8P19 Quiz 1 Flashcards
(174 cards)
1
Q
What does CALM stand for?
A
Consider, Act, Lessen, Manage
2
Q
Explain the C in the CALM model
A
Consider the question of whether student behaviour is changing or disrupting the classroom learning environment, teacher, or students
3
Q
Explain the A in the CALM model
A
Decide to Act only when it becomes necessary
4
Q
Explain the L in the CALM model
A
Lessen your invasive responses to deal with the disruptive situation
5
Q
Explain the M in the CALM model
A
Manage the milieu to quickly return to an effective learning environment
6
Q
What are the four components of effective teaching?
A
professional knowledge and skills, subject-matter competence, commitment, professional growth
7
Q
In the classroom, we want to change the goal from ___________________ to _____________________.
A
Changing the goal:
From: coping with disruptive behavior
To: influencing appropriate behavior
8
Q
Effectiveness of classroom management depends on: (4 points)
A
The situation
The characteristics of the student(s)
The characteristics of the teacher
The teacher’s beliefs about classroom management
9
Q
What are the four teacher authority bases
A
Referent Authority
Expert Authority
Legitimate Authority
Reward and Coercive Authority
10
Q
Why do students behave well for a referent teacher?
A
They like the teacher as a person
11
Q
What are two requirements for effective use of referent authority?
A
1) Teachers must perceive that the students like them
2) Teachers must communicate that they care about and like the students
12
Q
What is a potential issue with referent authority
A
becoming the students’ “friend”
13
Q
Why do students behave well for an expert teacher?
A
Students behave as the teacher wishes because they view the teacher as someone who is good at what they do, knowledgeable, and wiling to help them learn
14
Q
What are two requirements for effective use of expert authority?
A
1) Students must believe the teacher has both special knowledge and the teaching skills to help them acquire that knowledge
2) Students must value learning what the teacher is teaching
15
Q
Why do students behave well for a legitimate teacher?
A
Students are expected to behave because the teacher has the legal authority for maintaining appropriate behaviour
16
Q
What are four requirements for effective use of legitimate authority?
A
1) Teachers must demonstrate that they accept the responsibilities and power that the teaching role involves
2) Students must believe that teachers and administrators are working together for the common good
3) School administrators reinforce legitimate power by communicating to students the expectations of treating teachers as authority figures
4) Teachers enforce school policies, rules, and support administrators
17
Q
What is the basis of reward and coercive authority?
A
behavioural notions of learning - reward and punishment procedures
18
Q
What are four requirements for effective use of reward and coercive authority?
A
1) The teacher must be consistent in assigning and withholding rewards and punishments
2) The teacher must ensure that students see the connection between their behaviour and a reward and punishment
3) The rewards or punishments must be perceived as rewards and punishments by the student
4) The students must see the application of the rewards and punishments as fair and reasonable
19
Q
What is a potential problem with reward and coercive authority?
A
might not work well for older students
20
Q
What are the 3 theories of classroom management?
A
Student-Directed Management
Collaborative Management
Teacher-Directed Management
21
Q
What is the goal of student-directed management?
A
to prepare students to live in a democracy where individuals are able to control their behaviour, care for others, and make wise decisions
22
Q
What are the two main beliefs of student-directed management?
A
1) Students have the primary responsibility for controlling their own behaviour
2) Students are capable of controlling their behaviour if given the opportunity
23
Q
What are five concepts student-directed management relies on?
A
Student ownership Student choice Community building Conflict resolution Problem solving
24
Q
how is misbehaviour understood through the lens of student-directed management?
A
it is seen as an opportunity for learning
25
How do students learn appropriate forms of behaviour through student-directed management?
Students learn appropriate forms of behaviour by learning that misbehaviour results in consequences (whether natural or logical)
26
Collaborative management seeks to develop a well-organized classroom in which students are: (4 points)
Engaged in learning activities
Successful
Respectful of the teacher and fellow students
Cooperative in following classroom guidelines
27
What is the main belief behind collaborative management?
