Identify and Describe Writer/Speaker Practice Test
•15 QuestionsRead the excerpt below and answer the question.
In my first year teaching ninth-grade English, I thought discipline was mostly volume: speak louder, write more rules, assign more detentions. Then I began tracking what actually happened in my classroom. On days when I greeted students by name at the door and opened with a two-minute “do now,” referrals dropped from an average of four per week to one. The district’s new policy memo treats behavior as a problem to be punished after it erupts, but the data in my own gradebook says prevention is cheaper than reaction. I’m not asking administrators to ignore consequences; I’m asking them to fund the boring things—hallway supervision, consistent routines, and time for teachers to call home before a crisis. If we keep budgeting only for suspensions and security, we will keep purchasing the same failure.
The passage suggests that the writer is…
Read the excerpt below and answer the question.
In my first year teaching ninth-grade English, I thought discipline was mostly volume: speak louder, write more rules, assign more detentions. Then I began tracking what actually happened in my classroom. On days when I greeted students by name at the door and opened with a two-minute “do now,” referrals dropped from an average of four per week to one. The district’s new policy memo treats behavior as a problem to be punished after it erupts, but the data in my own gradebook says prevention is cheaper than reaction. I’m not asking administrators to ignore consequences; I’m asking them to fund the boring things—hallway supervision, consistent routines, and time for teachers to call home before a crisis. If we keep budgeting only for suspensions and security, we will keep purchasing the same failure.
The passage suggests that the writer is…