UNIT 22 - K4 guide through the following techniques of pondering analysis questions and provide an display case of when you may do one at a time one. |Question |Example | | quizzical what, why and how |Liaise with colleagues in preparing for a lesson, e.g. intended outcome, resources needed, which classify to support. Ask | | |questions near what the instructor wants from you. | |Seeking alternatives |Always olfaction for contrary ways of doing things. person else may have a better way of transaction with a particular electric shaver or | | |topic. E.g. Better nuance Partners tried a high reading band for the child, merely he was put wrap up by the longer sentences| | |on the page, and was not as precipitous to read. Tried a diametriciate set of books at the corresponding level, but with shorter sentences and | | |his enthusiasm returned.
| | snap an open mind | slangt make assumptions on either behaviour or ability. Treat everyone equally and be prepared to change and/or adapt. Be | | |prepared to control on new ideas or practices which may be surrogate by the school or class teacher. | |Viewing from different | call in to find out at alternative points of view, religions, cultures, and so on respect others opinions, etc. | |perspectives | | |Thinking about consequences |Remember consequences both goodly and...If you want to get a across-the-board essay, order it on our website:
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