Control of behaviour is the joint responsibility of the student and the teacher (Students are given some opportunity to control their own behaviour but the teacher takes on the primary responsibility of managing this as a group)
28
How does a classroom operate using collaborative management? (5 points)
Teacher and students develop rules/procedures together
Student choice is given at times
Issues/conflicts are dealt with individually
Use of coping skills to manage student behaviour
Examining the individual’s thoughts, feelings
Uses natural and/or logical consequences that connect to misbehaviour
29
What is the goal of teacher-directed management?
to create a learning environment with minimal management issues, to discourage misbehaviour and to deal with this swiftly
30
What are two main beliefs underlying teacher-directed management?
1) students become good decision-makers by internalizing the rules and guidelines for behaviour that are given to them by adults
2) Teacher should take primary responsibility for managing behaviour
31
What are three things to remember when applying different theories of classroom management (such as authority bases)
1) Application of theories is context and situation-dependent
2) Your approach might involve a mixture of authority/management styles–there is no “right” or “wrong”
3) Must be consistent with your personal belief systems AND your personality to be effective
32
How does a classroom operate using teacher-directed management? (3 points)
Emphasis placed on academic content and processes
Rules, procedures, consequences are created by the teacher to minimize misbehaviour
The teacher redirects the misbehaving student to appropriate behaviour by applying consequences
33
Student behaviour becomes a problem when it: (4 points)
1) Interferes with the teaching act
2) Interferes with the rights of others to learn
3) Is psychologically or physically unsafe
4) Destroys property
34
What are some causes for motivational issues?
low self-confidence, low expectations for success, lack of interest in academics, lost feelings of autonomy, achievement anxiety, fears of success or failure
35
How should motivational issues be approached compared to behavioural issues?
Motivational problems should be addressed later, while behavioural problems require immediate intervention of some form or another
36
Why is it important to address motivational problems?
so that they do not lead to behavioural problems
37
How much time have teachers reported to spend on discipline problems?
30-80% of class time
38
What is the ripple effect?
off-task behaviour of some students draws other students off-task
39
What are two effects of disruptive behaviour?
poor learning environment, decrease in teacher's feelings of self-efficacy
40
Name 6 theories/ideas that help explain why students misbehave
1) Societal Changes/Technology/Media
2) Maslow’s Hierarchy of Needs
3) Adler & Dreikurs’ Theory of Behaviour and Social Recognition
4) Coopersmith’s Framework of Self-Esteem
5) Piaget’s Stages of Cognitive Development
6) Kohlberg’s Theory of Moral Development
41
Why do societal changes matter when thinking about classroom management?
the classroom is a microcosm of broader society
42
Examples of societal changes that might generate misbehaviour?
Rise in crime, violence, drugs, abuse, mental health
43
What issues does technology create in the classroom? (3 points)
1) knowledge gap btw generations
2) loss of respect
3) greater access to knowledge, ideas, viewpoints, philosophies
44
How has violence in the media created problems in student behaviour?
desensitization to violence, lack of empathy, video games reward violent behaviour
45
What are the 5 levels in Maslow's Hierarchy of Needs?
```
Physiological needs
Safety and security needs
love, belonging, and affection needs
esteem and self-respect needs
self-actualization needs
```
46
What do Physiological needs consist of?
food, water, shelter, breathing, sleep
47
What are safety and security needs?
protection from injury, pain, and extremes of heat and cold; security of body, health, etc.
48
what are love and belonging needs?
giving and receiving love, warmth, affection; friendship and family
49
What are esteem and self-respect needs?
feeling adequate, competent, worthy; being appreciated and respected by others; confidence; respect of and by others
50
What are self-actualization needs?
self-fulfillment by using one's talents and potential, morality, creativity, problem solving, lack of prejudice
51
How does Maslow's hierarchy relate to student behaviour?
Behaviour can be explained by whether or not basic 3 needs have been met - the home environment plays a key role in meeting these needs. If the home does not meet these needs, appropriate behaviour and academic success are less likely to occur
52
What factors need to be considered in order to meet physiological needs in the classroom? (4 points)
Environmental considerations
Emotional considerations
Overcrowding
Lunch timing/snacks/recess
53
How might safety and security needs be threatened in the classroom?
presence of weapons, violence, bullying
54
How might belonging and affection needs be met in the classroom?
care, trust, and respect between teachers and students
| supportive classroom environment
55
How might esteem needs be met in the classroom?
fostering self-confidence and self-esteem, celebrating all aspects of achievement
56
What are the 3 premises of Adler & Dreikurs Social Recognition Theory?
