Final Exam Flashcards
Pass the class
Give the ABCD + type for :
Hitting, kicking, slapping, biting
Agressive Direct Physical
Give the ABCD + type for :
Destroying things, throwing things, stealing, hiding others’ possessions
Agressive Indirect physical
Give the ABCD + type for :
Put-downs, swearing at, calling names/teasing, insulting dress or possessions
Agressive Direct Verbal
Give the ABCD + type for :
Disrespectful hands/finger displays, making faces, body language of disdains, rolling eyes
Agressive Signs and Gestures
Give the ABCD + type for :
Insulting friends/family, tattling on, insinuating poor taste, ignoring
Agressive Indirect
Give the ABCD + type for :
Absences, being on time, turning assignment on time, returning permission slips
Breaking the rules Timeliness
Give the ABCD + type for :
Not covering books, not bringing material to class, writing in textbook, purchasing materials
Breaking the rules Material
Give the ABCD + type for :
Length of clothes, drugs and alcohol logos, make-up/hairstyles, gang-related colors/insignias
Breaking the rules Dress
Give the ABCD + type for :
Chewing gum, passing notes, leaning back on a chair, sharpening pencils
Breaking the rules behaviour
Give the ABCD + type for :
Hitting, profanity, arguing with teachers, putting down teacher
Confrontation Aggression towards teacher
Give the ABCD + type for :
Talking back, flirting with teacher/sexual innuendo, contradicting/interrupting, disdainful facial expression
Confrontation disrespect
Give the ABCD + type for :
Refusing to do assignment, refusing to sit/move/obey, doing the opposite, refusing to participate
Confrontation refusing
Give the ABCD + type for :
Repeated complaining, taking charge/telling others what to do, modeling disobedience, initiating rebellion, putting down the task
Confrontation instigating
Give the ABCD + type for :
Writing notes, wandering, performing wrong task, grooming
Disengagement Off-task behaviour
Give the ABCD + type for :
Asking off-subject questions, blurting out, playing dumb, socializing
Disengagement Off-task verbal
Give the ABCD + type for :
Sleeping, daydreaming, head on desk, doodling
Disengagement Tuning out
Give the ABCD + type for :
Horseplay, carelessly rushing through work, laughing/giggling, fidgeting with materials
Disengagement Hyperactivity
Give an example of direct physical aggressive behaviours
Hitting, kicking, slapping, biting
Give an example of indirect physical agressive behaviour
Destroying things, throwing things, stealing, hiding others’ possessions
Give an example of direct verbal aggressive behaviour
Put-downs, swearing at, calling names/teasing, insulting dress or possessions
Give an example of signs and gestures agressive behaviour
Disrespectful hands/finger displays, making faces, body language of disdains, rolling eyes
Give an example of Indirect agressive behaviour
Insulting friends/family, tattling on, insinuating poor taste, ignoring
Give an example of breaking the rules timeliness
Absences, being on time, turning assignment on time, returning permission slips
Give an example of breaking the rules materials
Not covering books, not bringing material to class, writing in textbook, purchasing materials
Give an example of breaking the rules dress
Length of clothes, drugs and alcohol logos, make-up/hairstyles, gang-related colors/insignias
Give an example of breaking the rules behaviour
Chewing gum, passing notes, leaning back on a chair, sharpening pencils
Give an example of confrontation Aggression towards teacher
Hitting, profanity, arguing with teachers, putting down teacher
Give an example of confrontation disrespect
Talking back, flirting with teacher/sexual innuendo, contradicting/interrupting, disdainful facial expression
Give an example of confrontation instigating
Repeated complaining, taking charge/telling others what to do, modeling disobedience, initiating rebellion, putting down the task
Give an example of confrontation refusing
Refusing to do assignment, refusing to sit/move/obey, doing the opposite, refusing to participate
Give an example of disengagement hyperactivity
Horseplay, carelessly rushing through work, laughing/giggling, fidgeting with materials
Give an example of disengagement tuning out
Sleeping, daydreaming, head on desk, doodling
Give an example of disengagement off-task behaviour
Writing notes, wandering, performing wrong task, grooming
Give an example of disengagement off-task verbal
Asking off-subject questions, blurting out, playing dumb, socializing
Name the seven position
- Attention seeking
- Avoiding failure
- Control seeking
- Energetic
- Angry
- Uninformed
- Bored
What needs are attention seeking students trying to fulfill?
To feel cared about by others
What needs are avoiding failure students trying to fulfill?
To feel successful
What needs are control seeking students trying to fulfill?
To be able to influence people or events
What needs are energetic students trying to fulfill?
To move, touch, be expressive
What needs are angry students trying to fulfill?
To express displeasure
What needs are uninformed students trying to fulfill?
To know how to interact responsibly
What needs are bored students trying to fulfill?
To be motivated, to have interesting stimuli
Who feels the need to feel cared about by others?
Attention seeking students
Who feels the need to feel successful ?
Avoiding failure students
Who feels the need to be able to influence people or events?
Control Seeking students
Who feels the need to express displeasure?
Angry students
Who feels the need to move, touch, be expressive?
