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Chapter 7: Leadership Communication with the Group
MULTIPLE CHOICE
1. The teacher does not have to make any other points of recognition to encourage students once
a public encouragement has been made.
a. The group receives clear feedback and knows that its efforts are appreciated.
b. The teacher has indirectly made known the cooperative students and the
noncooperative ones.
c. The strength of public encouragement includes which of the following?
d. Parents of those students who have received a public encouragement from the
teacher can be proud of their children.
ANS: C PTS: 1
2. Which of the following is a strategy to use when a entteacher wishes to use encouragement
with all of the children in a class?
a. logical consequences of good behavior
b. encouraging guidelines
c. public encouragement
d. private encouragement
ANS: C PTS: 1
3. Use of which of the following is deemed MOST appropriate when encouraging young
children?
a. stickers
b. personal encouragement
c. certificate of merit
d. yelling
ANS: B PTS: 1
5. Which of the following is NOT a strategy to use when teachers face squabbles among students
who exclude those other than their friends from play?
a. use the teacher’s leadership to structure small-group experiences that transcend
usual social circles
b. use class meetings and curriculum to teach friendliness
c. establish a guidelines of friendliness
d. contact parent of students involved in the exclusionary tactics
ANS: D PTS: 1
6. Which of the following is NOT something the teacher needs to know when sending notes
home to parents?
a. Some parents will forget or misplace the note
b. Delivery rates of notes sent home are seldom 100%
c. Parents do not wish to be informed unless done so by phone
d. Some parents are nonreaders.
ANS: C PTS: 1
ESSAY
ANS:
Rules have preset consequences, which are often punishment. Rules are not adaptable to
varying situations and conditions and tend to be in negative terms. Because rules have
predefined consequences, when a teacher makes an “exception,” then their leadership roles
come into question. Guidelines also set standards. They supportively educate children to
standards of behavior and allow the teacher a range of choices thereby empowering them
professionally.
PTS: 1
ANS:
Encouragement empowers the efforts of the child. Praise gives approval to achievements.
Praise stresses the idea of “winning,” causing anxiety. Praise creates an environment where
acceptance is conditional, where encouragement aids in task completion. The accomplishment
then becomes the reward. Encouragement happens when public encouragement is given to the
entire class and private encouragement is given to an individual child.
PTS: 1
ANS:
Class meetings focus on involvement of each child to encourage reflection and sharing about
experiences, needs, concerns, and triumphs. Anyone can talk, everyone takes turns and is
honest, listens carefully, and is kind to those speaking. Class meetings help to maintain a
sense of community, carry on the business of the class, and solve problems. This sense of
community helps build and maintain the encouraging classroom.
PTS: 1
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The Project Gutenberg eBook of The
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Language: English
Found at Last
BY
AUTHOR OF
"LADY BETTY'S GOVERNESS," "THE FOSTER-SISTERS,"
"WINIFRED," ETC.
NEW EDITION
LONDON
CONTENTS
CHAPTER
IX. A JOURNEY
X. HOME GOSSIP
XII. AN EXPLANATION
XVIII. CONFIDENCES
XXI. ANNE
XXIV. CONCLUSION
CHAPTER I.
The poor woman shook her head sadly. "I suppose it does,
somewhere," said she, "but little of it comes my way of late
years."
"And that is true," said the baker kindly. "You have had your
troubles and trials these many years; but your children will
soon be growing up to help you, that is one comfort; and
nobody ever had an ill word for you, that's another. You will
be wanting one of my new brown loaves now. Here, Simon,
a brown loaf for Dame Brent."
"Not so, Master Lucas," replied Mary Brent. "You are very
good, but I dare not take the loaf. I owe you more now than
I shall ever be able to pay—"
"I thank you with all my heart," said the woman, evidently
relieved from some great anxiety. "My poor children must
needs have gone supperless to bed, but for your bounty."
"How then?" demanded the baker. "Did you not get your
share of the dole at the convent gate this morning? I saw
old Margery carrying home a fine beef-bone, and surely you
have as good a right as she—the old mumping beggar that
she is!"
