Classroom Management Midterm

Front 1

C

Back 1

Consider: Does the behaviour change, affect, or disrupt the classroom learning environment, teacher, or students?

Front 2

A

Back 2

Act: Introduce a teacher intervention.

Front 3

L

Back 3

Lessen the use of invasive responses in dealing with a situation that requires action.

Front 4

M

Back 4

Manage the milieu to quickly return to an effective learning environment.

Front 5

The CALM Model

Back 5

A flexible, hierarchical model for examining and managing challenges that may affect the classroom environment:

Front 6

Behavioural Problem

Back 6

When a student interferes with the act of teaching or with the right of others to learn, or causes psychological or physical harm, or destroys property.

Front 7

Classroom Management

Back 7

A teacher's ability to establish and maintain and environment that is suited for teaching and learning.

Front 8

Professional Knowledge

Back 8

Pedagogical and practical knowledge relating to teaching and learning.

Front 9

Learning environment

Back 9

A setting in which teaching and learning can occur.

Front 10

Motivational Problems

Back 10

Student difficulty in initiating, participating in, and/or performing with learning or classroom activities.

Front 11

Teacher Intervention

Back 11

Teachers actions - which may include verbal response, proximity or silence - that lead to desired student behaviour.

Front 12

Instructional Practices

Back 12

Procedures that instructors use to deliver lesson materials.

Front 13

Off-Task/Norm-violating behaviours

Back 13

Conduct that is deemed inappropriate in the current environment.

Front 14

On-Task Behaviours

Back 14

Conduct that is deemed appropriate and productive in the current environment.

Front 15

Collaborative Management

Back 15

The belief that the control of student behaviour in the classroom is the joint responsibility of the student and the teacher.

Front 16

Referent Power

Back 16

Students behave as the teacher wishes because they like the teacher as a person and they feel the teacher cares about them.

Front 17

Expert Power

Back 17

Students view the teacher as a good, knowledgeable teacher who can help them to learn; the teacher has the power of professional competence.

Front 18

Legitimate Power

Back 18

Students behave because the teacher is the teacher; inherent in that role are a certain authority and power.

Front 19

Reward/Coercive Power

Back 19

Students behave to avoid some form of punishment or to gain a predetermined reward.

Front 20

Student-Directed Management

Back 20

Where the primary goal of schooling is to prepare for life in a democracy; students are allowed to make many decisions in the classroom.

Front 21

Teacher-Directed Management

Back 21

The belief that students become good decision makers by internalising rules and guidelines for behaviour that provided by a responsible and caring teacher.

Front 22

People-Centred Management

Back 22

The belief-centred practices are necessary but to be successful must be embedded in an environment where all participants know that they are respected and valued.

Front 23

Constructivism

Back 23

Learning that is initiated and directed by the learner.

Front 24

Deep Understanding

Back 24

Being able to do a variety of thought demanding tasks.

Front 25

Effective Teaching

Back 25

Defined as enhanced student achievement on paper-and-pencil tests.

Front 26

Lesson

Back 26

The amount of instructional time required for students to achieve a specific learning objective.

Front 27

Self-efficacy

Back 27

An individual's expectation of success at a particular task.

Front 28

Backward Design

Back 28

Lesson planning that begins with the end in mind.