1) People are social beings who have a need to belong, to be recognized, and to be accepted
2) Behaviour is goal-directed and has the purpose of gaining the recognition and acceptance that people want
3) People can choose how they behave; they can behave or misbehave. Their behaviour is not outside their control
57
What 4 types of behaviour do Adler & Dreikurs outline?
attention-getting
power seeking
revenge seeking
displays of inadequacy
58
What does attention-getting behaviour look like?
Asks multiple questions; use excessive charm; continually need help/assistance; ask for teacher’s approval, call out, show off
59
What does power seeking behaviour look like?
Challenges teachers to gain social acceptance; argue, lie, ignore, become stubborn, have temper tantrums, become disobedient to show control
60
What does revenge-seeking behaviour look like?
destroying property, threatening other students and/or teacher, engaging in rough play, using obscenities to hurt others
61
What does a display of inadequacy look like?
Deep sense of worthlessness and despair; interactions with others often result in negative feelings about themselves, they become disengaged and do not participate
62
why do students begin to show displays of inadequacy?
this is what happens when students have exhausted the previous 3 stages of behaviour; their peers begin to reject them when their revenge-seeking behaviour hurts them, and the student begins to feel worthless
63
What are the four components of self-esteem according to Coopersmith?
self-esteem = significance + competence + power + virtue
64
How does Coopersmith's Framework of Self-Esteem relate to misbehaviour?
Chronically disruptive students have low self-esteem
65
Why do disruptive students lack feelings of significance?
They feel they are not liked by their teachers, peers, or parents
66
Why do disruptive students lack feelings of competence?
they do not achieve academically or socially or in extracurricular activities
67
Why do disruptive students lack feelings of virtue?
teachers do not give them the opportunity to interact responsibly with others
68
What do disruptive students do when they lack significance, competence, and virtue?
seek power to make up for a lack of self esteem - they can exercise power by misbehaving, controlling others' ability to learn and the teacher's ability to teach
69
Name Piaget's 4 stages of cognitive development and their age range
Sensory-Motor (birth-2 years)
Preoperational (2-7 years)
Concrete operational (7-12 years)
Formal operational (12 and on)
70
How do Piaget's stages help us understand misbehaviour?
Behaviour can be explained by how the individual interprets their environment, and by which developmental level (cognitive ability) an individual is at (capable of)
71
What aspects of the pre-operational stage might result in misbehaviour?
egocentrism (can't understand that others have different perspectives/feelings), impulse-thinking, short attention span, inability to think in sequence. Sense of time/space limited
72
What aspects of the concrete operation stage might result in misbehaviour?
Have difficulty with metacognition and seem unconcerned with inconsistencies in own reasoning
73
Why should students in the formal operational stage be able to behave relatively well?
They can think abstractly and about their own and others’ thinking
74
How does Kohlberg's theory of moral development help us to understand why students misbehave?
behaviour can be explained by which developmental level (moral reasoning) an individual is at - children have varying levels of ability to think, consider, and act on moral dilemmas
75
What are the 6 stages of moral development?
```
Punishment-obedience (4-6)
Exchange of favours (6-9)
Good boy-nice girl (10-15)
Law and order (15-18)
Social contract (18-20)
Universal ethical principles
```
76
How are decisions made in the punishment/obedience stage?
based on physical consequences of an act- will they be punished or rewarded?
77
How are decisions made in the exchange of favours stage?
based on reciprocal favours; just learning to understand motives behind behaviours
78
How are decisions made in the good boy/nice girl stage?
based on how to behave are made on the basis of avoiding criticism and pleasing others
79
How are decisions made in the law and order stage?
based on obeying the law; motives are understood but not fully considered if behaviour has broken the law; just beginning to realize consequences of actions
80
What are judgments based on in the social contract stage?
upholding individual rights and democratic principles
81
What are judgments based on in the universal ethical principles stage?
respect for the dignity of human beings and what is good for humanity, not selfish interests or standards
82
what are the two most important variables in structuring the learning environment?
The physical environment
| Classroom guidelines
83
What are 5 components of the physical classroom environment
```
Environmental Conditions
Use of Space
Seating Arrangement
Bulletin Boards and Displays
Technology
```
84
What are natural consequences?
