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Classroom Management > Final Exam > Flashcards

Final Exam Flashcards

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1
Q

Give the ABCD + type for :

Hitting, kicking, slapping, biting

A

Agressive Direct Physical

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2
Q

Give the ABCD + type for :

Destroying things, throwing things, stealing, hiding others’ possessions

A

Agressive Indirect physical

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3
Q

Give the ABCD + type for :

Put-downs, swearing at, calling names/teasing, insulting dress or possessions

A

Agressive Direct Verbal

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4
Q

Give the ABCD + type for :

Disrespectful hands/finger displays, making faces, body language of disdains, rolling eyes

A

Agressive Signs and Gestures

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5
Q

Give the ABCD + type for :

Insulting friends/family, tattling on, insinuating poor taste, ignoring

A

Agressive Indirect

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6
Q

Give the ABCD + type for :

Absences, being on time, turning assignment on time, returning permission slips

A

Breaking the rules Timeliness

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7
Q

Give the ABCD + type for :

Not covering books, not bringing material to class, writing in textbook, purchasing materials

A

Breaking the rules Material

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8
Q

Give the ABCD + type for :

Length of clothes, drugs and alcohol logos, make-up/hairstyles, gang-related colors/insignias

A

Breaking the rules Dress

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9
Q

Give the ABCD + type for :

Chewing gum, passing notes, leaning back on a chair, sharpening pencils

A

Breaking the rules behaviour

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10
Q

Give the ABCD + type for :

Hitting, profanity, arguing with teachers, putting down teacher

A

Confrontation Aggression towards teacher

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11
Q

Give the ABCD + type for :

Talking back, flirting with teacher/sexual innuendo, contradicting/interrupting, disdainful facial expression

A

Confrontation disrespect

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12
Q

Give the ABCD + type for :

Refusing to do assignment, refusing to sit/move/obey, doing the opposite, refusing to participate

A

Confrontation refusing

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13
Q

Give the ABCD + type for :

Repeated complaining, taking charge/telling others what to do, modeling disobedience, initiating rebellion, putting down the task

A

Confrontation instigating

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14
Q

Give the ABCD + type for :

Writing notes, wandering, performing wrong task, grooming

A

Disengagement Off-task behaviour

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15
Q

Give the ABCD + type for :

Asking off-subject questions, blurting out, playing dumb, socializing

A

Disengagement Off-task verbal

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16
Q

Give the ABCD + type for :

Sleeping, daydreaming, head on desk, doodling

A

Disengagement Tuning out

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17
Q

Give the ABCD + type for :

Horseplay, carelessly rushing through work, laughing/giggling, fidgeting with materials

A

Disengagement Hyperactivity

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18
Q

Give an example of direct physical aggressive behaviours

A

Hitting, kicking, slapping, biting

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19
Q

Give an example of indirect physical agressive behaviour

A

Destroying things, throwing things, stealing, hiding others’ possessions

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20
Q

Give an example of direct verbal aggressive behaviour

A

Put-downs, swearing at, calling names/teasing, insulting dress or possessions

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21
Q

Give an example of signs and gestures agressive behaviour

A

Disrespectful hands/finger displays, making faces, body language of disdains, rolling eyes

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22
Q

Give an example of Indirect agressive behaviour

A

Insulting friends/family, tattling on, insinuating poor taste, ignoring

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23
Q

Give an example of breaking the rules timeliness

A

Absences, being on time, turning assignment on time, returning permission slips

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24
Q

Give an example of breaking the rules materials

A

Not covering books, not bringing material to class, writing in textbook, purchasing materials

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25
Q

Give an example of breaking the rules dress

A

Length of clothes, drugs and alcohol logos, make-up/hairstyles, gang-related colors/insignias

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26
Q

Give an example of breaking the rules behaviour

A

Chewing gum, passing notes, leaning back on a chair, sharpening pencils

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27
Q

Give an example of confrontation Aggression towards teacher

A

Hitting, profanity, arguing with teachers, putting down teacher

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28
Q

Give an example of confrontation disrespect

A

Talking back, flirting with teacher/sexual innuendo, contradicting/interrupting, disdainful facial expression

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29
Q

Give an example of confrontation instigating

A

Repeated complaining, taking charge/telling others what to do, modeling disobedience, initiating rebellion, putting down the task

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30
Q

Give an example of confrontation refusing

A

Refusing to do assignment, refusing to sit/move/obey, doing the opposite, refusing to participate

