Classroom Management Exam 1

Front 1

young adolescents

Back 1

The 10 to 14 year old experiencing the developmental stage of adolescence; typically found in grades 5 to 8.

Front 2

middle school

Back 2

A school that has been planned and organized especially for students ages 10 to 14, and that generally includes grades 5 through 8, with grades 6 through 8 being the most popular grade-span organization; although many varied patterns exist.

Front 3

intermediate school

Back 3

A school that houses grades 4 through 6

Front 4

junior high

Back 4

A school that houses grades 7 through 9 or 7 and 8 and that has a schedule that resembles those of the traditional senior high

Front 5

elementary school

Back 5

Any school that has been planned and organized especially for children of some combination of grades kindergarten through 6.

Front 6

high school

Back 6

A school that houses students in any combination of grades 9 to 12.

Front 7

the middle school concept

Back 7

The notion that greater and more specific attention should be given to the special needs of young adolescents; specifically designed to meet the development needs of students between the ages of 10 and 15

Front 8

reasons for adopting the middle school concept

Back 8

To provide a program specifically designed for young adolescents
To set up a more effective transition between the elementary school and the high school
To move ninth graders to the high school or to a location designed solely for ninth graders

Front 9

two types of school calendar

Back 9

traditional calendar
year-round education

Front 10

teaching team

Back 10

a team of two or more teachers who work together to provide instruction to the same group of students

Front 11

school-within-a-school

Back 11

a teaching arrangement where one team of teachers is assigned to work with the same group of students

Front 12

looping

Back 12

an arrangement in which a cohort of students and teachers remain together as a group for several or all the years a child is at a particular school

Front 13

block scheduling

Back 13

blocks of time ranging from 70-140 minutes replace the traditional 50-minute classes; longer classes called macroperiods

Front 14

benefits of macroperiods

Back 14

Provides time for student inquiry
Project work
Interactive thematic instruction
Allows teachers to supervise and assist in in assignments

Front 15

advantages of block scheduling

Back 15

1.More time for Instruction
2.Planning Periods are longer
More time to plan
More time to interact with parents
3.Teachers teach fewer courses during a semester
4.Teachers are responsible for fewer students
Student interaction more productive
School climate more positive and fewer discipline problems

Front 16

disadvantages of block scheduling

Back 16

1.Content coverage may be less
2.There may be a mismatch between what is covered and that expected by state-mandated tests and the dates those tests are given
3.Teachers may be unhappy
4.Students are likely to become bored, restless, and/or mischievous

Front 17

skills needed to effectively teach students different from you

Back 17

1.Establish a climate in which all students feel welcome, can learn, and are supported in doing so
2.Techniques that emphasis cooperative and social-interactive learning and that deemphasize competitive learning
3.Building upon students, learning styles, capacities, and modalities
4.Strategies and techniques that have proven successful for students of specific differences

Front 18

4 learning modalities

Back 18

visual
auditory
kinesthetic
tactile

Front 19

4 major learning styles

Back 19

Imaginative learner
Analytic learner
Common sense learner
Dynamic learner

Front 20

8 multiple intelligences

Back 20

Bodily/Kinesthetic
Interpersonal
Intrapersonal
Logical/Mathematical
Musical
Naturalist
Verbal/Linguistic
Visual/Spatial

Front 21

characteristics of the competent classroom teacher (just be able to list some)

Back 21

1.The teacher is knowledgeable about the subject matter.
2.The teacher is an “educational broker.”
3.The teacher is an active member of professional organizations; reads professional journals; dialogues with colleagues; and maintains currency about methodology, the students, and the subject content the teacher is expected to teach.
4.The teacher understands the process of learning.
5.The teacher uses effective modeling behaviors.
6.The teacher is open to change, willing to take risks and to be held accountable.
7.The teacher is nonprejudiced toward gender, sexual preference, ethnicity, skin color, religion, physical disabilities, socioeconomic status, learning disabilities, or national origin.
8.The teacher organizes the classroom and plans lessons carefully.
9.The teacher is a capable communicator.
10.The teacher functions effectively as a decision maker.
11. The teacher is in a perpetual learning mode, striving to further develop a repertoire of teaching strategies.
12.The teacher demonstrates concern for the safety and health of the students.
13.The teacher demonstrates optimism for the learning of every student, while providing a constructive and positive environment for learning.
14. The teacher demonstrates confidence in each student’s ability to learn.
15.The teacher is skillful and fair in the employment of strategies for the assessment of student learning.
16.The teacher is skillful in working with parents and guardians, colleagues, administrators, and the support staff, and maintains and nurtures friendly and ethical professional relationships.
17.The teacher demonstrates continuing interest in professional responsibilities and opportunities.
18.The teacher exhibits a wide range of interests.
19.The teacher shares a healthy sense of humor.
20.The teacher is quick to recognize a students who may be in need of special attention.
21.The teacher makes specific and frequent efforts to demonstrate how the subject content may be related to the students’ lives.
22.The teacher is reliable.

