Competency 8 (Becoming An Ec-6 Teacher In Texas)

Front 1

attribution theory

Back 1

a person's beliefs influences motivation

Front 2

behavior approach

Back 2

the use of rewards and punishment to influence action

Front 3

classroom discussion model

Back 3

strategy where students design their own questions while reading and/or listening

Front 4

cognitive approach

Back 4

motivation emphasizing a desire to make sense of the world

Front 5

convergent questions

Back 5

question with only one right answer

Front 6

deductive strategy

Back 6

strategy involving teachers giving information, then students applying concepts

Front 7

deficiency needs

Back 7

4 lower level needs that must be satisfied before moving to growth (surviva,safetyl, belonging & esteem)

Front 8

discovery learning

Back 8

when students must learn by discovering by themselves.

Front 9

discussion

Back 9

interactions betwen the teacher/student or student/student, usually planned to promote higher level thinking

Front 10

disequilibrium

Back 10

an imbalance between cognitive schemes & environmental information

Front 11

divergent questions

Back 11

questions with more than one right answer; open ended question

Front 12

eternal locus of control

Back 12

belief that outside environmental factors deteremine success or failure

Front 13

extrinsic motivation

Back 13

introduction of outside factors to stem motivation

Front 14

growth needs

Back 14

3 higher level needs of Maslow that are never completely fulfilled

Front 15

halt time

Back 15

stopping a lesson so the students can take in the information just learned before proceeding

Front 16

humanistic approach

Back 16

motivational approach driven by people's desire to improve themselves

Front 17

inductive strategy

Back 17

when instructions begins with curious events and then moves to finding the answers

Front 18

instability

Back 18

having characteristics that are changeable

Front 19

instructional strategy

Back 19

teaching that meet the needs and objectives of the students

Front 20

internal locus of control

Back 20

belief that one's efforts determine success or failure

Front 21

intrinsic motivation

Back 21

internal factors that help stem motivation

Front 22

learned helplessness

Back 22

expecting to fail

Front 23

learner-centered
(student centered)

Back 23

placing instuction on the needs of the learners

Front 24

learning goals
(mastery goals)

Back 24

goals that focus on mastering a skill

Front 25

Maslow's heirarchy of needs

Back 25

theory based on the a learner's motivation of needs

Front 26

metacognitive skills

Back 26

thinking about one's own thinking

Front 27

models of teaching

Back 27

instructional strategies created for a specific purpose

Front 28

monitoring

Back 28

constantly gaining feedback from students

Front 29

negative reinforcement

Back 29

removing something that is is disliked inorder to increase behavior

Front 30

pacing

Back 30

the feel or movement of the lesson

Front 31

performance goals

Back 31

a goal based on doing a particular task well

Front 32

positive reinforcement

Back 32

giving something valued to increase behavior

Front 33

presentation punishment

Back 33

presenting somthing disliked to decrease behavior

Front 34

punishment

Back 34

consequences resulting in decrease of behavior

Front 35

removal punishement

Back 35

taking away pleasure to decrease behavior

Front 36

risk-free environment

Back 36

place where someone feels secure enough to make chances

Front 37

role-play

Back 37

placing yourself in a particular situation or acting out a scenario

Front 38

selective attention

Back 38

focusing on one person or situation while ignoring another

Front 39

self-concept

Back 39

how you look at yourself
(neither good nor bad)

Front 40

self-efficacy

Back 40

confidence in abilities (good)

Front 41

self-esteem

Back 41

how you feel about yourself (good or bad)

Front 42

simulation

Back 42

a scenario involving real world where skills are used to process a goal

Front 43

stability

Back 43

perceived to be unchangeable

Front 44

teacher-as-audience

Back 44

teacher is an observer when the student completes a product

Front 45

teacher-as-coach

Back 45

role where teacher gives immediate feedback when new skills are attempted

Front 46

teacher-as-facilitator

Back 46

role where teacher provides structure and helps with questions

Front 47

teacher-as-guide

Back 47

role where teacher mediates and helps student to gain the information on their own

Front 48

teacher-centered

Back 48

teacher gives knowledge and the student receives

Front 49

wait time

Back 49

time between the teacher asking a question and then calling on a student.