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31
Q

Give an example of disengagement hyperactivity

A

Horseplay, carelessly rushing through work, laughing/giggling, fidgeting with materials

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32
Q

Give an example of disengagement tuning out

A

Sleeping, daydreaming, head on desk, doodling

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33
Q

Give an example of disengagement off-task behaviour

A

Writing notes, wandering, performing wrong task, grooming

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34
Q

Give an example of disengagement off-task verbal

A

Asking off-subject questions, blurting out, playing dumb, socializing

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35
Q

Name the seven position

A
  1. Attention seeking
  2. Avoiding failure
  3. Control seeking
  4. Energetic
  5. Angry
  6. Uninformed
  7. Bored
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36
Q

What needs are attention seeking students trying to fulfill?

A

To feel cared about by others

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37
Q

What needs are avoiding failure students trying to fulfill?

A

To feel successful

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38
Q

What needs are control seeking students trying to fulfill?

A

To be able to influence people or events

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39
Q

What needs are energetic students trying to fulfill?

A

To move, touch, be expressive

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40
Q

What needs are angry students trying to fulfill?

A

To express displeasure

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41
Q

What needs are uninformed students trying to fulfill?

A

To know how to interact responsibly

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42
Q

What needs are bored students trying to fulfill?

A

To be motivated, to have interesting stimuli

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43
Q

Who feels the need to feel cared about by others?

A

Attention seeking students

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44
Q

Who feels the need to feel successful ?

A

Avoiding failure students

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45
Q

Who feels the need to be able to influence people or events?

A

Control Seeking students

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46
Q

Who feels the need to express displeasure?

A

Angry students

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47
Q

Who feels the need to move, touch, be expressive?

A

Energetic students

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48
Q

Who feels the need to be motivated, to have interesting stimuli ?

A

Bored students

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49
Q

Who feels the need to know how to interact responsibly?

A

Uninformed students

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50
Q

What is the teacher’s gut reaction to Attention seeking students?

A

Drained, irritated, annoyed

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51
Q

What is the teacher’s gut reaction to avoiding failure students?

A

Sympathetic, protective, challenged, helpless

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52
Q

What is the teacher’s gut reaction to control seeking students?

A

Challenged, angry, threatened, frustrated

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53
Q

What is the teacher’s gut reaction to energetic students?

A

Overwhelmed, exhausted, drained

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54
Q

What is the teacher’s gut reaction to angry students?

A

Threatened, fearful, protective, Indignant, Outraged

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55
Q

What is the teacher’s gut reaction to bored students?

A

Invalidated

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56
Q

What is the teacher’s gut reaction to uninformed students?

A

Pity, helpful, exasperated, impatient

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57
Q

What is the teacher’s impulse reaction to Attention seeking students?

A

Nag, scold

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58
Q

What is the teacher’s impulse reaction to avoiding failure students?

A

Tutor; give up, write off

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59
Q

What is the teacher’s impulse reaction to control seeking students?

A

Force compliance, put down, overpower, fight

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60
Q

What is the teacher’s impulse reaction to energetic students?

A

Supress

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61
Q

What is the teacher’s impulse reaction to angry students?

A

Remove, punish retaliate

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62
Q

What is the teacher’s impulse reaction to bored students?

A

Discount, engage

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63
Q

What is the teacher’s impulse reaction to uninformed students?

A

Help, inform, ignore

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64
Q

What is the attention seeking’s reaction to the teacher’s intervention?

A

Temporary compliance

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65
Q

What is the avoiding failure’s reaction to the teacher’s intervention?

A

Feigns lack of interest “I can’t”, half-hearted effort

66
Q

What is the control seeking’s reaction to the teacher’s intervention?

A

Get in the last word, power-plays, argue/justify

67
Q

What is the energetic’s reaction to the teacher’s intervention?

A

Continues, Increases, modifies activity, playful smile

68
Q

What is the angry’s reaction to the teacher’s intervention?

A

Anger, revenge seeking, sulking

69
Q

What is the bored’s reaction to the teacher’s intervention?

A

Off-task

70
Q

What is the uninformed’s reaction to the teacher’s intervention?

A

Grateful, lack of understanding, obedient

71
Q

What is the classmate’s reaction to attention seeking students?

A

Amused, irritated

72
Q

What is the classmate’s reaction to avoiding failure students?

A

Resentment, Pity

73
Q

What is the classmate’s reaction to control seeking students?

A

Defiance, deference

74
Q

What is the classmate’s reaction to energetic students?

A

Distraction, Annoyance, envy

75
Q

What is the classmate’s reaction to angry students?