Consequences which occur without intervention as a result of a behaviour
85
What are 3 forms of punishment?
removal of privileges, suspension, and expulsion
86
What differentiates a consequence from a punishment?
A consequence connects to issue directly
87
What are 3 best practices for implementing rules in the classroom?
Rules must be clearly communicated to students
Rules should require commitment
Rules, routines, and guidelines/procedures must reflect cultural diversity of classroom
88
Name the 3 types of intervention skills
Non-verbal interventions skills
Verbal intervention skills
Use of logical consequences
89
What is overlapping?
the ability to attend to multiple matters at the same time
90
What is with-it-ness?
non-verbal communication to students that teachers are aware of all activities going on
91
Name 8 proactive strategies
Using rules/routines
Changing the pace of classroom activities
Removing distracting objects
Boost interest of students who shows off-task behaviour
Redirecting behaviour of off-task students
Providing non-punitive time out
Encourage appropriate behaviour of other students
Providing cues for expected behaviours
92
Name 3 types of non-verbal intervention
Planned ignoring
Signal interference
Proximity interference
93
What are the 3 stages from the hierarchy of classroom verbal intervention techniques? (from bottom to top, student-centred to teacher centred)
Hints
Questioning
Requests/Demands
94
What are 3 ways teachers can use hints to correct misbehaviour?
Adjacent (peer) reinforcement (commending appropriate student behaviour instead of disruptive behaviour)
Calling student by name
Using humour
95
How does questioning students function to correct misbehaviour?
Making other students aware of how their behaviour affects other people
96
What are 6 types of requests/demands teachers can make to manage misbehaviour?
```
Sending an "I" message
Using direct appeal
Using Positive Phrasing
Using “Are Not For”
Reminding Students of the Rules
Broken Record Strategy
```
97
What are the 3 components of an "I" message?
description of disruptive behaviour
description of the effect on teacher/other students
description of teacher’s feelings about the effects
98
What are Glasser's triplets? What type of verbal intervention is this?
3 Questions: What are you doing? Is it against the rules? What should you be doing?
this is a type of request/demand
99
What are the 3 stages from the hierarchy for management intervention? (from bottom to top, student-centred to teacher centred)
non-verbal intervention, verbal intervention, logical consequences
100
What are 4 requirements for effective use of logical consequences?
1) Should emphasize the student changing his/her behaviour rather than than teacher seeking retribution
2) “You have a choice”- giving students the choice of behaving accordingly or facing the consequence
3) Consequence must relate to offence as much as possible
4) Must be assertive, not aggressive
101
What are 4 factors to consider that might cause a student to engage in chronic misbehaviour?
Developmental changes
Needs not being met
Negative influences in environment
Success-to-failure ratio
102
What are the implications of a student having a low success-to-failure ratio? (4 points)
low self-esteem, low motivation, low persistence and other problem behaviours (e.g. attention seeking)
103
Name 3 factors that might cause a child to have a low success-to-failure ratio
```
failure in class environment
failure outside class environment
failure due to primary mode of conduct (ADHD, ODD)
```
104
What are 2 long term strategies for managing chronic misbehaviour?
Relationship-building
| Breaking the Cycle of Discouragement
105
Name 4 specific management techniques for managing chronic misbehaviour
Student Self Monitoring (Student Directed)
Anecdotal Record Keeping (Collaborative)
Functional Behaviour Assessment (Teacher Directed)
Behaviour Contracting (Teacher Directed)
106
What must teachers acknowledge in order to build positive relationships with chronically misbehaving students?
Must acknowledge that we cannot control students’ behaviour
107
What should teachers recognize/keep in mind when attempting to build positive relationships with chronically misbehaving students?
the student may have had negative experiences building relationships with teachers in the past
108
What are three requirements for building positive relationships with chronically misbehaving students?
putting aside negative feelings toward the student
consistent behaviour toward the student
developing empathy
109
What should a teacher focus on when attempting to build positive relationships with chronically misbehaving students?
positive behaviours and other aspects of the student’s personality
110
What are the 3 stages in the cycle of discouragement?
