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PROFESSIONAL EDUCATION > METHODS AND STRATEGIES AND FIELD STUDIES > Flashcards

METHODS AND STRATEGIES AND FIELD STUDIES Flashcards

1
Q

organizing and conducting the business of the classroom, free from behavior problem.

variety of skills and techniques to keep students organized, orderly, focused and attentive on class.

A

CLASSROOM MANAGEMENT

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2
Q

PRINCIPLES OF CLASSROOM MANAGEMENT

A
  1. consistent, proactive discipline
  2. establish routines for all daily tasks and needs. routines are the backbone.
  3. balance between variety and challenge
  4. resolve minor inattention and disruption
    5.make good use of every instructional materials.
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3
Q

5 TYPES OF A TEACHER

A

1.Expert power- teacher makes her students feel that he knows what he is talking about
2.Referent Power- give sense of belonging and acceptance
3.Legitimate power- person in authority(loco parents)
4.Reward power- give rewards. grades
5.Coercive power- give punishments

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4
Q

TYPES OF CLASSROOM MANAGEMENT

A

1.Authoritative/Democratic (warm, but demanding)
2.Authoritarian (not warm but demanding)
3.Permissive/Laissez Faire (warm but not demanding)
4.Uninvolveed (not warm not demanding)

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5
Q

-Teacher is fairly and clearly communicates for discipline and performance.
-Kind, Caring, Warm but also Firm
-DEMANDING BUT NOT WARM

A

AUTHORITATIVE/DEMOCRATIC
(warm but demanding)

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6
Q

-firm limits and control on students
-power, domination, pressure and criticism
-assumes all responsibility. iya tanan decision. FORCING
-DEMANDING BUT NOT WARM

A

AUTHORITAIAN
(not warm but demanding)

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7
Q

-few demands or controls
-students are impulsive and actions is likely to monitor behavior
-MORE concerned with the students’ emotional well-being
-WARM BUT NOT DEMANDING

A

PERMISSIVE/LAISSEZ FAIRE
(warm but not demanding)

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8
Q

-teachers are indifferent and undemanding of students involvement
-NEITHER DEMANDING NOR WARM

A

UNINVOLVED
(not warm not demanding)

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9
Q

APPROACHES TO CLASSROOM MANAGEMENT

A
  1. ASSERTIVE APPROACH
  2. BEHAVIOR MODIFICATION APPROACH
  3. BUSINESS ACADEMIC APPROACH
  4. GROUP MANAGERIAL APPROACH
  5. ACCEPTANCE APPROACH
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10
Q

-teachers specify rules of behavior and consequence for disobeying
-students should behave in a certain way in class (DUKE & MECHEL)

A

ASSERTIVE APPROACH

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11
Q

-strive to increase the occurrence of appropriate behavior though a system of rewards and reduce likelihood of inappropriate behavior through punishment

A

BEHAVIOR MODIFICATION APPROACH

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12
Q

-developed by EVERTSON and EMMER
-organization and management in ACADEMIC WORK
-assignments, requirements, monitoring students work, feedback to students

A

BUSINESS ACADEMIC APPROACH

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13
Q

-based on JACOB KOUNIN’S RESEARCH
-importance of responding immediately to ‘group student behavior’ inappropriate or ‘undesirable’ to prevent problems.

A

GROUP MANAGERIAL APPROACH

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14
Q

-teacher corrects a misbehavior in one students and this positively influences the behavior of nearby students

A

RIPPLE EFFECT

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15
Q

-the skill is to know what’s going on in all parts of the class of the classroom at all times; nothing is miss
-one has eyes in the back of one’s head

A

WITH-IT-NESS

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16
Q

-phenomenon whereby the greater the expectation place upon people, the better they perform

A

PYGMALION EFFECT/ROSENTHAL EFFECT

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17
Q

-the observer EFFECT is a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being observed

A

HAWTHORNE EFFECT

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18
Q

-opposite of Hawthorne effect: a supposedly control group that gets no intervention, compares themselves to the experimental group and through EXTRA EFFORT GETS THE SAME EFFECTS OR RESULS

A

JOHN HENRY EFFECT

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19
Q

-remarkable phenomena in which a PLACEBO–fake treatment.
-ex; Santa Claus come with lot of gifts but they have to behave well

A

PLACEBO EFFECT

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20
Q

-cognitive bias, overall impression of a person.

