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28 Cards in this Set

  • Front
  • Back
Consider: Does the behaviour change, affect, or disrupt the classroom learning environment, teacher, or students?
Act: Introduce a teacher intervention.
Lessen the use of invasive responses in dealing with a situation that requires action.
Manage the milieu to quickly return to an effective learning environment.
The CALM Model
A flexible, hierarchical model for examining and managing challenges that may affect the classroom environment:
Behavioural Problem
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.
Classroom Management
A teacher's ability to establish and maintain and environment that is suited for teaching and learning.
Professional Knowledge
Pedagogical and practical knowledge relating to teaching and learning.
Learning environment
A setting in which teaching and learning can occur.
Motivational Problems
Student difficulty in initiating, participating in, and/or performing with learning or classroom activities.
Teacher Intervention
Teachers actions - which may include verbal response, proximity or silence - that lead to desired student behaviour.
Instructional Practices
Procedures that instructors use to deliver lesson materials.
Off-Task/Norm-violating behaviours
Conduct that is deemed inappropriate in the current environment.
On-Task Behaviours
Conduct that is deemed appropriate and productive in the current environment.
Collaborative Management
The belief that the control of student behaviour in the classroom is the joint responsibility of the student and the teacher.
Referent Power
Students behave as the teacher wishes because they like the teacher as a person and they feel the teacher cares about them.
Expert Power
Students view the teacher as a good, knowledgeable teacher who can help them to learn; the teacher has the power of professional competence.
Legitimate Power
Students behave because the teacher is the teacher; inherent in that role are a certain authority and power.
Reward/Coercive Power
Students behave to avoid some form of punishment or to gain a predetermined reward.
Student-Directed Management
Where the primary goal of schooling is to prepare for life in a democracy; students are allowed to make many decisions in the classroom.
Teacher-Directed Management
The belief that students become good decision makers by internalising rules and guidelines for behaviour that provided by a responsible and caring teacher.
People-Centred Management
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.
Learning that is initiated and directed by the learner.
Deep Understanding
Being able to do a variety of thought demanding tasks.
Effective Teaching
Defined as enhanced student achievement on paper-and-pencil tests.
The amount of instructional time required for students to achieve a specific learning objective.
An individual's expectation of success at a particular task.
Backward Design
Lesson planning that begins with the end in mind.