chapter 13-15 Flashcards
goals of classroom management
- make sure families know expectations and rules of the classroom
- make families partners in recognizing good and bad behaviors of their child
- identity talents in community to help build a learning environment in your class
- seek cooperation from families when behavior problems arise
establishing classroom rules/procedures
- establish rules, procedures, expectations on day one
- clearly communicate and enforce standards
- monitor closely, deal with violations immediately
- follow each student’s progress and maintain a productive, workable plan of tasks
teasing
- be careful of others’ feelings.
- use humor gently and carefully.
- ask whether teasing about a certain topic
hurts someone’s feelings. - accept teasing from others if you tease.
- tell others if teasing about a certain topic
hurts your feelings. - know the difference between friendly gentle teasing and hurtful ridicule or
harassment. - try to read others’ “body language” to see
if their feelings are hurt—even when they don’t tell you. - help a weaker student when he or she is
being ridiculed.
examples of negative consequences/penalties
- expressions of disappointment
- loss of privileges
- time-out: exclusion from the group
- written reflections on the problem
- visits to the principal’s office
- detention
- contacting parents
withitness
awareness of everything happening in the room
- example: teacher hears student whispering and asks them to share with the class
movement management
activities moving at an appropriate pace, smooth transitions
motivation with teaching high school students
- appeal to students interests
- help students become self-managing
teaching high school students with empathy/creating caring environments
- reduce management problems by building positive relationships, creating classroom community
- encourage school connections; demonstrate caring
- emphasize personal improvement, not competition
- respect and support every student
- caring communities, sense of belonging for adolescents
- get to know them, show interest in them as individuals
- model respect for diversity, respect for students’ abilities
- be supportive, but professional
- seek and respect student input about teaching/class without becoming defensive
types of bullying
bullying: repeated abuse of power, intended to harm victim
- physical: unwarranted, forceful contact; power exertion
- verbal: comments to offend or threaten victim
- social/relational: manipulation of friendships, reputation
- cyber bullying: bullying via electronic platform
attributes of brain power
- the central goal of BrainPower is to teach aggressive students “to start from a presumption of accidental causes. when a social encounter with a peer results in a negative outcome (a spilled lunch tray, a bump in the lunch line, missing homework, etc.), the child will begin with the assumption that the outcome was due to accidental causes rather than intentional hostility from peers”
- the program also teaches accurate reading of social cues, so that students recognize when aggression against them is intentional.
who owns the problem? student or teacher?
teacher owns the problem:
- student behavior is being disruptive to the entire class
- teacher responsibility to confront student, seek solution
student own the problem:
- student is not paying attention
- behavior gets in student’s own way
- student must find solution to master material
no-lose method
- define the problem
- generate several possible solutions
- evaluate each solution
- make a decision; implement solution
- evaluate success of solution
effective managers vs. ineffective managers
effective managers:
- organized, materials set up, interesting tasks ready
- explicit expectations, easy-to-understand rules
- teach most important rules right away
ineffective managers:
- ineffective rules (vague or complex)
- inconsistent with procedures
- disorganized, lacking specific plans, unproductive
affective domain (bloom’s taxonomy)
attitudes and feelings
- range from least to most committed:
1. receiving: being aware of something
2. responding: showing a new behavior about something
3. valuing: showing involvement, commitment
4. organization: integrating new value into your value set
5. characterization by value: acting in ways that are consistent with the new value
behavioral domain (bloom’s taxonomy)
physical ability, coordination
- voluntary muscle capabilities
- require endurance, strength, flexibility, speed
- - example: four minutes after completing 1-mile run in 8 minutes or under, maintain heart rate below 120 - ability to perform a specific skill
- - example: using computer mouse, drag/drop files efficiently