Energetic students
Who feels the need to be motivated, to have interesting stimuli ?
Bored students
Who feels the need to know how to interact responsibly?
Uninformed students
What is the teacher’s gut reaction to Attention seeking students?
Drained, irritated, annoyed
What is the teacher’s gut reaction to avoiding failure students?
Sympathetic, protective, challenged, helpless
What is the teacher’s gut reaction to control seeking students?
Challenged, angry, threatened, frustrated
What is the teacher’s gut reaction to energetic students?
Overwhelmed, exhausted, drained
What is the teacher’s gut reaction to angry students?
Threatened, fearful, protective, Indignant, Outraged
What is the teacher’s gut reaction to bored students?
Invalidated
What is the teacher’s gut reaction to uninformed students?
Pity, helpful, exasperated, impatient
What is the teacher’s impulse reaction to Attention seeking students?
Nag, scold
What is the teacher’s impulse reaction to avoiding failure students?
Tutor; give up, write off
What is the teacher’s impulse reaction to control seeking students?
Force compliance, put down, overpower, fight
What is the teacher’s impulse reaction to energetic students?
Supress
What is the teacher’s impulse reaction to angry students?
Remove, punish retaliate
What is the teacher’s impulse reaction to bored students?
Discount, engage
What is the teacher’s impulse reaction to uninformed students?
Help, inform, ignore
What is the attention seeking’s reaction to the teacher’s intervention?
Temporary compliance
What is the avoiding failure’s reaction to the teacher’s intervention?
Feigns lack of interest “I can’t”, half-hearted effort
What is the control seeking’s reaction to the teacher’s intervention?
Get in the last word, power-plays, argue/justify
What is the energetic’s reaction to the teacher’s intervention?
Continues, Increases, modifies activity, playful smile
What is the angry’s reaction to the teacher’s intervention?
Anger, revenge seeking, sulking
What is the bored’s reaction to the teacher’s intervention?
Off-task
What is the uninformed’s reaction to the teacher’s intervention?
Grateful, lack of understanding, obedient
What is the classmate’s reaction to attention seeking students?
Amused, irritated
What is the classmate’s reaction to avoiding failure students?
Resentment, Pity
What is the classmate’s reaction to control seeking students?
Defiance, deference
What is the classmate’s reaction to energetic students?
Distraction, Annoyance, envy
What is the classmate’s reaction to angry students?
Fearful, angry
What is the classmate’s reaction to bored students?
Reject, Ignore
What is the classmate’s reaction to uninformed students?
Annoyance, pity, impatience
How to recognize the facial expression and body language of the attention seeking students?
Catching an eye, looking up
How to recognize the facial expression and body language of the avoiding failure students?
Avoiding eye contact; low muscle tone
How to recognize the facial expression and body language of the control seeking students?
Crossed arms, tightly closed lips, pointing, staring, puffed up, loud.
How to recognize the facial expression and body language of the energetic students?
High muscle tone, animated movement
How to recognize the facial expression and body language of the angry students?
Jaw protrudes, eyebrows lowered and drawn, lips pressed and fist clenched
How to recognize the facial expression and body language of the bored students?
Low muscle tone, droopy eyes
How to recognize the facial expression and body language of the uninformed students?
Surprise, wide eyed, lowered head
Why is it important for teachers to validate a student’s position? Give 3 reasons.
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.
What is validating position?
Importance of not only knowing a students’ position but communicate to the student that we know and accept where he/she is coming from.
Name 3 ways to validate a student’s position.
Validation gambits
Non-verbal validation
Validation notes
Give an example of a validation gambits
A few validating words can make a dramatic difference.
“We all get bored sometimes. How can I make this more interesting for you?”
Give an example of a non-verbal validation
A gesture, a smile, a nod. Hand on a shoulder to encourage a student that is afraid of failure.
Give an example of a validation notes
Note from the teacher.
What is the difference between a same-side approach and an opposite-side approach
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.
What are the two types of opposite side approach?
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.
What are the 3 principles of a just consequence?
Appropriate and linked
Clear
Pre-Established
What are the 4 types of consequences?
1) Responsible thinking
2) Apology
3) Restitution
4) Lost activity, access or interaction
What is a responsible thinking consequence.
Have the students stop, think, and engage in responsible thinking.
What is a apology consequence? What are the 3 steps
Apologies have three components:
1) statement of regret or remorse,
2) statement of appropriate future behavior,
3) request for acceptance.
What is a restitution consequence?
The student has to replace or repair something that was broken.
What is a lost activity, access or interaction consequence?
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.
What is the formula of Grandma’s rule?
“When….Then…”
What are the steps of Grandma’s rule?
1) State the responsible behavior
2) State the incentive.
What is the formula of Make a better choice?
“ I want you to think of a better choice you could make right now.”
What are the steps of Make a better choice?
1) Stop
2) Think!
3) Please tell!
4) Agree and act or disagree and request better choices
What is the formula of I-message plus?
“ I feel X when you do Y, and your classmate feel Z. Can you think of a better choice?”
What are the steps of I-message plus?
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
What is the formula of Acknowledge student power?
