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Praxis (PLT) Study Guide > Creating An Environment For Student Learning > Flashcards

Creating An Environment For Student Learning Flashcards

1
Q

Ivan Pavlov

A

One of the first behaviorist

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2
Q

Ivan Pavlov coined the term

A

Classical Conditioning

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3
Q

Classical Conditioning

A

program one stimulus to take over for another.

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4
Q

The teacher blows a whistle in the classroom

A

unconditioned stimulus

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5
Q

The students cover their ears in subsequently stop talking

A

Unconditioned response.

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6
Q

Couple the teachers hand raised (conditioned stimulus) with using the whistle for a period of time and eventually the students will cover their ears and stop talking (conditioned response) with only the teacher’s raised hand

A

Putting it together

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7
Q

Because children feel secure when they see a police officers uniform, they generalize that all uniforms make them feel safe.

A

Stimulus generalization

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8
Q

The children realize that not all uniformed people are like police officers.

A

Discrimination

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9
Q

The raised hand of the teacher no longer quiets the children.

A

Extinction

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10
Q

Developed by Skinner

emphasized the consequences of behavior

A

Operant conditioning

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11
Q

Two types of reinforcement exist:

Positive and negative

A

Operant conditioning

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12
Q

increases rate of response:

giving a piece of candy to a student when they raise their hand instead of talking out of turn

A

Positive reinforcement.

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13
Q

when stimulus is removed, the behavior strengthen:

a seat belt buzzer is an example of a negative reinforcement.

A

Negative reinforcement

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14
Q

Food and Warer,

affect behavior without having to be learned

A

Primary reinforcers

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15
Q

such as money acquire their power because of the primary reinforcers.

A

Generalized reinforcers

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16
Q

Schedules of reinforcement are associated with the classroom because students need proper reinforcement to continue certain positive behaviors.

A

Reinforcement in the classroom

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17
Q

Interval and Ratio

A

Two major categories

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18
Q

The time reinforcement is preset

A

Fixed Interval

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19
Q

As deadlines approach, student activity increases

A

Educational Implications of Fixed Interval

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20
Q

Time between reinforcement varies

A

Variable Interval

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21
Q

Steady activity results.

A

Educational Implications of Variable Interval

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22
Q

Reinforcement depends on a definite number of responses.

A

Fixed Ratio

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23
Q

After reinforcement, activity slows.

A

Educational Implications of Fixed Ratio

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24
Q

The number of responses needed for reinforcement varies

A

Variable Ratio

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25
Q

type or reinforcement show the greatest activity.

A

Educational Implications of Variable Ratio

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26
Q

Lecturing, Drill and practice, and questioning.

A

Instructional methods for highly directive models of classroom management.

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27
Q

Advocated by Lee Canter
behaviorist model of classroom management that maintains teachers have the right to establish rules, require student compliance, and expect parental and administrative support.

A

Assertive Discipline

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28
Q

a concept proposed by skinner

behavioral problems are defined and measured to determine antecedents(triggers), and consequences (reinforcers) .

A

Behavior Modification

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29
Q

Punishement is an option in this model.

3 types of acceptable punishments

A

Punishment

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30
Q

Private and consistently applied reprimand

A

Acceptable Punishment

31
Q

Time outs remove the student from reinforcing situation

A

Acceptable Punishment

32
Q

Response Costs

A

Acceptable Punishment

33
Q

classroom management, democratic model.

A

Jacob Kounin and Rudolph Dreikurs

34
Q

Prevent the behaviors whether than dealing with it once it occurs.

A

Democratic Model

35
Q

applies to teachers who are consistently aware of what it is occurring in the classroom.
Students typically respect teachers with with-it-ness

A

With-it-ness

36
Q

Tendency for teacher reprimands or praises to spread to students other than those for which they are intended.

A

Kounin: Ripple Effect

37
Q

logical consequences to misbehaviors instead of punishments

A

Dreikurs: Logical Consequences

38
Q

relate to the misconduct and seek to rectify the wrong.

Making students clean the room when they leave trash on the floor is an example of logical consequences.

A

Logical Consequences

39
Q

Wong’s democratic model advocates a businesslike approach. Used in induction programs

A

Harry Wong

40
Q

Learning students names,
explicitly teaching routines
establishing simple list of rules complete with consequences for violation and rewards for compliance.

A

Combine to create an environment of security for students.

41
Q

most student centered and the least directive in the approach.

A

Humanistic Models of Classroom Management

42
Q

Carl Rogers advocated that student should have the freedom to learn.

