Duplicate of Correction Guidelines

13. You guide the quiet, lift the shy, you ask not “why not?” but “let’s try!” What am I?

3.  Which of the following is not a correct method to encourage students to write independently?  

12. You mark with me, not in red — I help point out what’s done and what’s said. What am I?

7. A student marks all “YES” on a peer checklist without reading. How can the teacher improve peer assessment?

10. You write me with purpose and teach with pride, I guide your lesson like a map to a ride. What am I?

5.  What is the correct step if more than 75% of students score below 60% in an exit task?  

8. Students copy model answers without understanding. What should the teacher do first to build critical thinking?

14. I’m built from levels one to four, I describe your skills and even more. What am I?

6. Students give short answers with weak reasoning. What should the teacher do first to help?

15. I’m a wall, but not of bricks, I help young minds learn clever tricks. What am I?

1. What is the first step in training students to write answers independently?  

9. How often should notebook checking be done ideally?

2. Which of the following strategies helps students build confidence in writing answers?  

4.  Which of the following is not a correct method to encourage students to write independently?  

11. I'm not a punishment, I'm not a grade. I'm your kind words that help mistakes fade. What am I?