METHODS AND STRAT DAY2 Flashcards
the process of ORGANIZING and CONDUCTING the business of the classroom relatively free of behavior problems. It is often perceived as related to the PRESERVATION OF ORDER and the MAINTENENCE OF CONTROL
CLASSROOM MANAGEMENT
skills and techniques that teachers use to KEEP STUDENTS ORGANIZED, ORDERLY, FOCUSED, ATTENTIVE OS TASKS and ACADEMICALLY PRODUCTIVE
CLASSROOM MANAGEMENT
what is the BACKBONE of DAILY CLASSROOM LIFE
routines
principle of classroom management
it should be PIA.
PIA means
Proactive
Inventive
Anticipatory
what do you call if the teacher is aware of all actions and activities in the classroom
with-itness
5 types of POWER of a TEACHER
- EXPERT POWER
- REFERENT POWER
- LEGITIMATE POWER
- REWARD POWER
- COERCIVE POWER
Type of POWER of a TEACHER
when the teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT
EXPERT POWER
Type of POWER of a TEACHER
giving students a sense of BELONGING AND ACCEPTANCE
REFERENT POWER
Type of POWER of a TEACHER
persons-in authority of LOCO PARENTS (SECOND PARENTS)
LEGITIMATE POWER
Type of POWER of a TEACHER
giving REWARDS
REWARD POWER
Type of POWER of a TEACHER
Giving PUNISHMENTS
COERCIVE POWER
Type of CLASSROOM MANAGER/TEACHER
BEST TEACHER
DEMANDING YET WARM
AUTHORITATIVE/DEMOCRATIC
Type of CLASSROOM MANAGER/TEACHER
DEMANDING BUT NOT WARM
TERROR
AUTHORITARIAN
Type of CLASSROOM MANAGER/TEACHER
WARM BUT NOT DEMANDING
KONSINTIDOR
PERMISSIVE/LAISSEZ FAIRE
Type of CLASSROOM MANAGER/TEACHER
NEITHER DEMANDING NOR WARM
DETACHED
UNINVOLVED
APPROACHES TO CLASSROOM MANAGEMENT
*Expects teachers to SPECIFY RULES OF BEHAVIOR AND CONSEQUENCES for disobeying them
*Teachers expects them to BEHAVE IN A CERTAIN WAY in class
Assertive approach
APPROACHES TO CLASSROOM MANAGEMENT
strives to INCREASE THE OCCURENCE OF APPROPRIATE BAHAVIOR through a system of REWARDS and reduce likelihood of inappropriate behavior through PUNISHMENTS
BEHAVIOR MODIFICATION APPROACH
APPROACHES TO CLASSROOM MANAGEMENT
developed by EVERTSON AND EMMER
emphasizes the organization and management of students as they engage in ACADEMIC WORK
BUSINESS ACADEMIC APPROACH
APPROACHES TO CLASSROOM MANAGEMENT
based on JACOB KOUNIN’S RESEARCH
emphasizes the importance of responding immediately to GROUP STUDENT BAHAVIOR THAT MIGHT BE INAPPROPRIATE in order to prevent problems
group managerial approach
type of GROUP MANAGERIAL APPROACH
occurs when a teacher corrects a misbehavior in one student and this positively influences the behavior of nearby students
ripple effect
type of GROUP MANAGERIAL APPROACH
a skill to know what is going on in all parts of the classroom at all times. one has eyes in the back of one’s head
with-it-ness
type of GROUP MANAGERIAL APPROACH
is the phenomenon whereby the greater the expectation placed upon people, the better they perform
pygmalion/rosenthal effect
type of GROUP MANAGERIAL APPROACH
a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being OBSERVE
Hawthorne Effect
type of GROUP MANAGERIAL APPROACH
it is when a supposedly control group that gets no intervention, compares themselves to the experimental group through EXTRA EFFORT GETS THE SAME EFFECTS OR RESULTS
JOHN HENRY EFFECT
type of GROUP MANAGERIAL APPROACH
A FAKE TREATMENT, an inactive substance like sugar, distilled water, or saline solution - can sometimes improve a patient’s condition simply because the person has the EXPECTATION THAT IT WILL BE HELPFUL
PLACEBO EFFECT
type of GROUP MANAGERIAL APPROACH
JUDGE THROUGH APPEARANCE
HALO EFFECT
4 mistaken goals of misbehavior
acceptance approach
4 mistaken goals of misbehavior
child’s characteristic:
disrupt the classroom, ask for favors
I’m only important when I’m keeping you busy with me
goal is to seek attention
4 mistaken goals of misbehavior
child’s characteristic:
argue/contradict, have temper tantrums
I belong only when I’m boss
You can’t make me
goal is to seek power
4 mistaken goals of misbehavior
child’s characteristic:
withdraw from situations, retreats further
I don’t believe I can so, I’ll convince others not to expect anything of me
goal is to isolate oneself
4 mistaken goals of misbehavior
child’s characteristic:
may act in cruel, violent, and vicious way. damage property
I don’t think I belong, so I’ll hurt others as I feel hurt
I can’t be liked or loved
goal is to seek revenge
classroom technique
handling two or more activities or groups at the same time.
multitasking, multi-grade classroom
overlapping
classroom technique
ability to make smooth lesson transitions, keep an appropriate pace, and involve all students in a lesson. (GOOD TRANSITION)
smoothness
antonym of smoothness
jerkiness
under jerkiness
distracted
stimulus-boundedness
under jerkiness
the teacher burst into activities without assessing student readiness (SURPRISE QUIZ)
THRUST
under jerkiness
the teacher ends an activity or drops a topic before it is completed
dangle
under jerkiness
the teacher ends an activity ABRUPTLY (DI NA BALIKAN)
TRUNCATION
under jerkiness
inserting unrelated material to a lesson
flip-flop
classroom technique
refers to the force and flow of a lesson. move through the lessons at a brisk pace. (GOOD PACING)
MOMENTUM
classroom technique
is the process where the whole class is involved with the use of the teacher’s altering techniques
group focus
under group focus
refers to ignoring an action that the student may be doing for attention
planned ignoring
under group focus
refers to non-verbal response to stop student’s misbehavior
(CLEAR YOUR THROAT, STARE AT THE OFFENDER)
SIGNAL INTERFERENCE
under group focus
is placing the teacher’s presence close to the misbehaving student
proximity and touch control
under group focus
is asking a student to leave the room if he or she is misbehaving
antiseptic bouncing
under group focus
is responding when appropriate, pointing out the connection between the conduct or misconduct and its consequences
direct appeal
under group focus
using a child’s name in an example
name dropping
under group focus
makes use of joke to release tension
humor effect
under group focus
a response directed to a student that seems to be losing interest in a lesson
interest boosting
under group focus
is recognizing a poor lesson or activity and trying to replace it for something else in order to restore a desired behavior
program restructuring
under group focus
helping the child give the correct answer by GIVING CLUES
PROMPTING
under group focus
is used when you want the child to elaborate on his answer (FOLLOW-UP QUESTIONS)
PROBING
