|
|
|
|
Case: Reliant student
I work with a student every day during math class and assist him with his practice problems. Typically, we will do one problem together then he will try to do the problem on his own. Recently, he will understand how to do the problem with my assistance but when he starts doing it on his own he says he doesn't know how to do then asks me for help. What should I do?
Solution: (Rates are posted for this solution!)
I would help him do step-by-steps, or have him write those steps on a separate sheet of paper. That way, he can guide along to the step-by-steps without needing your help as it is visually written down for him. Teachers are mentors, so we're always meant to help regardless. |
|
|
|
|
|
|
|
|
Rating
The suggested solution is respectful of the individual (student) |
Yes
|
The suggested solution is relevant to the case |
Yes
|
The suggested solution is reasonable (easy) for the teacher to implement |
Yes
|
The suggested solution is likely to solve the problem/issue |
Yes
|
The suggested solution is original |
Yes
|
Comments: sounds good |
Rated On: April 11, 2022 9:21 pm |
Rated By: yveDeN |
|
|
|
|
|
|
|
|
|
Rating
The suggested solution is respectful of the individual (student) |
Yes
|
The suggested solution is relevant to the case |
Yes
|
The suggested solution is reasonable (easy) for the teacher to implement |
Yes
|
The suggested solution is likely to solve the problem/issue |
Yes
|
The suggested solution is original |
Yes
|
Comments: I think that this is a good solution for this case study. |
Rated On: October 14, 2022 11:58 pm |
Rated By: zeZedu |
|
|
|
|
|
|
|
|
|
Rating
The suggested solution is respectful of the individual (student) |
Yes
|
The suggested solution is relevant to the case |
Yes
|
The suggested solution is reasonable (easy) for the teacher to implement |
Yes
|
The suggested solution is likely to solve the problem/issue |
Yes
|
The suggested solution is original |
Yes
|
Comments: I agree |
Rated On: October 17, 2022 2:45 am |
Rated By: Jennifer Overbey |
|
|
|
|
|
|