Chapter 1 Flashcards
(24 cards)
Proactive
Anticipating behavioral issues before anything happens.
Classroom Management
Used primarily with groups of students. Used primarily to facilitate the learning of curriculum content. Used in the classroom during recitation and seatwork sessions.
Reactive
Designed to be used in response to a behavior problem.
Behavior Management
May be used with any number of students mainly designed for individuals. Used primarily for the modification of maladaptive behavior. May be used in or out of the classroom in any setting.
Stimulating
Arousing or exciting.
How To Make A Lesson Stimulating
- Controversial issues
- Put enthusiasm into the lessons
- Use humor
- Use fooled games
- Do the unpredictable
- Be aware of pacing
- Avoid lecture
- Ask questions
Relevant
Something the students want to learn. It is useful to them and has value for them. When students understand why it is intrinsically advantageous to learn a skill or knowledge, they are less likely to need extrinsic motivation to stay on task. EX: Poll students to find out what they want to learn. Ask students to try and think of reasons why you are teaching them the skill or knowledge.
Kounin’s Dimensions of Teacher Classroom Management Styles
- Withitness
- Overlapping
- Smoothness and Momentum
- Group Alerting
- Accountability
- Valence
- Seatwork variety and challenge
Withitness
Demonstrating that you know what’s going on. Having eyes in the back of your head. Communicated through the teacher’s behavior rather than simply announcing.
Desist
The intervention the teacher makes to stop a behavior.
Overlapping
Successfully dealing with two or more matters at the same time.
Smoothness and Momentum
The ease and quickness of the teacher’s management of topic movement during recitations and transitions. Some teachers display “jerkiness” episodes in which they induce stops or jarring breaks in the activity flow. Breaks may be short or long in duration and include dangles, truncations, flip-flops, and stimulus boundedness.
Dangles
When the teacher suddenly stops and leaves an activity hanging. Example: “Let’s all take out our math workbooks and open them to page 15. Does anyone know where Mary is? (long pause) Diane, do you know where Mary is? OK. Let’s look at our workbooks.
Truncations
Extended or permanent dangle. Example: Using the previous example the teacher wouldn’t go back to the math work book, but continue searching for the missing student until time ran out.
Flip-Flops
When the teacher terminates one activity, begins a second activity, and then suddenly returns to the first activity again.
Stimulus Boundedness
Refers to the teacher’s ability to stay focused on the activity at hand.
Slowdowns
Actions which keep an activity from moving quickly. When the activity slows down, student attention strays, learning suffers, and there is an increased opportunity for behavior problems.
Overdwelling
Occurs when the teacher goes on and on about an issue or a student’s behavior.
Fragmentation
The unnecessary breaking down of a task or activity and requiring one person or group to perform it at a time.
Group Alerting
The degree to which the teacher attempts to involve the non-reciting students in the recitation task, maintain their attention, and keep them alerted or “on their toes.”
Accountability
The degree to which the teacher holds students accountable and responsible for their task performances. Example: When students are asked to produce or demonstrate work.
Valence
The power to attract. What the teacher does to attract and hold their students attention.
Satiation
Occurs when a reinforcing activity loses its power to attract through overuse.
Seatwork Variety and Challenge
Programming learning activities with enough variety and intellectual challenge (especially in seatwork settings) to stimulate learning.