Front 22

withitness

Back 22

the teacher’s timely ability to intervene and redirect a student’s inappropriate behavior; awareness of the whole group

Front 23

overlapping

Back 23

ability to attend to several matters simultaneously

Front 24

domains for objectives

Back 24

cognitive
affective
psychomotor

Front 25

direct teaching

Back 25

Direct instruction, expository teaching, teacher-centered instruction

Front 26

direct instruction

Back 26

Teacher-centered instruction, typically with the entire class, where the teacher controls student attention and behaviors as opposed to permitting students to have greater control over their own learning and behaviors

Front 27

delivery vs. access mode

Back 27

Delivery mode-(didactic, expository, traditional) to deliver information
Access mode-provide students access to the information by working with them

Front 28

learning experiences ladder

Back 28

Front 29

types of cognitive questions (7)

Back 29

clarifying
convergent-thinking
cueing
divergent-thinking
evaluative
focus
probing

Front 30

clarifying question

Back 30

A question used to help the teacher understand the student’s feelings, ideas or thought process; asking a student to elaborate on an initial response

Front 31

convergent-thinking question

Back 31

Also called narrow questions
Low order thinking questions that have a single correct answer

Front 32

cueing question

Back 32

Restating a question that may have received an inadequate or no response; maybe including clues to help students answer the initial question

Front 33

wait time

Back 33

the period of silence between the time a question is asked and the inquirer does something

Front 34

divergent-thinking question

Back 34

Open-ended; high-order thinking questions that require students to think creatively; may require analysis, synthesis, or evaluation

Front 35

evaluative question

Back 35

Either convergent or divergent, questions that require students to take a stance on some issue

Front 36

focus question

Back 36

Question designed to focus student thinking

Front 37

probing question

Back 37

Similar to clarifying; require students to go beyond superficial first-answer or single-word responses

Front 38

levels of cognitive questions

Back 38

Lowest Level: gathering and recalling information
Intermediate Level: Processing information
Highest Level: Applying and evaluating in new situations

Front 39

assimilation

Back 39

The cognitive process by which a learner integrates new information into an existing schema

Front 40

accommodation

Back 40

The cognitive process of modifying a schema or creating new schemata

Front 41

cognitive disequilibrium

Back 41

The mental state of not yet having made sense out of a perplexing situation

Front 42

steps for solving a problem

Back 42

1.Recognize the problem
2.Formulate a question about the problem
3.Collect data
4.Arrive at a temporarily acceptable answer to the problem

Front 43

purposes for using small groups

Back 43

Personality types
Social pattern
Common interest
Learning styles
Their abilities in a particular skill or their knowledge in a particular area

Front 44

outcomes of using cooperative learning groups

Back 44

Improved communication and relationships of acceptance among students of differences
Quality learning with fewer off-task behaviors
Increased academic achievement

Front 45

problem solving

Back 45

The ability to recognize, identify, define, or describe a problem; determine the preferred resolution; identify potential solutions; selects strategies; test solutions; evaluate outcomes; and revise any of these steps as necessary

Front 46

inquiry learning

Back 46

Like discovery learning, except here the learner designs the processes to be used in resolving the problem, thereby requiring higher levels of cognition

Front 47

purposes of educational games (just be familiar with these)

Back 47

Add variety and change of pace
Assess student learning
Enhance student self-esteem
Motivate students
Offer a break from usual rigors of learning
Provide learning through tactile and kinesthetic modalities
Provide problem solving situations and experiences
Provide skill development and motivation through computer usage
Provide skill development through inductive thinking
Provide skill development in verbal communication and debate
Reinforce convergent thinking
Review and reinforce subject matter learning
Stimulate critical thinking
Stimulate divergent and creative thinking
Teach both content and process

Front 48

resources from the community

Back 48

A) Possible field trip locations
B) Community resource people who could serve as guest speakers or mentors
C) Local agencies that can provide information and instructional materials