A

Fearful, angry

76
Q

What is the classmate’s reaction to bored students?

A

Reject, Ignore

77
Q

What is the classmate’s reaction to uninformed students?

A

Annoyance, pity, impatience

78
Q

How to recognize the facial expression and body language of the attention seeking students?

A

Catching an eye, looking up

79
Q

How to recognize the facial expression and body language of the avoiding failure students?

A

Avoiding eye contact; low muscle tone

80
Q

How to recognize the facial expression and body language of the control seeking students?

A

Crossed arms, tightly closed lips, pointing, staring, puffed up, loud.

81
Q

How to recognize the facial expression and body language of the energetic students?

A

High muscle tone, animated movement

82
Q

How to recognize the facial expression and body language of the angry students?

A

Jaw protrudes, eyebrows lowered and drawn, lips pressed and fist clenched

83
Q

How to recognize the facial expression and body language of the bored students?

A

Low muscle tone, droopy eyes

84
Q

How to recognize the facial expression and body language of the uninformed students?

A

Surprise, wide eyed, lowered head

85
Q

Why is it important for teachers to validate a student’s position? Give 3 reasons.

A

1) When a student feel validated, a basic need is met and he/she relaxes, become less likely to be disruptive.
2) When a student feels validated, then he/she likes the teacher more and is more open to input, more compliant.
3) Feeling validated by the teacher, the students wants to please him/her.
4) Feeling validated for who he/she is, an otherwise disruptive student no longer needs to be disruptive because his/her disruptive behavior was merely a misguided attempt to win acceptance for who he/she is.
5) If the student does not feel accepted by the teacher, he/she is likely to become more disruptive out of anger. If you reject me, I will reject you.
6) When we validate a student’s position, we create a bridge for him/her - a bridge toward self-knowledge and self-acceptance. Feeling his/her position is known and accepted by the teacher, the student can better know and accept it. The teacher actually models an orientation toward the student that the student can internalize. And until the students knows and accepts his/her own position, the student will continue to act out the needs of the position rather than consider responsible alternatives.

86
Q

What is validating position?

A

Importance of not only knowing a students’ position but communicate to the student that we know and accept where he/she is coming from.

87
Q

Name 3 ways to validate a student’s position.

A

Validation gambits
Non-verbal validation
Validation notes

88
Q

Give an example of a validation gambits

A

A few validating words can make a dramatic difference.

“We all get bored sometimes. How can I make this more interesting for you?”

89
Q

Give an example of a non-verbal validation

A

A gesture, a smile, a nod. Hand on a shoulder to encourage a student that is afraid of failure.

90
Q

Give an example of a validation notes

A

Note from the teacher.

91
Q

What is the difference between a same-side approach and an opposite-side approach

A

The same side approach focusses on the student position and view the disruption as an immature or uneducated attempt to meet basic needs. The teacher tries to relate to the student.

In an opposite side approach, the teacher focusses the disruption and on the result of the disruption on the class. The teacher’s approach is to punish or discipline the student.

92
Q

What are the two types of opposite side approach?

A

1) Moralistic perspective; behavior was good or bad, right or wrong. The teacher does not look beyond to the position from which the behavior springs.
2) Pragmatic perspective; focus solely on the effect of disruption on the teacher and classmate. The teacher is tempted to ignore the disruptive student and/or use reward and punishment.

93
Q

What are the 3 principles of a just consequence?

A

Appropriate and linked
Clear
Pre-Established

94
Q

What are the 4 types of consequences?

A

1) Responsible thinking
2) Apology
3) Restitution
4) Lost activity, access or interaction

95
Q

What is a responsible thinking consequence.

A

Have the students stop, think, and engage in responsible thinking.

96
Q

What is a apology consequence? What are the 3 steps

A

Apologies have three components:

1) statement of regret or remorse,
2) statement of appropriate future behavior,
3) request for acceptance.

97
Q

What is a restitution consequence?

A

The student has to replace or repair something that was broken.

98
Q

What is a lost activity, access or interaction consequence?

A

A student has shown disruptive behavior during an activity. A possible consequence is delayed or lost ability to participate in that activity for some time.

99
Q

What is the formula of Grandma’s rule?

A

“When….Then…”

100
Q

What are the steps of Grandma’s rule?

A

1) State the responsible behavior

2) State the incentive.

101
Q

What is the formula of Make a better choice?

A

“ I want you to think of a better choice you could make right now.”

102
Q

What are the steps of Make a better choice?

