W3 Flash Cards

Front 1

Affective domain

Back 1

learning associated with feelings and emotions

Front 2

Bullying

Back 2

being consistently mean to someone else

Front 3

Classroom climate

Back 3

the way in which the classroom feels that translates to the students

Front 4

Community of learners

Back 4

learning environment that promotes teamwork

Front 5

Conventional ethics

Back 5

Kohlberg’s stage of moral reasoning where decisions are based on concerns for others

Front 6

Convergent questions

Back 6

questions that necessitate factual answers

Front 7

Cooperative learning models

Back 7

small-group instruction that is geared for positive contributions from each member

Front 8

Divergent questions

Back 8

questions that encourage creative thinking

Front 9

Explicitly communicate

Back 9

giving a message in a very clear way so both parties understand

Front 10

Implicitly communicate

Back 10

sending a message in a hidden manner like through body language or behavior

Front 11

Industry versus inferiority stage

Back 11

Erikson’s stage where children 6-12 may or may not appreciate accomplishments

Front 12

Initiative versus guilt stage

Back 12

Erikson’s stage where children 3-6 may or may not have a sense of curiosity and risk-taking

Front 13

Maslow’s hierarchy of needs

Back 13

stages of needs that individuals pass through

Front 14

Modeling

Back 14

a result of observing others and then acting as they do

Front 15

No Child Left Behind Act of 2002

Back 15

education reform plan to the ESEA

Front 16

Peer meditation

Back 16

conflict resolution that used trained individuals

Front 17

Perspective taking

Back 17

seeing situations from another’s POV

Front 18

Preconventional ethics

Back 18

Kohlberg’s stage of moral reasoning (until age 10) where a child’s decisions is based on consequences and personal benefit

Front 19

Self-efficacy

Back 19

a person’s perception of whether or not they will be successful at accomplishing a task

Front 20

Self-fulfilling prophecy

Back 20

expectation leads to action that cause the expectation to become a reality

Front 21

Social cognitive theory

Back 21

Bandura’s theory of learning from modeling

Front 22

Social interaction

Back 22

(based on Vygotsky’s social constructivism theory) participating with others in classroom activities

Front 23

Zone of proximal development

Back 23

Vygotsky’s term for the level of development where a person can expand their thinking with the help of a more able person

Front 24

Alternative education program

Back 24

alternative campus for really disruptive students

Front 25

Basic needs (Glasser’s)

Back 25

children are more likely to learn if they have survival/love/power/fun/freedom

Front 26

Behavior contract

Back 26

a mutually-agreed upon set of behaviors to be seen in the classroom

Front 27

Conditions of learning (Cambourne’s)

Back 27

learning increases if these conditions are met immersion/demonstration/expectations/responsibility/employment/approximation/engagement

Front 28

Code of ethics

Back 28

a set of behavior principles that guide educators’ actions

Front 29

Compensatory education programs

Back 29

supplemental service for at-risk students

Front 30

Consequences

Back 30

negative result of breaking rules

Front 31

Discipline

Back 31

action taken for a consequence

Front 32

Flexible groups

Back 32

students grouped for a short period of time

Front 33

Grooved

Back 33

students automatically follow rules or routines

Front 34

Independent learners

Back 34

active learners who can initiate their own projects and topics of study

Front 35

Individual education plan (IEP)

Back 35

educational needs and plan for a student with special needs

Front 36

Invisible child

Back 36

not acknowledging a misbehaving child who is seeking attention

Front 37

Judicious discipline

Back 37

uses logical consequences that relate in some way to the misbehaviors

Front 38

Logical consequences

Back 38

punishment that is in line with how a child may value/not value a consequence

Front 39

Management plan

Back 39

a set of well-thought-through rules/consequences/routines/schedules/etc.

Front 40

Mild desist

Back 40

calling a child’s name to let them know that you are aware of their misbehavior

Front 41

Monitoring

Back 41

constant watching to that you can catch negative and positive behaviors

Front 42

Nurturing environment

Back 42

classroom that meets children’s intellectual as well as social/emotional needs

Front 43

Paraprofessionals

Back 43

trained assistants for teachers

Front 44

Placement-review committee

Back 44

campus committee that reviews a student after they have been removed from their regular classroom

Front 45

Proximity

Back 45

moving closer to a student in an effort to stop a negative behavior

Front 46

Ripple effect

Back 46

when a class gets out of control because they see one child with negative behavior not being corrected

Front 47

Room arrangement

Back 47

the way the classroom is set up

Front 48

Routines

Back 48

the schedule or way things happen in the classroom

Front 49

Rules

Back 49

set of behavioral guidelines

Front 50

Shaping

Back 50

using positive rewards to help move misbehavior students to d behavior

Front 51

Sponge activity

Back 51

short beginning activity to transition students

Front 52

Student code of conduct

Back 52

required set of behavior expectations

Front 53

Tactile/kinesthetic learners

Back 53

students who learn best through touch and movement

Front 54

Time on task

Back 54

the time a student is engaged in active learning

Front 55

Transition

Back 55

moving form one activity to another