all working within parameters of schedules,
and those schedules dictate the time spent on learning.
Often those schedules are determined by mandates
beyond our control, but there are ways we can offer time
and space within our own classrooms.
To add in extra time, maybe the lesson covers two class
periods instead of one; or maybe the teacher is able to
co-teach with another educator to assist students who
might need extra help, therefore moving the learning at a
more structured pace.
To offer extra space, perhaps the teacher and students
could utilize the library or auditorium to give students
more room to create groups or pods of learning;
or maybe the teacher is able to create learning
situations that move beyond the classroom walls through
the use of virtual field trips. We’ve seen the curiosity and
wonder in our students as they devour something that
piques their interest because they have the time and the
space to dig deep into something of relevance to them.
Where each student is on their learning journey at any
given time is a result of situations and experiences that
might often be beyond our control. We know that high
expectations don’t mean anything if the learning process
doesn’t support achieving them.
Designing classrooms and routines that normalize
productive struggle as part of the learning process gives
students the opportunity to meet those high expectations
within a supportive yet challenging classroom community.
The author claims that
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143853
Inglês
Texto associado
INSTRUCTION: Read the comic strip to answer question.
Available at: https://www.gocomics.com/peanuts/1970/01/26. Accessed on: Oct. 10, 2022.
Patty told her buddy that she
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