Final Flashcards
Self Efficacy
The belief in our our abilities to get something done. Sources- success, see other succeed, receive encouragement.
Teaching Efficacy
Teacher’s belief that they can reach the most difficult students.
Self regulated learning***
A student having the skill and will to learn. Uses academic skills, self-awareness, and self-control. (Knowledge, motivation, volition).
Volition
Will power and self-discipline to get shit done.
Social cognitive theory
Focuses on internal cognitive factors (Beliefs, self efficacy) that affect behavior. Stresses the importance of observational learning.
Intrinsic Motivation
Motivation that comes from within, when you do something just because you like it (internal desire to do something for its own sake).
Extrinsic Motivation
Doing something for an external reward like a pizza party.
Maslow’s hierarchy of needs
The things that students need to be in the best learning environment. You cannot move up the pyramid unless the bottom needs are met.
Order top to bottom- Self- actualization, esteem, love & and belonging, cognitive, aesthetic, safety needs, physiological needs
Albert Bandura**
Bobo doll experiment- shows that children learn through observing other’s. Social learning theory.
Triadic reciprocal casualty
Bandura’s ideas on what influences behavior (Behavior, environmental, personal)
Attribution Theory**
Describes how individual explanations, justifications, and excuses influence motivation and behavior. Causes that students attribute their successes and failures to:
Locus- location of the cause.
Stability- whether the cause is the same or can change.
Responsibility- whether you can control the cause or not.
Expectancy x-value theory
explains motivation by individual expectations for success combined with their value in their goal. The value in a task motivates the student.
Learning Goals
The point is to improve or learn. Setting these goals causes you to be more determined. (also called task or mastery goals)
Learning vs performance goals
Learning goals: what you can learn to help you in the future, more internal motivations.
Performance goals: focuses more on demonstrating ability to others, how you will do on a test, and want to get good grades rather than learn the material.
Test Anxiety
Can cause worse performance on tests, can be lessened if teachers provide practice tests
Gaining cooperation
Planning activities, having materials ready, adjusting rules for what is best. Being prepared and flexible is a great way to gain cooperation and keep students attention.
Benefits of direct teaching of classroom rules.
Helps maintain a healthy learning environment free of behavioral problems. Teachers should model the rules so students can follow.
Effective classroom management
Used to create a positive and productive place that facilitates learning.
Rules vs. procedures
Rules: what behaviors are allowed in a certain setting that are clearly specified.
Procedures: the different steps to take in a certain situation that are clear
Consequences
How to deal with bad behavior. The problem should focus on the behavior and not the student.
Withitness.
The ability for a teacher to know what goes on in a classroom at all times
Kounin’s strategies
He observed that teachers are similar in the way they handle problems, but the way they prevent it is different.
Maintain “group focus:” Keep as many students involved as possible.
Movement management: taking the right amount of time for lessons (have a flexible pace).
Overlapping: keep track and supervise several activities at the same time
Steps in dealing with discipline
Make eye contact
Try verbal hints (name drop)
Ask students if they are aware of the neg effects of their actions
Remind the students of the procedure
Plan a class activity to help everyone with this rule
Ask the student to state the rule/procedure
Tell the student to stop directly
Offer the student a choice
How to deal with a hostile student.
Ask for help if the situation turns destructive and remove students not involved. Report the incident. Do not confront the students in a public space; move them to a private one to talk.
