Chapter 5

Front 1

Characterized by power, domination, pressure, and criticism. Assumes the sole responsibility for making all decisions for the class and uses pressure, a sharp voice, and fear in forcing compliance.

Back 1

Authoritarian style

Front 2

Kind, caring, and warm, but also firm. Tries to provide stimulation from within through a sharing of responsibility and encouragement, rather than demands.

Back 2

Democratic style

Front 3

Completely permissive. Anything goes, which generally leads to chaos.

Back 3

Laissez-faire style

Front 4

The process of organizing and conducting the business of the classroom relatively free of behavior problems

Back 4

Classroom Management

Front 5

Deals with the prevention and consequences of misbehavior

Back 5

Discipline

Front 6

Built on the premise that students can be trusted to evaluate and change their actions so that their behaviors are beneficial and appropriate to themselves and to the class as a whole.

Back 6

Self-Discipline Approach

Front 7

Developed by William Glasser

A strategy that helps students take responsibility for examining and solving their own problems.

Teachers help students examine their behaviors and if necessary, devising a written plan for changing inappropriate behavior

Back 7

Reality Therapy

Front 8

Dr. Thomas Gordon

Stresses the establishment of positive working relationships between teachers and students

Identify who has the problem

Back 8

Teacher Effectiveness Training (TET)

Front 9

Tells the student how you feel about a problem situation and invites the student to change, to correct that situation

Back 9

I-Message

Front 10

Developed by Barbara Coloroso

Owning up to mistakes, thinking through solutions, and correcting misdeeds

Back 10

Inner Discipline Approach

Front 11

Well planned and well implemented instruction will prevent most classroom problems

Back 11

Instructional Approach

Front 12

Kounin Model

The skill to know what is going on in all parts of the classroom at all times; nothing is missed.

Back 12

Withitness

Front 13

Kounin Model

Handling two or more activities or groups at the same time. The ability to monitor the whole class at the same time.

Back 13

Overlapping

Front 14

Jones Model

The establishment of classroom boundaries for appropriate behavior.

Back 14

Limit Setting

Front 15

Jones Model

A set of physical mannerisms that tends to get students back to work.

Proximity, direct eye contact, body position (orientation), facial expressions, tone of voice

Back 15

Body Language

Front 16

Jones Model

Using preferred activities as motivational rewards for desired behaviors.

Peer pressure

Back 16

Incentive Systems

Front 17

Gives the teacher full responsibility for regulating the classroom

Back 17

Desist Approach

Front 18

Teachers clearly and firmly communicate needs and requirements to students, follow up words with appropriate actions, and respond to students in ways that maximize compliance

Calm yet forceful

Back 18

Assertive Discipline

Front 19

Student behavior can be changed by altering the consequences that follow their actions and behaviors

Back 19

Behavior Modification

Front 20

Classroom activities that are repetitive and follow a common procedure

Back 20

Routines

Front 21

The accepted and non accepted actions in the classroom

Back 21

Limits

Front 22

Being aware of what is taking place in the classroom

Back 22

Monitoring

Front 23

The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior

Back 23

Punishment