unfulfilled self-esteem needs
negative behaviours
negative teacher responses (consequences/punishments)
111
Teacher must find ways to meet _________ __________ to break the cycle of discouragement
unfulfilled needs
112
What are two ways teachers can break the cycle of discouragement?
cycle of encouragement
| behaviour management techniques
113
What are the 3 stages of the cycle of Encouragement?
fulfilled self-esteem needs
positive behaviours
positive teacher responses (reinforcements and consequences)
114
How can teachers build students' sense of significance/belonging (self-esteem equation)? (3 strategies)
group work
clubs/extracurricular involvement
building student/teacher relationship
115
How can teachers build students' sense of competence (self-esteem equation)? (3 strategies)
setting goals
positive feedback
showing interest in things student values
116
Name a strategy to build a student's sense of power (self-esteem equation)
provide opportunities for students to make their own choices
117
Name a strategy to build a student's sense of virtue (self-esteem equation)
provide opportunities for students to give to others (i.e. peer tutoring, food drive, charity projects, other community service activities).
118
What are the two components of self-monitoring?
self evaluation/analysis
| self-recording
119
What type of student does self-monitoring work for?
students who are trying to behave but need assistance
120
In anecdotal record keeping, the teacher keeps records of both ________ and ________ behaviours over ________.
positive; negative; weeks
121
In anecdotal record keeping, the teacher holds ___________________ with student to discuss ________ and ________ to manage these
private conferences; behaviours; strategies
122
What must a teacher attain from the student to begin anecdotal record keeping?
verbal commitment, signature on the record
123
What 3 things must a teacher identify in Functional Behaviour Analysis?
motive/purpose of behaviour, antecedents (events that occur prior to behaviour), and consequences that maintain behaviour
124
Functional Behaviour Analysis: once motive, antecedents, and consequences that maintain behaviour are identified, what must the teacher develop?
a support strategy can be developed (replaces disruptive behaviour with appropriate behaviour
125
What is a con of Functional Behaviour Analysis?
can be time-consuming
126
Name 3 changes that might be made as a result of Functional Behaviour Analysis
change of environment, teaching new skills, modifying consequences
127
Behaviour Contracting commits student to __________ _________ and offers specified ____________
appropriate behaviour; reward
128
Name 3 things a behaviour contract should require
Specific gradual improvements in behaviour
Time should gradually be lengthened over time to obtain reward
Move from tangible extrinsic rewards to more intrinsic rewards
129
Name 5 people a teacher could look to for help when managing a student with chronic misbehaviour
```
Parents
Administrators
LRT’s
School psychologists
Social Workers
```
130
When dealing with chronic misbehaviour, it is important to watch for changes in the following 6 categories, as they may indicate serious problems:
```
physical appearance
activity level
personality
achievement status
health or physical abilities
socialization
```
131
In relation to student learning, what 4 things should teachers consider in order to be effective teachers?
Lesson Design
Student Motivation
Teacher Expectations
Cultural Relevancy
132
What are 3 methods for developing more productive learning environments?
Creating Communities of Learners
Teaching Toward Multiple Intelligences
Differentiating Instruction
133
What are some differences between students to consider when differentiating instruction?
prior knowledge, motivation, thinking ability, metacognitive understanding, subject interest, self-regulation ability, cultural background, learning style
134
motivated behaviour is __________, ___________, and _____________.
energized, directed, sustained
135
What factors are involved in intrinsic motivation?
involves internal factors such as self-determination, curiosity, challenge, and effort
136
What is extrinsic motivation created by?
motivation is created by external incentives such as rewards and punishments
137
As students mature, their ________ motivation decreases and ________ motivated behaviour increases; especially around Grade __/__
intrinsic; extrinsically; 6/7
138
What idea is social cognition theory based on?
the idea that motivation is determined by our evaluations and beliefs in ourselves.
139
In social cognition theory, what is our motivation to achieve a behaviour dependent upon? (2 points)
1) how the behaviour is reinforced internally (by ourselves) and externally (through encouragement)
2) our personal evaluations and self-satisfaction of the outcome of the behaviour
140
What is self-efficacy?
An individual’s expectations of success at a given task
141
What does attribution theory emphasize?
the causes of success and failure
142
In attribution theory, name 5 factors that influence success and failure
ability, effort, task difficulty, luck, other people
143
Why is it important to attribute success/failure to effort above all other factors?
this is the only factor students can control; students are more likely to exert more of this in the future, and are more likely to be successful in the task
144
Why is it important NOT to attribute success/failure to ability?