A

1) Stop
2) Think!
3) Please tell!
4) Agree and act or disagree and request better choices

103
Q

What is the formula of I-message plus?

A

“ I feel X when you do Y, and your classmate feel Z. Can you think of a better choice?”

104
Q

What are the steps of I-message plus?

A

1) Validate the student position.
2) State how the disruption makes you feel.
3) Describe effect of disruption on the classmate.
4) Redirect to responsible behavior to meet the needs

105
Q

What is the formula of Acknowledge student power?

A

“I can’t make you.”

106
Q

What are the steps of Acknowledge student power?

A

1) Acknowledge student power.
2) State responsible behavior
3) State choices and consequences.
4) Allow the choice

107
Q

What is the formula of Right now validation?

A

“Right now, you are feeling X. That’s OK, but what you need to do is Y.”

108
Q

What are the steps of Right now validation?

A

1) Validate the student’s position
2) Communicate that disruptive behavior is unacceptable.
3) Request responsible behavior.
4) Offer support.

109
Q

What is the formula of Language of choice?

A

“Your choice is X or Y.”

110
Q

What are the steps of Language of choice?

A

1) Validate the student position.
2) State the responsible behavior.
3) State the consequence.
4) Tell the student its their choice.
5) Encourage the student to make a responsible choice.
6) If non-verbal, non-compliance. Verify the choice of the student.

111
Q

What is the formula of Target stop do?

A

“Susie, right now you are doing X, you need to be doing Y.”

112
Q

What are the steps of Target stop do?

A

1) Privately target student’s name
2) Stop disruptive behavior
3) State responsible behavior
4) Thank you!

113
Q

What are the characteristic of students in the stage of recalcitrant behaviour?

A

recalcitrant in their behavior
refuse to follow directions
defiant and require a tremendous amount of our attention

114
Q

What are the characteristic of students in the stage of self-serving behaviour?

A

having an individualistic morality

very self-centered

115
Q

What are the characteristic of students in the stage of interpersonal discipline ?

A

have started to develop a sense of discipline
behave because you ask them
need gentle reminders

116
Q

What are the characteristic of students in the stage of self-discipline?

A

have a sense of right and wrong
we enjoy working with
Autonomous

117
Q

What is the best type of classroom management for recalcitrant behaviour?

A

Assertive teachers with a constant eye on these students can keep them in line. Turn your back on them, and they are out of control.

118
Q

What is the best type of classroom management for self-serving behaviour?

A

They need constant supervision. They may behave quite well in your classroom and then be out of control in the halls on the way to their next class.

119
Q

What is the best type of classroom management for interpersonal discipline?

A

Assertive discipline works with these students because they understand it, but they rarely need such a heavy handed approach to classroom discipline.You need to let him know that his good behavior is important to you not only in your classroom, but in others as well. Nurture this youngster and you will see quick progress. Be unnecessarily assertive and he will slip back to Stage 2.

120
Q

What is the best type of classroom management for self-discipline?

A

students who function at this level do not appreciate assertive discipline. They are bothered by the fact that other students force teachers to use so much class time dealing with discipline problems.The teacher who sets up several groups within the classroom gives students a chance to practice working at this level while he waits close by, ready to step in when needed.

121
Q

Name a cooperative learning structure for attention seeking students?

A

Team Interview

Timed Pair Share

122
Q

Name a cooperative learning structure for control seeking students?

A

Consensus seeking

Dot wall

123
Q

Name a cooperative learning structure for avoiding failure students?

A

Numbered Heads Together

Team Pair Solo

124
Q

Name a cooperative learning structure for angry students?

A

Having a cool-down center

125
Q

Name a cooperative learning structure for bored students?

A

Social interaction

126
Q

Name a cooperative learning structure for uninformed students?

A

Social interaction

127
Q

Name a cooperative learning structure for energetic students?

A

Heterogeneous cooperative teams

128
Q

Name a preventive strategy for control seeking students?

A

Responsibilities
Give students choices
Ask for help

129
Q

Name a preventive strategy for angry students?

A

Teach disagreeing agreeably

Teach anger control techniquesC

130
Q

Name a preventive strategy for energetic students?

A

Energizers, brain breaks
Special roles
Calming music

131
Q

Name a preventive strategy for avoiding failure students?

A

Private Feedback
Posters (positive)
Class norms encouraging trying, not sucess

132
Q

Name a preventive strategy for bored students?

A

Relate to personal interests
Name dropping
Costumes

133
Q

Name a preventive strategy for uninformed students?