"Nay," replied poor Mary, smiling sadly. "I get nothing now
from the convent, less or more. The fathers were so angry
with poor Davy for preferring rather to go to sea than to
become a lay brother, that they say they will do nothing for
me. And that is not the worst either. They say my husband
was a believer in the new doctrines, and accuse me of the
same, though there is no one in Bridgewater who keeps her
church more closely than I. New doctrines or not, he was a
good husband to me, and never let me want, or lost a day's
work through drink or idleness."
"And that is more than many of them can say," returned the
baker. "Out on them one and all for a set of lazy crows,
preying on other folks' substance!"
"But I have not failed, dear father," said John, smiling, and,
leaning on his father's broad shoulder, he drew from his
breast a gold medal, and held it up before him. "See, I have
gained the prize!"
"But it is even so," replied Jack. "See, here it is. Sir William
says in another year I shall be able to go to college."
"Bless the boy! And have you won the prize, and come
home to tell of it with such a step as that?"
Anne came slowly forward from the back room, where she
had been sitting, busily engaged in needle work. She was a
tall, fair girl, with regular features, blue eyes, and a face
which would have been both handsome and engaging but
for its formal, repressed, and self-conscious expression. She
looked like one who would never make a natural or
spontaneous movement, or speak a word without thinking
over all its possible consequences at least twice beforehand.
She presented the greatest possible contrast to her jolly,
cheerful father, as well as to her maiden cousin Cicely, who
now came bustling in, carrying a goodly pasty, which, if it
were the smaller of two or three, spoke well for the size of
Master Lucas' oven. She was thin and wrinkled as a last
year's russet apple, but her somewhat hard features were
lighted up with good-humored smiles, and the roses of her
youth were well dried into her cheeks.
"By'r Lady! But they are," said her father. "Another such
victory makes Jack an Oxford scholar, and that is worth
striving after in more ways than one. But thou art ever a
wet blanket," he muttered between his teeth, "taking no
pleasure thyself, and doing all thou canst to damp that of
other people. Come, son, drink your wine and eat this
manchet therewith, to stay your appetite till supper. And do
you, Cicely, provide us with right good cheer this night, and
send the 'prentice boy to bid my old crony, Master Luttrell,
and his wife, to sup with us. They will be glad to hear of
Jack's good fortune—eh, my lad? But you look worse and
worse. Cicely, bring some of the cordial I got from Captain
Davis."
Jack took his father's hand in his own thin fingers and
kissed it. "I should be a wretch indeed, to grieve you,
father. You have been father and mother both to me ever
since my mother died. I only wish I could do more for you
in return."
"Tut, tut, lad! What could any one expect of you more than
you have done? Only get well and strong, and never fear
but you will do enough. Anne, why do you not see to the
lad's chamber, instead of standing there like an image of
stone?"
"It was an evil day when I let her go to the convent at all,"
said the baker. "She has never been the same joyous girl
since. And now, I warrant, you too will be thinking of the
church—mayhap of the cloister—and I shall be left alone, a
childless old man."
"Well, well, boy, I am glad on't with all my heart, but you
need not speak so loud or put yourself in such a heat about
it. The priests are not all alike neither. Never was a better
man than our Sir William."
CHAPTER II.
THE SHEPHERD.
"You are overwrought, my son. You worked too hard for the
medal, I fear."
"I did not know how hard I was working, not till
afterwards," said Jack. "No one was more surprised at my
getting it than I was. I never thought it possible."
"So much the better, so much the better, my son!" said the
priest. "You worked for the learning, which was its own
reward, and which will last you, it may be, when this same
bit of gold is rust and dust."
The priest smiled. "Who can tell that, my on? Yet it may be
so. That which we truly earn becomes, as it were,
amalgamated with our minds and a part of them, even as
the food we eat becomes a part of our bodies. Have you not
found it so?"
"Well, then, since our minds and souls are immortal, why
should not this same learning, which has become a part of
them, be immortal too? But these are deep themes, far
beyond the reach of us mortals. This much I think we may
rest assured of, that we shall forget nothing which it is
profitable for us to remember. Master Lucas, good-day to
you," as the baker entered the shop. "I am glad to see our
young scholar better and able to be down-stairs."
"Ay, ay!" said the priest musingly, looking over Jack's head
into the street. "And speaking of shepherds, Master Lucas,
why do you not send this lad out into the fields to try what
country air and country fare can do for him? They work
wonders sometimes. Has he no relations or friends to whose
care you could commit him for the summer?"