“I can’t make you.”
What are the steps of Acknowledge student power?
1) Acknowledge student power.
2) State responsible behavior
3) State choices and consequences.
4) Allow the choice
What is the formula of Right now validation?
“Right now, you are feeling X. That’s OK, but what you need to do is Y.”
What are the steps of Right now validation?
1) Validate the student’s position
2) Communicate that disruptive behavior is unacceptable.
3) Request responsible behavior.
4) Offer support.
What is the formula of Language of choice?
“Your choice is X or Y.”
What are the steps of Language of choice?
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.
What is the formula of Target stop do?
“Susie, right now you are doing X, you need to be doing Y.”
What are the steps of Target stop do?
1) Privately target student’s name
2) Stop disruptive behavior
3) State responsible behavior
4) Thank you!
What are the characteristic of students in the stage of recalcitrant behaviour?
recalcitrant in their behavior
refuse to follow directions
defiant and require a tremendous amount of our attention
What are the characteristic of students in the stage of self-serving behaviour?
having an individualistic morality
very self-centered
What are the characteristic of students in the stage of interpersonal discipline ?
have started to develop a sense of discipline
behave because you ask them
need gentle reminders
What are the characteristic of students in the stage of self-discipline?
have a sense of right and wrong
we enjoy working with
Autonomous
What is the best type of classroom management for recalcitrant behaviour?
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.
What is the best type of classroom management for self-serving behaviour?
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.
What is the best type of classroom management for interpersonal discipline?
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.
What is the best type of classroom management for self-discipline?
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.
Name a cooperative learning structure for attention seeking students?
Team Interview
Timed Pair Share
Name a cooperative learning structure for control seeking students?
Consensus seeking
Dot wall
Name a cooperative learning structure for avoiding failure students?
Numbered Heads Together
Team Pair Solo
Name a cooperative learning structure for angry students?
Having a cool-down center
Name a cooperative learning structure for bored students?
Social interaction
Name a cooperative learning structure for uninformed students?
Social interaction
Name a cooperative learning structure for energetic students?
Heterogeneous cooperative teams
Name a preventive strategy for control seeking students?
Responsibilities
Give students choices
Ask for help
Name a preventive strategy for angry students?
Teach disagreeing agreeably
Teach anger control techniquesC
Name a preventive strategy for energetic students?
Energizers, brain breaks
Special roles
Calming music
Name a preventive strategy for avoiding failure students?
Private Feedback
Posters (positive)
Class norms encouraging trying, not sucess
Name a preventive strategy for bored students?
Relate to personal interests
Name dropping
Costumes
Name a preventive strategy for uninformed students?
Tutors
Adult mentors
Teach skills for independence
Name a preventive strategy for attention seeking students?
Smile
Express appreciation
Great them
Name a relevant moment-of-disruption structure for uninformed students?
Restart
Right now validation
Expectation reminder
Name a relevant moment-of-disruption structure for energetic students?
i-Message plus
Make a better choice
Redirect
Name a relevant moment-of-disruption structure for bored students?
Grandma’s rules
Make a better choice
To you… to me…
Name a relevant moment-of-disruption structure for control-seeking students?
Language of choice
To you… to me…
Name a relevant moment-of-disruption structure for attention-seeking students?
i-Message plus
Make a better choice
Redirect
Name a relevant moment-of-disruption structure for angry students?
i-Message plus
Make a better choice
Cool Down
Name a relevant moment-of-disruption structure for avoiding failure students?
Make a better choice
Right now validation
What are the 3 strategies to deal with an energetic student?
Energy Releases
Calming strategies
Channeling Energy Productively
Give an example of an energy release strategy.
Energizers
- Sports and goofy games
- Roles and responsibilities
Give an example of a calming strategy.
- Music at 60
- Relaxation breathing
- Remove distractions
Give an example of a Channeling Energy Productively strategy.
- Bite-sized instruction
- Channel energy
- Instruction/curriculum shift
What are the 4 strategies to deal with an angry student?
Catharsis
Distraction
Reciprocal inhibition
Transfer
Give an example of a catharsis strategy.
- Draw it out
- Mold it
- Talk it out
- Choice
- Exercise
Give an example of a distraction strategy.
- Guided on imagery
- Leave the field
- Perspective shift
- Induction
Give an example of a reciprocal inhibition strategy.
- Concentration
- Think Time: Student
- Food
- Humor
Give an example of a transfer strategy.
-Academic content
Name 5 low impact responses
- Gesture
- The Look
- Using the Student’s name
- Proximity
- Ignoring
- The Pause
- Touch
- Deal with the problem and not the student
- Signal to begin
What are the 3 steps to instauring a procedure?
Teach - Rehearse - Reinforce
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.
Gesture
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.
The look
What low impact responses is this:
Minimal verbal skill remind students they are not anonymous
Stop inappropriate behavior
Using student’s name
What low impact responses is this:
Move toward the misbehaving student
Reduce chances of misbehaving
Proximity
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
Ignoring
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.
The Pause
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.
Touch
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.
Deal with the problem not the students
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
Signal to begin
