Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Issues in Learning & Teaching > Final > Flashcards

Final Flashcards

1
Q

Do emotions always look the same? (i.e. boredom)

A

no - can redirect or take many forms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

basic emotions: 5, 6,4

A 
sadness
joy
fear
disgust
anger

6 - Surprise

BUT fear/surprise are similar and anger/disgust are similar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

how do we measure emotions?

A

face reader
sweat sensors
heartbeat monitor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

3 facets to emotional competence

A

Understanding/appraisal
Expression of emotions (verbal/non-verbal)
Emotional regulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

SNAP strategy

A

Stop Now And Plan
Stop - what can you DO to keep from making the problem bigger
Now And - what can you say to yourself to keep calm
Plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Emotion management strategies: Preventative

A
  • modify the situation (maybe less intense lesson)
  • attention deployment (talk to other teachers before school to express emotions, defer & make a plan)
  • cognitive change (positive self-talk before or during)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Emotion management strategies: Responsive

A
  • behavioural strategies (breath, pause)
  • cognitive strategies (positive self-talk, visualization, hobbies)
  • ‘hold it in’
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

self-determination theory

A

uses intrinsic and extrinsic sources of motivation as causes for behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

how does motivation work?

A

physiological and psychological need that activates a behaviour or a drive that is aimed at a goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

3 basic needs

A

competence
relatedness
autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Competence

A

understand how to attain goals (internal and external

gain mastery of a task and build

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Autonomy

A

self-initiating and self-regulating of one’s own actions

different fro independence - free will!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

relatedness

A

developing secure and satisfying connections
belonging and attachment
social environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what happens if any one of 3 basic needs not met?

A

students withdraw concern for others (psychological withdrawal) as compensatory motive to fulfill needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is self-determination theory

A

theory about different types of motivation people can have

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is self-determination theory NOT about?

A

how MUCH motivation kids have

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

4 types of regulation

A

Integrated
Identified
Introjected
External

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Integrated

A

integrated with sense of self - activity is important to self and goal, so it’s enjoyed freely

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Identified

A

person identifies with the importance of goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Introjected

A

wants people to think you are that kind of person (poser)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

External

A

get external rewards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

goal of self-determination theory

A

work on developing internal motivation

23
Q

strategies for internal motivation

A

incorporate interests
use non-controlling language
(etc)

24
Q

is anxiety an emotion

A

no - it’s more than that

there can be an emotional component

25
Q

fear

A

physiological & psychological distress in response to danger (arousal)

26
Q

panic

A

DISPROPORTIONATE physiological & psychological distress in response to danger (arousal)

27
Q

anxiety

A

physiological & psychological distress in response to danger (arousal) IN RESPONSE TO SOMETHING THAT MAY HAPPEN IN THE FUTURE

28
Q

stress vs anxiety

A

stress - normal arousal response to some situations (no resources, difficult, demands, etc)
anxiety - arousal increases until it INTERFERES with performance (refer Optimal Arousal Zone chart)

29
Q

clinical anxiety?

A
  • interferes with day-to-day tasks that fit their capabilities( this is the first sign)
  • interferes in student’s ability to seek out or experience enjoyment
  • interferes with day-to-day activities?
30
Q

4 parts of an anxiety-provoking situation

A

Physiological
Cognitive (what if, worry about physiological symptoms, etc)
Emotional
Behavioural

31
Q

how does anxiety manifest in dudes?

A

often as aggression

32
Q

sign of anxiety

A

avoidance, avoidance, avoidance

  • persistant, active, and reoccurring
  • will skip an assignment instead of doing a crap job
33
Q

Anxious oys tend to be

A

disruptive

oppositional

34
Q

co-morbidity with anxiety

A

substance abuse (marijuana)
learning disabilities
giftedness
adhd,

when you’re not good at something and you’re not aware of it, you will be anxious about it - must use way more effort for less benefit

35
Q

learning disabilities and anxiety

A

anxiety may not be resolved until he has adequate support

-FIRST line of support is learning disability support

36
Q

gifted kids

A
  • high risk of anxiety
  • looks different
  • be mindful of supports because of cognitive profile
37
Q

how does anxiety affect self-regulation

A
  • good days & bad days

- less likely to use self-regulation strategies that they already know

38
Q

factors in anxiety

A

sleep

executive function

39
Q

sociocultural factors in anxiety

A

child may not understand what’s up if not discussed

40
Q

what kind of programs are there?

A

most of them are for primary or for social anxiety

41
Q

how to implement a program

A

school and district level approvals are needed to implement a program

42
Q

what do you do if you take a training and don’t feel qualified to implement?

A

talk to administration and principal - can get more help and consultation

43
Q

anxiety help: cognitive errors

A

Realistic Thinking: can be taught to identify the errors (i.e. everyone hates me) and use specific questions to evaluate

44
Q

anxiety help: social skills

A

social skills training

  • initiating conversations
  • inviting peers
  • identifying potential peers
45
Q

anxiety help: coping cards

A

see slides

46
Q

test anxiety

A
  • explicit test instructions
  • explicit test preparation skills
  • test dump
47
Q

anxiety and ipps

A
  • recommended to work with primary care provider
  • ipp is about exposure techniques
    • under care
48
Q

supporting vs perpetuating anxiety

A
  • teachers attitudes can affect students’ view
  • watch how you refer to tests
  • how you talk about tests & how you define success
49
Q

how do behaviour, cognition & emotion fit together?

A

everything fits into emotion, behaviour and cognition overlap. behaviour = outward working-out of emotion; cognition is impeded by emotion

50
Q

what does feedback require to be taken to heart?

A

trust

51
Q

Preventative strategies: 2 types

A

Projection & self-talk

52
Q

preventative strategies: projection

A
  • how student will feel on completion

- consequences of doing poorly or well

53
Q

preventative strategies: self-talk

A
  • build up confidence through affirmations

- pep-talk about WHY you can do well (‘because i studied’)

54
Q

responsive strategies

A

-talk yourself down by thinking about other topics

Issues in Learning & Teaching (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions