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LET REVIEW > METHODS AND STRAT DAY2 > Flashcards

METHODS AND STRAT DAY2 Flashcards

1
Q

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

A

CLASSROOM MANAGEMENT

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2
Q

skills and techniques that teachers use to KEEP STUDENTS ORGANIZED, ORDERLY, FOCUSED, ATTENTIVE OS TASKS and ACADEMICALLY PRODUCTIVE

A

CLASSROOM MANAGEMENT

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3
Q

what is the BACKBONE of DAILY CLASSROOM LIFE

A

routines

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4
Q

principle of classroom management

it should be PIA.
PIA means

A

Proactive
Inventive
Anticipatory

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5
Q

what do you call if the teacher is aware of all actions and activities in the classroom

A

with-itness

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6
Q

5 types of POWER of a TEACHER

A
  1. EXPERT POWER
  2. REFERENT POWER
  3. LEGITIMATE POWER
  4. REWARD POWER
  5. COERCIVE POWER
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7
Q

Type of POWER of a TEACHER

when the teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT

A

EXPERT POWER

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8
Q

Type of POWER of a TEACHER

giving students a sense of BELONGING AND ACCEPTANCE

A

REFERENT POWER

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9
Q

Type of POWER of a TEACHER

persons-in authority of LOCO PARENTS (SECOND PARENTS)

A

LEGITIMATE POWER

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10
Q

Type of POWER of a TEACHER

giving REWARDS

A

REWARD POWER

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11
Q

Type of POWER of a TEACHER

Giving PUNISHMENTS

A

COERCIVE POWER

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12
Q

Type of CLASSROOM MANAGER/TEACHER

BEST TEACHER
DEMANDING YET WARM

A

AUTHORITATIVE/DEMOCRATIC

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13
Q

Type of CLASSROOM MANAGER/TEACHER

DEMANDING BUT NOT WARM
TERROR

A

AUTHORITARIAN

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14
Q

Type of CLASSROOM MANAGER/TEACHER

WARM BUT NOT DEMANDING
KONSINTIDOR

A

PERMISSIVE/LAISSEZ FAIRE

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15
Q

Type of CLASSROOM MANAGER/TEACHER

NEITHER DEMANDING NOR WARM
DETACHED

A

UNINVOLVED

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16
Q

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

A

Assertive approach

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17
Q

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

A

BEHAVIOR MODIFICATION APPROACH

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18
Q

APPROACHES TO CLASSROOM MANAGEMENT

developed by EVERTSON AND EMMER
emphasizes the organization and management of students as they engage in ACADEMIC WORK

A

BUSINESS ACADEMIC APPROACH

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19
Q

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

A

group managerial approach

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20
Q

type of GROUP MANAGERIAL APPROACH

occurs when a teacher corrects a misbehavior in one student and this positively influences the behavior of nearby students

A

ripple effect

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21
Q

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

A

with-it-ness

22
Q

type of GROUP MANAGERIAL APPROACH

is the phenomenon whereby the greater the expectation placed upon people, the better they perform

A

pygmalion/rosenthal effect

23
Q

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

A

Hawthorne Effect

24
Q

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

A

JOHN HENRY EFFECT

25
Q

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

A

PLACEBO EFFECT

26
Q

type of GROUP MANAGERIAL APPROACH

JUDGE THROUGH APPEARANCE

A

HALO EFFECT

27
Q

4 mistaken goals of misbehavior

A

acceptance approach

28
Q

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

A

goal is to seek attention

29
Q

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

A

goal is to seek power

30
Q

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

A

goal is to isolate oneself

31
Q

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

A

goal is to seek revenge

32
Q

classroom technique

handling two or more activities or groups at the same time.
multitasking, multi-grade classroom

A

overlapping

33
Q

classroom technique

ability to make smooth lesson transitions, keep an appropriate pace, and involve all students in a lesson. (GOOD TRANSITION)

A

smoothness

34
Q

antonym of smoothness

A

jerkiness

35
Q

under jerkiness

distracted

A

stimulus-boundedness

36
Q

under jerkiness

the teacher burst into activities without assessing student readiness (SURPRISE QUIZ)

A

THRUST

37
Q

under jerkiness

the teacher ends an activity or drops a topic before it is completed

A

dangle

38
Q

under jerkiness

the teacher ends an activity ABRUPTLY (DI NA BALIKAN)

A

TRUNCATION

39
Q

under jerkiness

inserting unrelated material to a lesson

A

flip-flop

40
Q

classroom technique

refers to the force and flow of a lesson. move through the lessons at a brisk pace. (GOOD PACING)

A

MOMENTUM

41
Q

classroom technique

is the process where the whole class is involved with the use of the teacher’s altering techniques

A

group focus

42
Q

under group focus

refers to ignoring an action that the student may be doing for attention

A

planned ignoring

43
Q

under group focus

refers to non-verbal response to stop student’s misbehavior
(CLEAR YOUR THROAT, STARE AT THE OFFENDER)

A

SIGNAL INTERFERENCE

44
Q

under group focus

is placing the teacher’s presence close to the misbehaving student

A

proximity and touch control

45
Q

under group focus

is asking a student to leave the room if he or she is misbehaving

A

antiseptic bouncing

46
Q

under group focus

is responding when appropriate, pointing out the connection between the conduct or misconduct and its consequences

A

direct appeal

47
Q

under group focus

using a child’s name in an example

A

name dropping

48
Q

under group focus

makes use of joke to release tension

A

humor effect

49
Q

under group focus

a response directed to a student that seems to be losing interest in a lesson

A

interest boosting

50
Q

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

A

program restructuring

51
Q

under group focus

helping the child give the correct answer by GIVING CLUES

A

PROMPTING

52
Q

under group focus

is used when you want the child to elaborate on his answer (FOLLOW-UP QUESTIONS)

A

PROBING

LET REVIEW (26 decks)

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