A

Tutors
Adult mentors
Teach skills for independence

134
Q

Name a preventive strategy for attention seeking students?

A

Smile
Express appreciation
Great them

135
Q

Name a relevant moment-of-disruption structure for uninformed students?

A

Restart
Right now validation
Expectation reminder

136
Q

Name a relevant moment-of-disruption structure for energetic students?

A

i-Message plus
Make a better choice
Redirect

137
Q

Name a relevant moment-of-disruption structure for bored students?

A

Grandma’s rules
Make a better choice
To you… to me…

138
Q

Name a relevant moment-of-disruption structure for control-seeking students?

A

Language of choice

To you… to me…

139
Q

Name a relevant moment-of-disruption structure for attention-seeking students?

A

i-Message plus
Make a better choice
Redirect

140
Q

Name a relevant moment-of-disruption structure for angry students?

A

i-Message plus
Make a better choice
Cool Down

141
Q

Name a relevant moment-of-disruption structure for avoiding failure students?

A

Make a better choice

Right now validation

142
Q

What are the 3 strategies to deal with an energetic student?

A

Energy Releases
Calming strategies
Channeling Energy Productively

143
Q

Give an example of an energy release strategy.

A

Energizers

  • Sports and goofy games
  • Roles and responsibilities
144
Q

Give an example of a calming strategy.

A
  • Music at 60
  • Relaxation breathing
  • Remove distractions
145
Q

Give an example of a Channeling Energy Productively strategy.

A
  • Bite-sized instruction
  • Channel energy
  • Instruction/curriculum shift
146
Q

What are the 4 strategies to deal with an angry student?

A

Catharsis
Distraction
Reciprocal inhibition
Transfer

147
Q

Give an example of a catharsis strategy.

A
  • Draw it out
  • Mold it
  • Talk it out
  • Choice
  • Exercise
148
Q

Give an example of a distraction strategy.

A
  • Guided on imagery
  • Leave the field
  • Perspective shift
  • Induction
149
Q

Give an example of a reciprocal inhibition strategy.

A
  • Concentration
  • Think Time: Student
  • Food
  • Humor
150
Q

Give an example of a transfer strategy.

A

-Academic content

151
Q

Name 5 low impact responses

A
  1. Gesture
  2. The Look
  3. Using the Student’s name
  4. Proximity
  5. Ignoring
  6. The Pause
  7. Touch
  8. Deal with the problem and not the student
  9. Signal to begin
152
Q

What are the 3 steps to instauring a procedure?

A

Teach - Rehearse - Reinforce

153
Q

What low impact responses is this:

Hand or facial gesture (ex: finger on the mouth, shake your head, etc.)
Communicate that you are with it and able to stop things before they go too far.

A

Gesture

154
Q

What low impact responses is this:

Two dimensional: quickly & quietly. Communicate that behavior is unacceptable and preventive scan. Students do not feel anonymous.
Communicate that you are with it and able to stop things before they go too far.

A

The look

155
Q

What low impact responses is this:

Minimal verbal skill remind students they are not anonymous
Stop inappropriate behavior

A

Using student’s name

156
Q

What low impact responses is this:

Move toward the misbehaving student
Reduce chances of misbehaving

A

Proximity

157
Q

What low impact responses is this:

Ability of a teacher to communicate that a student’s misbehavior will not have the desired effect the student was expecting; in most case that desired effect is the teacher’s attention.
To not attend to a behaviour for which the student is seeking attention

A

Ignoring

158
Q

What low impact responses is this:

Silence teachers intentionally invoke when they notice students or group of students misbehaving
Communicate that you are with it and able to stop things before they go too far.

A

The Pause

159
Q

What low impact responses is this:

A low-key response involving a light and quick touch by the teacher.
To stop the misbehaviour and re-establish or maintain a safe environment that encourages and allow the learning to continue.

A

Touch

160
Q

What low impact responses is this:

A skill that the teacher uses to focus on student behaviour rather than on a student intentions or student personality traits.
The skill deals with what the student is doing and nothing else. The teacher indicates by action or words, that is the behaviour rather than the student that is unacceptable. The teacher communicates that she trusts the student to solve the problem.

A

Deal with the problem not the students

161
Q

What low impact responses is this:

The signal to begin is a sequence of teacher behaviours resulting in the whole class or a group becoming quiet and focussing on the teacher. 1. Signal, 2. Active pause. 
To get the class to focus or re-focus
A

Signal to begin

Classroom Management (1 decks)

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