Impacts on student self-efficacy, self-esteem, self-concept - could trigger the cycle of discouragement
145
What does expectancy value theory emphasize?
our expectations of success and the value of the outcomes that will be gained through success
146
according to Volk (2014), ____________ is key to definition of bullying (________ = _________ x _________)
harmfulness; Harm = Frequency x Intensity
147
Bullying ___________ causes harm
intentionally
148
Bullying occurs when what kind of relationship is in place?
a power imbalance
149
Name 5 kinds of power bullies might possess over their victims
strength, age, wealth, popularity, knowledge that might embarrass the victim
150
Name the 5 forms of bullying
physical
verbal
social/relational
cyber
151
Give 3 examples of social/relational bullying
excluding people from a group
scapegoating
use of information for specified purposes - gossip, rumours
152
What is an example of cyber bullying?
posting or sharing a picture without someone's consent
153
Why is cyber bullying especially dangerous/problematic?
can be done anonymously, hiding behind a screen
154
define cyber bullying
The posting of usually anonymous, mean-spirited messages about a person (student) through a variety of social media and electronic devices.
155
What are two important aspects of cyber bullying?
(lack of) proximity
| anonymity
156
Name two real life examples of how cyber bullying can lead to depression, anxiety, or suicide
Amanda Todd
| Rehtaeh Parsons
157
What is flaming?
online fighting using vulgar messages
158
What is denigration?
distribution of derogatory (often untrue) information or photos (that may be digitally altered)
159
Name 6 kinds of cyber bullying
```
HARASSMENT
DENIGRATION
FLAMING
IMPERSONATION
OUTING or TRICKERY
CYBER STALKING
```
160
What are some indicators/clues that a student is being bullied?
avoiding social situations, self-isolation
change in level of motivation
absence from class
complaints of being treated poorly
appear uncharacteristically sad or depressed
lack of sleep/nightmares
feeling sick or feigning sick before going to school
change in eating habits (weight changes)
angry outbursts
bruises/torn clothing
161
What is PREVNet?
an active network of Canadian researchers, non-governmental organizations (NGOs) and governments working together to stop bullying in Canada
162
According to PREVNet, what are the two lenses in the "binocular view" needed to address bullying?
Lens one: Individual needs of students (those being aggressive, those being victimized, and those witnessing)
Lens two: Social dynamics of peers and role of adults (relationship problems need relationship answers)
163
What are the 3 types of individuals whose needs must be addressed in relation to bullying?
Students engaged in Bullying Behaviour
Students who are victimized
Students who witness bullying
164
Name 2 needs of bullies
1) support in learning how to achieve power and status through positive means rather than aggressively
2) coaching to realize the impact of their behaviour
165
Name 2 needs of bullying victims
1) protection from abuse
2) help developing social skills, coping strategies (neither submission nor fighting back – but assertiveness that can be scripted/role-played with teacher), and self-esteem building
166
Name a need of bystanders
effective strategies for standing up rather than standing by or contributing
167
What is the central concern when addressing the social dynamics of bullying
Students who bully have friends who bully – they reinforce and encourage aggression
168
What are two solutions to the social dynamics of bullying
social architecture
| restorative practices
169
WHat is social architecture
Teacher pre-arranges balanced groups to avoid congregation and exclusion
170
How are restorative practices carried out
Teacher (and parents) can arrange and facilitate discussion between the individuals involved to restore positive relationship
171
What are restorative practices meant to build (2 points)
Builds empathy and encourages assertiveness
172
What is a requirement for restorative practices
training for the teacher
173
What are some approaches to bullying that do NOT work (7)
Zero Tolerance policies
Advising victimized youth to fight back
Addressing bullying with celebrity & hype rather than expertise
motivational speeches
Focusing only on individuals (not binocular view)
Ignoring the role of adults
Programs endorsed by anecdotal success stories
174
What are some approaches to bullying that do work (6)
Whole school approach (may begin with informative assembly)
Classroom rules that require peer respect
Supervision during transitions & classroom management
Disciplinary methods – consequences
Education of parents and teachers
Peer mentorship