A

HALO EFFECT

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21
Q

ACCEPTANCE APPROACH

A

4 Mistaken Goals of Misbehavior
-seek attention
-seek power
-isolate oneself
-seek revenge

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22
Q

Child’s Characteristic:
-disrupt the classroom
-ask for favors
Child’s belief:
-im only important when I’m keeping you busy with me

A

GOAL IS TO SEEK POWER
(to keep others busy or to get special service)

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23
Q

Child’s characteristics:
–Argue/contradict
–have temper tantrums
Belief:
- I belong only when I’m boss or in control, no one can boss me
- You can’t make me

A

GOAL IS TO SEEK POWER
(to be boss)

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24
Q

Characteristics:
–withdraw from situations where they assume inadequately will be obvious
–Retreats further/ No improvement
Beliefs:
-I don’t believe i can so, I will convince others not to expect anything of me

A

GOAL IS TO ISOLATE ONESELF

(assumes inadequacy-to give up and be left along)

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25
Q

Characteristics:
–act in cruel, violent, and vicious ways
–damage property
Beliefs:
-i don’t think i belong so i will hurt others
-i can’t be liked or loved

A

GOAL IS TO SEEK REVENGE
(to get even)

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26
Q

GOOD CLASSROOM TECHNIQUES

A
  1. WITH-IT-NESS
  2. OVERLAPPING
  3. SMOOTHNESS
  4. MOMENTUM
  5. GROUP FOCUS
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27
Q

Is the skill to know what is going on in all parts of the classroom at all times

A

WITH-IT-NESS

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28
Q

Means handling two or more activities or groups at the same time

Ability to monitor the whole class at all times

A

OVERLAPPING

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29
Q

Smooth lesson transitions, appropriate pace and involve all students in a lesson

smoothness prevent jerkiness (disorderly flow of activities)

A

SMOOTHNESS

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30
Q

JERKINESS can be avoided by NOT OBSERVING any of the following:

A

a. Stimulus-bound>
b. Thrust
a. Dangle
b. Truncation
c. Flip-flop

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31
Q

-teachers is so immersed in small groups of students or activities
-ignores students or misses events that is potentially disruptive

A

STIMULUS-BOUND

32
Q

-teacher bursts into activities without assessing student readiness and give orders, statements or questions that only confuse students

A

THRUST

33
Q
A
34
Q

The teacher ends an activities ABRUPTLY

A

TRUNCATION

35
Q
A
36
Q

The teacher lacks clear direction and sequence of activities.
wapa nahuman mo jump nas other activities

A

FLIP-FLOP

37
Q

refers to the force and flow of a lesson

A

MOMENTUM

38
Q

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

A

GROUP FOCUS

39
Q

UNDER GROUP FOCUS

A
40
Q

refers ignoring an actions that the students maybe doing for attention

A

PLANNED IGNORING

41
Q

non-verbal response to stop students’ misbehavior

clear your throat, stare at the offender, stop what you are doing in the mid-sentence

A

SIGNAL INTERFERENCE

42
Q

placing the teacher’s presence close to the misbehaving student

A

PROXIMITY AND TOUCH CONTROL

43
Q

asking a student to leave the room if they misbehave or uncontrollable

A

ANTISEPTIC BOUNCING

44
Q

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

A

DIRECT APPEAL

45
Q

Using a child name in an example

A

NAME DROPPING

46
Q

use of joke to release tension to a tensed situation

A

HUMOR EFFECT

47
Q

a response directed to a students that seems to be loosing interest in a lesson

A

INTEREST BOOSTING

48
Q

recognizing a poor lesson or activity, replace it for something else in order to restore a desired behavior

A

PROGRAM RESTRUCTURING

49
Q

helping the child give the correct answer by GIVING CLUES

A

PROMPTING

50
Q

is used when you when you want the child to ELABORATE on his or her answer

A

PROBING

51
Q

12 CHARACTERS OF AN EFFECTIVE TEACHER

A

TYPES AND CHARACTERISTICS

52
Q
  1. PREPARED
    -Come to class each day to teach
A

CHARACTERISTICS
-always ready in class
-don’t waste instructional time and start on time
-make class time fast coz students are engaged in learning

