Chapter 6 Vocabulary Flashcards
Basic needs (Glasser’s)
If the following five needs are satisfied, children will most likely learn: survival, love, power, fun, and freedom; if these five needs are not satisfied, children will try to “take” them from others, often in inappropriate ways
Alternative education program
A campus- or district- level placement for extremely disruptive students or students who have violated school policies or state laws; normally located in a separate facility in a district or can be located in an in-school suspension area; an alternate to home suspension
Behavior contract
A mutually agreed-upon set of behaviors that shapes a student’s or a class’s behavior gradually over time by pairing rewards that increase in value over time with increased movement toward the goal
Conditions of learning (Cambourne’s)
If the following seven conditions are met, learning increases: immersion, demonstration, expectations, responsibility, employment, approximation, and engagement
Code of ethics
Required standards for the professional and ethical conduct of educators; a set of behavioral principles that guide educators’ interactions
Compensatory education programs
Designed to meet the needs of at-risk students; provide supplementary services for academic assistance; additional funding is provided
Discipline
A set or system of behavioral rules and the related consequences for misbehavior, designed to encourage proper conduct and pro social actions on the part of students
Flexible groups
Students grouped for a short period of time to learn or practice a specific skill or strategy
Grooved
Students know and automatically followed routines, schedules, and other management procedures after a period of time and practice
Independent learners
Active earners who can initiate their own projects and topics of study; they can work alone or with a group without the teacher’s direct and constant supervision
Individual Education Plan (IEP)
A comprehensive statement of the educational needs of a child with special needs and the specially designed instruction and related services to be employed to meet those needs; often behavioraL objects are included as apart of an IEP
Invisible child
Not acknowledging a misbehaving child who is assessed by the teacher as “attention getting” in order to extinguish the misbehavior by not rewarding the child with more attention
Judicious discipline
Uses logical consequences that relate in some way to the misbehaviors
Management plan
A set of well-thought-through rules and consequences, routines, schedules, and other strategies, as well as the related instruction in proper conduct that supports good behavior and learning throughout a period of time
Logical consequences
The punishment for a misbehavior is “in line” with the offense in terms of how a child may value (or not value) a consequence
Mild desist
Putting a child “on notice” that you’re aware of his or her behavior by a simple reminder of calling his or name, repeating a direction, engaging in direct eye contact or other body language cues, and so forth
Monitoring
A teacher’s constant vigilance and scrutiny of children’s behavior to catch negative (and positive) behaviors so that the classroom stays structured and learning can take place; a teacher also monitors instruction and how it’s progressing
Nurturing environment
A classroom in which children’s emotional, social,and psychological needs are met as well as their intellectual needs
Paraprofessionals
Trained assistants hired by school districts who perform duties at the direction of a teacher or administrator
Placement-Review Committee
A campus committee required under the Texas Education Code to review the placement of a student after he or she has been removed from a regular classroom by the teacher
Proximity
A technique in which the teacher moves closer to a student to prevent or stop him or her from misbehaving; sometimes called “the cop on the bumper” technique
Ripple effect
Occurs when a class quickly escalate out-of-control because students see that a particular student is not being corrected (so the misbehavior must be okay with the teacher); teachers avoid this by carefully monitoring and correcting any misbehaviors at once
Room arrangement
A proactive part of management; a teacher must be able to see all children at all times, move easily to all parts of the room, and have children see instruction and presentations; children must to be able to move through the room without disruption
Routines
Activities that occur in the same manner daily in the classroom that are not of an instructional nature
Rules
A set of behavioral guidelines that are most effective when few in number and stated in the affirmative; for example, “children will respect each other’s space”
Shaping
Teachers can not necessarily expect most children’s behaviors to change to perfection quickly and radically, but, through positive rewards over time, they can encourage gradual movement toward correct behavior
Sponge activity
A short activity or warm-up used to immerse children in learning at the beginning of the class, to settle children down, and move them into a learning mode, giving the teacher time to take care of classroom executive business
Student code of conduct
A required set of behavioral expectations and consequences, including conditions for suspension, placement in an alternative education programs, and expulsion
Tactile/kinesthetic learners
Students who learn best by touching, handling, or manipulating materials and students who learn through movement
Time on task
The actual time a student is engaged in active learning
Transition
To move from one activity or lesson to another or from one place to another