Front 49

purposes of assessment

Back 49

To assist in student learning
To identify students’ strengths and weaknesses
To assess the effectiveness of a particular instructional strategy
To assess and improve the effectiveness of curriculum programs
To assess and improve teaching effectiveness
To provide data that assist in decision making about a student’s future
To provide data to communicate with and involve parents and guardians in their children’s learning

Front 50

authentic assessment

Back 50

the use of evaluation procedures (usually portfolios and projects) that are highly compatible with the instructional objectives

Front 51

3 avenues to assess student learning

Back 51

Assess what a student says
Assess what a student does
Assess what a student writes

Front 52

3 types of portfolios

Back 52

Selected works portfolio
Longitudinal or growth portfolio
Passport or career portfolio

Front 53

12 types of assessment items

Back 53

Arrangement
Completion Drawing
Completion Statement
Correction
Essay
Grouping
Identification
Matching
Multiple Choice
Performance
Short Explanation
True-False

Front 54

transitions

Back 54

the moments in lessons between activities or topics; times of change

Front 55

understand legal guidelines regarding these 4 things

Back 55

Title IX: Student Rights
Teacher Liability and Insurance
Child Abuse and Neglect
First Aid and Medication

Front 56

ineffective forms of punishment

Back 56

Capricious
Extra assignments
Embarrassment
Group punishment
Harsh and humiliating punishment
Loud talk
Lowered marks
Nagging
Negative direct intervention
Negative touch control
Overreaction
Physical punishment
Premature judgments and actions
Taped mouths
Threats and ultimatums
Too hesitant
Writing as punishment

Front 57

50 mistakes to avoid (I have included the whole list here, but what you really need to know is one or two and be able to explain why you should avoid them)

Back 57

1.Inadequately attending to long-range and daily planning
2.Emphasizing the negative
3.Not requiring students to raise hands and be acknowledged before responding
4.Allowing students’ hands to be raised too long
5.Spending too much time with one student or one group and not monitoring the entire group
6.Beginning a new activity before gaining the students’ attention
7.Pacing teacher talk and learning activities too fast
8.Using a voice level that is always too loud or too soft
9.Assigning a journal entry without giving the topic careful thought
10.Standing too long in one place
11.Sitting while teaching
12.Being too serious or no fun
13.Falling into a rut by using the same teaching strategy or combination of strategies day after day
14.Inadequately using silence (wait time) after asking a content question
15.Poorly or inefficiently using instructional tools
16.Ineffectively using facial expressions and body language
17.Relying too much on teacher talk for classroom control
18.Inefficiently using teacher time
19.Talking to and interacting with only half the class
20.Collecting and returning student papers before assigning students something to do
21.Interrupting students while they are on task
22.Using “Shhh” as a means of quieting students
23.Using poor body positioning
24.Settling for less when you should be trying for more--not getting the most from student responses
25.Using threats
26.Avoid punishing the entire class for the misbehavior of a few
27.Using global praise
28.Using color meaninglessly
29.Verbally reprimanding a student from across the room
30.Interacting with only a “chosen few” students rather than spreading interactions around to all
31.Not intervening quickly enough during inappropriate student behavior
32.Not learning and using student names
33.Reading student papers only for correct (or incorrect) answers and not for process and student thinking
34.Not putting time plans on the board for students
35.Asking global questions that nobody likely will answer
36.Failing to do frequent comprehension checks (every few minutes during most direct instruction situations) to see if students are understanding
37.Using poorly worded, ambiguous questions
38.Trying to talk over student noise
39.Wanting to be liked by students
40.Permitting students to be inattentive to an educationally useful media presentation
41.Using stutter starts
42.Introducing too many topics simultaneously
43.Failing to give students a pleasant greeting on Monday or following a holiday or to remind them to have a pleasant weekend or holiday
44.Sounding egocentric
45.Taking too much time to give verbal instructions for an activity
46.Taking too much time for an activity
47.Being uptight and anxious
48.Failing to apply the best of what is known about how young adolescents learn
49.Overusing punishment for classroom misbehavior--jumping to the final step without trying alternatives
50.Being inconcise and inconsistent

Front 58

3 types of assessment and explain them

Back 58

The three types of assessment are diagnostic, formative, and summative. Diagnostic assessments come before instruction and are used to assess students' strengths and weaknesses. Formative assessment is used to assess what the student knows in order to plan for future instruction. Summative assessments are used to assess students' performance and determine a grade.

Front 59

two types of testing and the difference between them

Back 59

Norm-referenced testing compares students to other students. Criterion-referenced testing is based on a fixed standard.