A

Humanistic Models of Classroom Management

43
Q

According to rogers, the goal for students is self-discipline, and teachers, should be facilitators as opposed to directors.

A

Humanistic Models of Classroom Management

44
Q

Inquiry Learning
Group Projects
Self- Assessment

A

Rogers Model

45
Q

Rogers believed a list of rules would violate autonomy of the students.

A

Humanistic Models of Classroom Management

46
Q 
Organizing the physical environment
Creating Classroom Rules
Consequences for misbehavior
Rewards for rule compliance
Creating classroom routines
Transitions as routines
Pnishment
A

Trends in Classroom Management

47
Q

positioning people:
Students have a clear view of instructional information
Teacher has a clear view of all students.

A

Organizing the physical environment

48
Q

Desks and seating:
Desk are arranged facing the teacher so that he has the students attention
Arrangement should facilitate activities after the first few days.
Assign seating on the first day of school by displaying some kind of graphic.

A

Organizing the physical environment

49
Q

Posting on walls:
Post rules with consequences and rewards
Bulletin boards are attractive and readied for student work and instructional aids.
Place daily assignments in a designated area for students to see
Record past assignments on a calendar for references by students who were absent
Display evacuation maps for fires or other procedures.

A

Organizing the physical environment

50
Q

Materials:
Material such as pencil sharpeners, trash baskets, and books are located where they can be accessed.
Materials that present distraction should be located where students cant continually see them.

A

Organizing the physical environment

51
Q

classroom rules should be in sync with existing school rules, posted on first day of school, parents should be made aware.
Incorporate the students by having them provide justification for rule

A

Creating Classroom Rules

52
Q

Teacher validity is enhanced when the teacher initially assumes the role of instructional leader determining the rules.
Presented in positive manner and limited to 3 to 5.

A

Creating Classroom Rules

53
Q

Rewards for compliance and consequences for noncompliance to the rules should be posted.

A

Creating Classroom Rules

54
Q

Stages of consequences for noncompliance should move from less to more severe.
Should start with a warning
In the event that the first step is ineffective, develop a contract.

A

Consequences for misbehavior

55
Q

Previous Infraction
Desired Behavior
Specific Rewards for following the desired behavior
Specific consequences for continued misbehavior
Students signature indicating understanding.

A

Contract should include

56
Q

Rewards for compliance

A

Rewards for following the rules are initially important to motivate students but become less important when student realizes the intrinsic satisfaction

57
Q

states that a preferred activity can be used as a positive reinforcer for a less frequent or less preferred activity.

A

Premack Principle

58
Q

Discipline is only necessary when the routines of the classroom are not clearly stated and followed.

A

Creating classroom routines

59
Q

determine necessary procedures. and routines before the students arrive.

A

The key to positive classroom management is

60
Q 
Entering the room
Exiting the room
Asking Questions
Handing in school work
Sharpening pencils
Going to the restroom
Responding to an emergency drill
Forming cooperative learning groups
A

Have students perform the following routines

61
Q

When students move from one activity to another
Behavior problems are likely to occur during this time.
Routines must be established for transitions to increase instructional time and decrease possible behavior problems.

A

Transitions as routines

62
Q

An activity that settles students attention is advised like a problem on the board or talking about the days events.

A

Transitions as routines

63
Q

Making students aware of the next assignment can lessen talking during transition times. Posting the activities in a location within the classroom helps.

A

Transitions as routines

64
Q

Punishment

A

Currently viewed as a result of ineffective classroom management.

65
Q

Punishment

A

Suppresses or weakens the behavior

66
Q

While elimination of the behavior may bring relief to the teacher, it tends to alienate the student from the teacher which undermines the learning process.

A

Punishment

67
Q

consequences for misbehavior must be established and shared with students at the beginning of the year

A

Prevent punishment from being counterproductive to learning

68
Q

Punishment should be applied consistently to similar misbehaviors.

A

Prevent punishment from being counterproductive to learning

69
Q

Punishment should be carried out privately so as not to provide a forum for attention or embarrass the students.

A

Prevent punishment from being counterproductive to learning

70
Q

Positive alternative behaviors should be suggested

A

Prevent punishment from being counterproductive to learning

71
Q

Time Out
Response Cost
Overcorrection

A

3 types of punishment used today

72
Q

punishment that excludes students from activities and positive consequences

A

Time out

73
Q

Punishment that involves the lost of a positive reinforcer.

A

Response Cost

74
Q

student receives consequences and also must display positive practices

A

Overcorrection

Praxis (PLT) Study Guide (10 decks)

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