Chapter 1

Question 1

Proactive

Answer 1

Anticipating behavioral issues before anything happens.

Question 2

Classroom Management

Answer 2

Used primarily with groups of students. Used primarily to facilitate the learning of curriculum content. Used in the classroom during recitation and seatwork sessions.

Question 3

Reactive

Answer 3

Designed to be used in response to a behavior problem.

Question 4

Behavior Management

Answer 4

May be used with any number of students mainly designed for individuals. Used primarily for the modification of maladaptive behavior. May be used in or out of the classroom in any setting.

Question 5

Stimulating

Answer 5

Arousing or exciting.

Question 6

How To Make A Lesson Stimulating

Answer 6

• Controversial issues
• Put enthusiasm into the lessons
• Use humor
• Use fooled games
• Do the unpredictable
• Be aware of pacing
• Avoid lecture
• Ask questions

Question 7

Relevant

Answer 7

Something the students want to learn. It is useful to them and has value for them. When students understand why it is intrinsically advantageous to learn a skill or knowledge, they are less likely to need extrinsic motivation to stay on task. EX: Poll students to find out what they want to learn. Ask students to try and think of reasons why you are teaching them the skill or knowledge.

Question 8

Kounin’s Dimensions of Teacher Classroom Management Styles

Answer 8

1. Withitness
2. Overlapping
3. Smoothness and Momentum
4. Group Alerting
5. Accountability
6. Valence
7. Seatwork variety and challenge

Question 9

Withitness

Answer 9

Demonstrating that you know what’s going on. Having eyes in the back of your head. Communicated through the teacher’s behavior rather than simply announcing.

Question 10

Desist

Answer 10

The intervention the teacher makes to stop a behavior.

Question 11

Overlapping

Answer 11

Successfully dealing with two or more matters at the same time.

Question 12

Smoothness and Momentum

Answer 12

The ease and quickness of the teacher’s management of topic movement during recitations and transitions. Some teachers display “jerkiness” episodes in which they induce stops or jarring breaks in the activity flow. Breaks may be short or long in duration and include dangles, truncations, flip-flops, and stimulus boundedness.

Question 13

Dangles

Answer 13

When the teacher suddenly stops and leaves an activity hanging. Example: “Let’s all take out our math workbooks and open them to page 15. Does anyone know where Mary is? (long pause) Diane, do you know where Mary is? OK. Let’s look at our workbooks.

Question 14

Truncations

Answer 14

Extended or permanent dangle. Example: Using the previous example the teacher wouldn’t go back to the math work book, but continue searching for the missing student until time ran out.

Question 15

Flip-Flops

Answer 15

When the teacher terminates one activity, begins a second activity, and then suddenly returns to the first activity again.

Question 16

Stimulus Boundedness

Answer 16

Refers to the teacher’s ability to stay focused on the activity at hand.

Question 17

Slowdowns

Answer 17

Actions which keep an activity from moving quickly. When the activity slows down, student attention strays, learning suffers, and there is an increased opportunity for behavior problems.

Question 18

Overdwelling

Answer 18

Occurs when the teacher goes on and on about an issue or a student’s behavior.

Question 19

Fragmentation

Answer 19

The unnecessary breaking down of a task or activity and requiring one person or group to perform it at a time.

Question 20

Group Alerting

Answer 20

The degree to which the teacher attempts to involve the non-reciting students in the recitation task, maintain their attention, and keep them alerted or “on their toes.”

Question 21

Accountability

Answer 21

The degree to which the teacher holds students accountable and responsible for their task performances. Example: When students are asked to produce or demonstrate work.

Question 22

Valence

Answer 22

The power to attract. What the teacher does to attract and hold their students attention.

Question 23

Satiation

Answer 23

Occurs when a reinforcing activity loses its power to attract through overuse.

Question 24

Seatwork Variety and Challenge

Answer 24

Programming learning activities with enough variety and intellectual challenge (especially in seatwork settings) to stimulate learning.