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TOPNOTCHER > Methods and Strategies (Day 22) > Flashcards

Methods and Strategies (Day 22) Flashcards

1
Q

Organizing, conducting business of the classroom, keep students organized, orderly, focused, attentive on tasks

A

Classroom Management

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2
Q

Principle of classroom management

A

Proactive discipline(ready, prepared)
preventive, inventive
anticipatory, not reactive

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3
Q

backbones of daily life

A

routine

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4
Q

aware of all actions

A

with it ness principle

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5
Q

minimize discipline and

A

maximize instrutional time

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6
Q

Power of a teacher;

he knows what he is talking about

A

expert power

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7
Q

Power of a teacher;

sense of belonging and acceptaance

A

Referent power

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8
Q

Power of a teacher;

giving reward and reinforcement

A

reward power

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9
Q

Power of a teacher;

in authority ‘loco parents instead of a parents

A

legitimate power

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10
Q

Power of a teacher;

giving punishment

A

coercive power

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11
Q

Types of classroom management;

warm but demanding

A

authoritative

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12
Q

Types of classroom management;

the best teacher, clearly and fairly communicates standard for discipline, kind, caring, warm but also firm

A

Authoritative

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13
Q

Types of classroom management;

not warm but demanding

A

authoritarian

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14
Q

Types of classroom management;

strict, firm, limits and control, power domination, pressure, criticism

A

authoritarin

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15
Q

Types of classroom management;

warm but not demanding

A

permissive

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16
Q

Types of classroom management;

few demands or controls, accepts the students impulsive

A

permissive

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17
Q

Types of classroom management;

not warm, not demanding

A

uninvolved/detached

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18
Q

Types of classroom management;

indifferent and undemanding

A

uninvolved/detached

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19
Q

Approaches to classroom management;

specify rules

A

assertive approach

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20
Q

Approaches to classroom management;

rewards, punishments

A

Behavior modification approach

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21
Q

Approaches to classroom management;

engage in academic work

A

Business academic approach

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22
Q

Approaches to classroom management;

responding immediately to group student behavior that might be inappropriate

A

group managerial approach

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23
Q

Group managerial approach;

one student positively influences the behavior of nearby students

A

Ripple effect

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24
Q

Group managerial approach;

know what is going on in all parts of the classroom, nothing is missed, eyes in the back of one’s head

A

With-it-ness

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25
Q

Group managerial approach;

the greater the expectation placed upon people the better they perform

A

Pygmalion/ Rosenthal effect

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26
Q

Group managerial approach;

observer effect, improve an aspect of their behavior in response to their awareness of being observed

A

Hawthorne effect

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27
Q

Group managerial approach;

through extra efforts goes the same effects of result

A

John Henry effect

28
Q

Group managerial approach;

a fake treatment

A

Placebo effect

29
Q

Group managerial approach;

cognitive bias, an observer’s overall impression of a person influences the observer’s feelings and thoughts, judgement base on appearance

A

Halo effect

30
Q

Group managerial approach;

student’s feel accepted

A

acceptance approach

31
Q

Mistaken goal of misbehavior;

disrupt the classroom, ask for favors, only important by keeping you busy with me

A

Goal is to seek attention

32
Q

Mistaken goal of misbehavior;

to be boss, argue, temper tantrums, I belong only when I’m boss, you can’t make me

A

Goal is to seek power

33
Q

Mistaken goal of misbehavior;

withdraws from situation, I don’t believe I can so, Low of confidence

A

Goal is to isolate oneself

34
Q

Mistaken goal of misbehavior;

cruel, violent, vicious, damage property, I don’t think I belong so I’ll hurt others

A

Goal is to seek revenge

35
Q

Good classroom techniques;

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

A

With-it-ness

36
Q

Good classroom techniques;

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

A

Overlapping (Multi-tasking)

37
Q

Good classroom techniques;

smooth lesson transitions, good transitions

A

Smoothness

38
Q

no smoothness

A

Jerkiness

39
Q

Jerkiness be avoided by not observing the ff;

so immersed in a small group, she ignores other student disruptive

A

Stimulus-bounded

40
Q

Jerkiness be avoided by not observing the ff;

burst into activities without assessing student’s readiness, surprise quiz

A

thrust

41
Q

Jerkiness be avoided by not observing the ff;

end an activity or drops topics before it is completed

A

Dangle

42
Q

Jerkiness be avoided by not observing the ff;

ends an activity abruptly (pwede pa balikan ang topic)

A

Truncuation

43
Q

Jerkiness be avoided by not observing the ff;

teachers lack clear direction and sequence of activities, inserting unrelated materials

A

Flip Flop

44
Q

Good classroom techniques;

Force an flow of a lesson, move through the lesson at a brisk place, good pacing, moderation

A

Momentum

45
Q

Good classroom techniques;

whole class involved`

A

Group focus

46
Q

Group focus;

ignoring an action

A

Planned ignoring

47
Q

Group focus;

non-verbal response, clear your throat, stare at the offender

A

Signal interference

48
Q

Group focus;

the teacher’s presence close to the misbehaving student

A

Proximity and Touch control

49
Q

Group focus;

asking a student to leave the room

A

Antiseptic bouncing

50
Q

Group focus;

Pointing out the connection between the conduct or misconduct at its consequences, tell the student to shut their mouth

A

Direct appeal

51
Q

Group focus;

using student’s name

A

Name dropping

52
Q

Group focus;

make use of yoke to release tension

A

Humor effect

53
Q

Group focus;

response direct to a student that seem to be losing interest in a lesson

A

Interest boasting

54
Q

Group focus;

recognizing a poor lesson replace it for something else

A

Program restructuring

55
Q

Group focus;

helping the child by giving a clues

A

Prompting

56
Q

Group focus;

elaborate his or her answer, teacher give follow up questions

A

Probing

57
Q

Characteristics of a good teacher;

ready to teach, ready in class, start on time

A

Prepared

58
Q

Characteristics of a good teacher;

optimistic attitudes, see the glass as half full, available to students, give praise and recogniton

A

Positive

59
Q

Characteristics of a good teacher;

believe everyone can be successful, hold the highest standard, build student’s confidence

A

Hold high expectations

60
Q

Characteristics of a good teacher;

resourceful and inventive

A

Creative

61
Q

Characteristics of a good teacher;

equal opportunities and privilege, handle student’s fairly, clear requirements

A

Fair

62
Q

Characteristics of a good teacher;

approachable, connect with students personally

A

Display a sense of belonging

63
Q

Characteristics of a good teacher;

concerned about student’s personal problems

A

Compassionate

64
Q

Characteristics of a good teacher;

make learning fun

A

Have a sense of humor

65
Q

Characteristics of a good teacher;

not deliberately embarrass students, respect student’s privacy, speak students in private

A

Respect students

66
Q

Characteristics of a good teacher;

do not hold grudges, forgive students, start each day with a clear slate

A

Forgiving

67
Q

Characteristics of a good teacher;

quick admit to be wrong, apologize to mistakenly, make adjustment

A

Admit mistakes

TOPNOTCHER (48 decks)

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