Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
74 Cards in this Set
- Front
- Back
|
What will high expectations for students do?
|
Allow them to achieve higher goals.
|
|
|
Teachers must have what?
|
Dignity & respect for all students
|
|
|
When can higher needs be fulfilled?
|
When lower needs are met
|
|
|
Lower level needs indicate a deficiency:
|
a.) Physiological- shelter, food & clothing
b.) Safety- at home & school c.) Belonging- need to belong & to feel loved d.) Self- esteem- confidence & satisfication in one's self |
|
|
Higher level needs what?
|
Lead to grow
|
|
|
Intellectual achievement
|
Knowledge & understanding
|
|
|
Aesthetic appreciation
|
for culture, beauty, literature & arts
|
|
|
Self- actualization
|
fully realizing one's potential
|
|
|
Transcendence
|
Development of intuitive abilities
|
|
|
Eight factors of effective classroom management:
|
a.)Determining management syle
b.)Determining motivational policies c.)Establishing positive classroom environment d.) Establishing classroom rules & routines e.)Using preventive techniques f.)Understanding why students misbehave g.)Understanding how to deal with serious behavioral problems h.)Understanding legal aspects of classroom management |
|
|
Positive classroom environment-
|
Where learning is valued & encouraged, & the students feel safe to take risks.
|
|
|
2 types of control:
|
Authority & Power
|
|
|
Classroom control goes with management style known as three C's:
|
Content, conduct, covenant
|
|
|
Assertive discipline-
|
Preventive classroom management approach
|
|
|
Reality therapy-
|
Students will misbehave if needs are not met.
|
|
|
Four basic needs:
|
Love, Control, Freedom, & Fun
|
|
|
Operant conditioning-
|
Suggests modifying behavioral problems by the use of consequences.
|
|
|
Behavior modification theory-
|
Based upon the notion that students' behaviors can be accompanied by consequences.
|
|
|
3 Types of Consequences:
|
Reinforcement- positive & negative
Punishment Extinction |
|
|
Self- discipline model-
|
Superior to assertive, discipline, submissive behavior, & authoritarian discipline because they are based on the premise that student behavior must be controlled by the teacher.
|
|
|
Classroom management consists of:
|
Policies of the school, students' rights, & legal system, both federal & state
|
|
|
Types of conflict:
|
Beliefs, territory, perception, personal property, personal differences
|
|
|
Strategies to resolve conflict:
|
a.)Use positive words
b.)Diffuse with smile or humor c.)Seek additonal information' d.)Involve other people e.)Compromise or meet halfway f.)Reach a cooperative settlement g.)Encourage students to work it out h.)Separate upset students |
|
|
Alternative Education Program (AEP)
|
A place for disruptive students to go on campus once they have broken rules or laws.
|
|
|
Authoritarian
|
The requirement of strict relationship to rules
|
|
|
Classroom climate
|
The way the classroom makes a person feel
|
|
|
Classroom management
|
The teacher's plan on how they will keep their classrooms running smoothly without bad behavior or distractions.
|
|
|
Conflict resolution
|
A way to settle differences or disagreements
|
|
|
Consequences
|
Something that happens as a result of an action
|
|
|
Discipline
|
A system used to positively guide children to learn how to self regulate their own behavior.
|
|
|
Learning center
|
Different areas within the classroom setup for individual learning
|
|
|
Permissive
|
Giving student's slack with the rules
|
|
|
Prominent
|
Seen clearly
|
|
|
Sponge activity
|
Activities used to by pass time before instruction begins
|
|
|
Transition
|
The movement of going from different activities or lessons
|
|
|
Affective domain
|
The feeling or emotions that goes along with learning
|
|
|
Bullying
|
Behavior that some student's may do. Ex. hitting, teasing, taunting, spreading rumors, stealing, or even through web use
|
|
|
Community of learners
|
Where all members of a group learns together
|
|
|
Convential ethics
|
Kohlberg's identified children from ages 10-20, when they worry about other people's viewpoint on their decision
|
|
|
Convergent questions
|
right or wrong questions
|
|
|
cooperative learning models
|
small- group of students that work together in a positive way towards instruction
|
|
|
divergent questions
|
creative thinking questions (student's have to dig a little deeper)
|
|
|
explicitly communicate
|
a clear wordly message that goes from one person to another person
|
|
|
implicitly communicate
|
messages done by body language to another person
|
|
|
industry versus inferiority stage
|
Erickson's stage of development: ages 6-12; where development possibly could happen for the mastery and competence
|
|
|
initiative versus guilt stage
|
Erickson's stage of development: ages 3-6; where develop of autonomy, risk taking, & curiosity could happen
|
|
|
Maslow's hierarchy of needs
|
Maslow's stages of needs that are developed by the individual
|
|
|
modeling
|
learning by watching others
|
|
|
No Child Left Behind Act of 2002
|
education plan established for changes in the Elementary & Secondary Education Act. The change of the federal government's role with grades K-12.
|
|
|
peer mediation
|
conflict resolutions performed by trained individuals
|
|
|
perspective taking
|
situations seen from another person's point of view
|
|
|
preconventional ethics
|
Kohlberg's stage where children's decisions are based upon consequences
|
|
|
self- efficacy
|
the belief in yourself that you can or cannot be successful when it comes to finishing a task
|
|
|
self- fulfilling prophecy
|
expectations that comes to action and becomes a reality
|
|
|
social cognitive theory
|
Bandura's theory that you learn from watching others or doing what others do
|
|
|
social interaction
|
based on Vygotsky's social constructivism theory that children take interest with others
|
|
|
Basic needs (Glasser's)
|
belief that if children will learn if the following needs are met: love, survival, power, fun, & freedom
|
|
|
behavior contract
|
contract that is agreed upon regarding a student's behavior over time & it also states rewards that can be given when behavior is done well
|
|
|
conditions of learning (Cambourne's)
|
if the conditions of immersion, expectations, demonstration, responsibility, employment, engagement, & approximation then learning will increase
|
|
|
code of ethics
|
an educators set of behavioral principles
|
|
|
compensatory education programs
|
program specially setup for at- risk students
|
|
|
flexible groups
|
groups that are setup to practice or learn certain skills
|
|
|
grooved
|
students automatically follow schedules, routines, or procedures without being told
|
|
|
independent learners
|
student's who learn by themselves
|
|
|
Individual Eduation Plan (IEP)
|
a plan designed for a student's maximum educational needs
|
|
|
invisible child
|
children who are misbehaving & labeled as "attention getters"
|
|
|
judicious discipline
|
logical consequences that connects with the misbehaviors
|
|
|
management plan
|
a student's plan that is detailed in their rules, schedules, routines, or consequences. A plan that should be followed
|
|
|
mild desist
|
letting the child know that you notice his behavior. It is like putting them on the spot
|
|
|
nurturing environment
|
classrooms where all emotions, social, & psychological needs are met
|
|
|
paraprofessionals
|
trained teacher aides
|
|
|
Placement- Review Committee
|
committee under the Texas Education Code looking at the student's actions in the classroom & then after they get out of that classroom
|
|
|
ripple effect
|
students copying others doing something bad, so they do it too
|
|
|
time on task
|
the time actually spent in learning the material
|
