Checkpoint 1

Question 1

Six features of the classroom setting that contribute to its complexity

Answer 1

1. Multidimensionality
2. Simultaneity
3. Immediacy
4. Unpredictability
5. Lack of privacy
6. History

Question 2

3 themes: why kids behave in some classes and misbehave in others

Answer 2

1. Importance of relating to students w/ caring and respect
2. Need for teachers to set limits and enforce them
3. Importance of teaching in a way that is motivating and interesting.

Question 3

Wubbels: student perceptions of good teachers

Answer 3

• Dominance: purpose and guidance

- Cooperation: concern for students, community sense

Question 4

Attending and acknowledging vs. active listening

Answer 4

Active listening requires reflecting back what you think you heard in order to convey understanding, attending and acknowledging involve verbal and nonverbal behaviors that convey interest

Question 5

Which students benefit most from personal caring? Academic caring?

Answer 5

Personal caring is most important for low SES/achieving students

Question 6

Tenets of SWPBIS

Answer 6

(Schoolwide Positive Behavioral Interventions and Supports)

• Clearly defined expectations
• Actively teaching expectations
• Tangible reinforcement system
• Established, consistent consequences
• Additional support for students who need it
• Data collection

Question 7

Teaching behaviors proposed by Slavin for all students, but especially those who are low-achieving (SPF for students and teachers everywhere)

Answer 7

• Supportive setting
• Parameters in place
• Feedback that is meaningful
• Success within reach
• Time used efficiently
• Engagement levels are high

Question 8

Reasons for parent reluctance to cooperate with teachers

Answer 8

• Cultural differences
• Work
• Bad personal experiences at school
• Guilt
• Intimidation
• Feel it isn’t their role

Question 9

Reasons for teacher reluctance to cooperate with parents

Answer 9

• Lack of time/energy
• perceptions of families
• Concern that parents don’t understand their role

Question 10

Epstein and Griffith on communication and collaboration w/ parents

Answer 10

• Teacher attitudes and practices determine whether families become involved
• Not education level, marital status, or workplace of parents

Question 11

Communicating w/ concerned parents (MAPS)

Answer 11

• Mainly listen
• Acknowledge they have a legitimate concern
• Plan together for
• Student success