A new teacher attends in service about emotionally disturbed children even though no students in class have that designation. What should the teacher do?

A new teacher attends in service about emotionally disturbed children even though no students in class have that designation. What should the teacher do?

• A. Decide not to go to the in service
• B. Complain to the principal about lack of options
• C. Attend the in service because he might have an emotionally disturbed student in the future
• D. Attend the in service but plan to leave early

Answer: (C)

A primary idea here is that teachers should pursue professional development to be prepared to support all students, even those not currently in their class. Attending the in-service on emotionally disturbed students is the best choice because it builds readiness to recognize potential signs, understand appropriate supports, and know when to collaborate with specialists if a student later needs help. This proactive approach strengthens classroom management, fosters an inclusive environment, and keeps the teacher prepared to respond effectively if a student exhibits emotional or behavioral needs in the future. Choosing not to attend misses an opportunity to learn useful strategies and guidelines. Complaining to the principal focuses on a problem rather than on gaining skills that could help in the future. Attending with the plan to leave early shows a lack of commitment to learning and means missing valuable information that could be applied later.

A primary idea here is that teachers should pursue professional development to be prepared to support all students, even those not currently in their class. Attending the in-service on emotionally disturbed students is the best choice because it builds readiness to recognize potential signs, understand appropriate supports, and know when to collaborate with specialists if a student later needs help. This proactive approach strengthens classroom management, fosters an inclusive environment, and keeps the teacher prepared to respond effectively if a student exhibits emotional or behavioral needs in the future.

Choosing not to attend misses an opportunity to learn useful strategies and guidelines. Complaining to the principal focuses on a problem rather than on gaining skills that could help in the future. Attending with the plan to leave early shows a lack of commitment to learning and means missing valuable information that could be applied later.