53
Q

POSITIVE
-optimistic attitude

A

CHARACTERISTICS
-glass as half full( positive views of every situation)
-give praise and recognition

54
Q
  1. HOLD HIGH EXPECTATIOS
    -set no limits on students and believe everyone can be successful
A

CHARACTERS:
-Hold the highest standards
-challenge students to do their best
-build students confidence, to believe in themselves

55
Q
  1. CREATIVE
    -resourceful and inventive
A

wear a clown suit
-participate in school talent show
-wear a clown suit
-use technology effectively in the classroom

56
Q
  1. FAIR
    -handle students and grading fairly
A

CHARACTERISTICS
-give students equal opportunities and privileges
-provide clear requirements

57
Q

6.DISPLAY A PERSONAL touch
-approachable

A

CHARACTERISTIC
-connect with the students personally(visit their world)
-share personal experiences with their classes

58
Q
  1. CULTIVATE A SENSE OF BELONGING
    -make students feel welcome and comfortable in their classrooms
A

CHARACTERISTICS
- make students comfortable in the class

59
Q
  1. COMPASSIONATE
    -concerned about students personal problems
A

CHARACTERISTIC
-have sensitivity and compassion to students

60
Q
  1. HAVE A SENSE OF HUMOR
    - do not take everything seriously and make learning fun
A

CHARACTERISTICS
-bring humor
-laugh with class

61
Q
  1. RESPECT STUDENTS
    -Do not deliberately embarrass students
A

CHARACTERISTICS
-respect student’s privacy when returning test papers
-speak to students in private concerning grades or conduct

62
Q

11.FORGIVING
-do not hold grudges

A

CHARACTERISTICS
-forgive students for inappropriate behavior
-habitually start each day with a clean slate

63
Q
  1. ADMIT MISTAKES
    -quick to admit being wrong
A

CHARACTERISTICS
-Apologize to mistakenly accused students
-make adjustments when students point out errors
in grading or test material that has not been assigned.

64
Q

MULTIPLE INTELLIGENCES—HOWARD GARDNER

A

Created by HOWARD GARDNER

65
Q

A theory ‘of multiple intelligences’, cluster in 9 different areas

A
  1. Verbal- Linguistic Skills
  2. Local- Mathematical Skills
  3. Bodily- Kinesthetic Skills
  4. Visual- Spatial Skills
  5. Interpersonal Abilities
  6. Intrapersonal Abilities
  7. Musical Abilities
  8. Naturalistic Abilities
  9. Existential Intelligence
66
Q

-word smart
-enjoys reading, writing, discussing
>think in words >create Ads
>write a poem >keep a journal
>write a story >teach concept mapping

A

VERBAL-LINGUISTIC SKILLS

67
Q

-number smart/logic smart
-concept of time, quantity, cause and effect
>problem-solving >science experiments
>mental calculations >number games

A

LOGICAL-MATHEMATICAL SKILLS

68
Q

-body smart
-manipulate what is learned
>construct a model >dance
>sports >drama

A

BODILY-KINESTHETIC SKILLS

69
Q

-picture smart
-thinks in picture
>create visual diagram >create a poster
>draw a map >graph result of a survey

A

VISUAL-SPATIAL SKILLS

70
Q

-people smart
-group work and teamwork
>talking to people >interviewing people
>cooperating

A

INTERPERSONAL ACTIVITIES

71
Q

-self-smart
-works independently
-journal and diaries
-working alone >reflecting
-doing self-paced projects >having space

A

INTRAPERSONAL ABILITIES

72
Q

-Music smart
-ear for good music
>write a jingle >creating a rhyme
>use an instrument >rapping

A

MUSICAL ABILITIES

73
Q

-nature smart
-love for nature
>nature study > care for animals

A

NATURALISTIC ABILITIES

74
Q

-spirit smart
-who an I?
>ask deep questions >look at big picture
>think philosophy >seek meaningful learning

A

EXISTENTIAL INTELLIGENCE

75
Q
A

PROFESSIONAL EDUCATION (1 decks)

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