DAY 2 Flashcards
(148 cards)
1
Q
The process of organizing and conducting the business of the classroom relatively free of behavior problems.
A
Classroom Management
2
Q
It is often perceived as related to the preservation of order and the maintenance of control.
A
classroom management
3
Q
refers to the wide variety of skills and technique that teachers use to keep students organized, orderly, focused, attentive on tasks and academically productive in class.
A
Classroom Management
4
Q
the backbone of daily classroom life
A
routines
5
Q
what type of discipline should be used inside the classroom?
A
proactive
6
Q
What is the mnemonics for the discipline used in classroom management?
A
P.I.A
- preventive
- inventive
- anticipatory
7
Q
________ is the crux (core) of effective classroom management.
A
proactive discipline
8
Q
Differentiate proactive from reactive discipline.
A
- proactive: wala pa nahitabo pero ginaprevent siya mahitabo (the PIA)
- reactive: after ra sa issue mag provide og action.
9
Q
they save valuable classroom time ana make it easier for students to learn and achieve more.
A
routines
10
Q
Strike a balance between ______ and _______ students activities.
A
variety and challenge (targeting HOTS)
11
Q
As a classroom manager, be aware of all actions and activities in the classroom.
A
with-it-ness
12
Q
resolve minor inattention and disruption before they become major disruption
A
nip-it-bud
13
Q
Minimize _________to maximize ____________.
A
discipline time ; instructional time
14
Q
5 Types of Power of a Teacher
A
- Expert
- Referent
- Legitimate
- Reward
- Coercive
15
Q
When a teacher makes his students feel that he knows what he is talking about.
A
Expert power
16
Q
(power)
*master niya iya subject matter
A
Expert power
17
Q
(power)
*Giving students a sense of belonging and acceptance
A
referent power
18
Q
(power)
- persons-authority “loco parentis”
A
legitimate power
19
Q
What does “loco parentis” means?
A
Instead of parents.
20
Q
(power)
- giving of rewards (e.g. giving grades/point)
A
reward power
21
Q
TYPE OF CLASSROOM MANAGERS (parenting style)
A
- Authoritative /Democratic
- Authoritarian
- Permissive/Laissez Faire
- Uninvolved
22
Q
(power)
- giving punishments
A
coercive power
23
Q
(classroom manager)
- Teachers who clearly and fairly communicates standards for discipline and performance to students
A
authoritative/democratic
23
Q
(classroom manager)
- Warm but demanding
A
authoritative/ democratic
24
(classroom manager)
- This teacher is kind, caring, and warm but also firm.
Authoritative/democratic
25
(classroom manager)
- demanding yet warm
Authoritative / democratic
25
(classroom manager)
- places firm limits and controls on the student
authoritarian
26
(classroom manager)
- not warm but demanding
Authoritarian
27
(classroom manager)
- characterized by power, domination, pressure and criticism.
authoritarian
28
(classroom manager)
- assumes the sole responsibility by making all decisions for the class and uses pressure, a sharp voice and fear in forcing
Authoritarian
28
(classroom manager)
- Demanding yet not warm
authoritarian
29
What is the other name for 'permissive' in classroom managers?
Laissez Faire
30
(classroom manager)
- Warm but not demanding
permissive
31
(classroom manager)
- Places few demands or control on the students
permissive
32
(classroom manager)
- The teacher accepts the students' impulses and actions and is less likely to monitor their behavior.
permissive
33
(classroom manager)
- is more concerned with the students' emotional well-being than he is with classroom control
- the 'favorite'
permissive
34
(classroom manager)
- not demanding yet warm
permissive
35
(classroom manager)
- not warm, but not demanding
Uninvolved
36
(classroom manager)
- Teachers who are indifferent and undemanding of student involvement
univolved
37
APPROACHES TO CLASSROOM MANAGEMENT
1. Assertive
2. Behavior Modification
3. Business Academic
4. Group Managerial
5. Acceptance
38
(approach)
- expects teachers to specify rules of behavior and consequence for disobeying them and to communicate these rules and consequences clearly
assertive approach
39
(approach)
- teachers expect them to behave in a certain way in class.
assertive approach
40
The proponent of 'assertive approach'
Duke and Mechel
41
(approach)
- strives to increase the occurrence of appropriate behavior through a system of rewards and reduce likelihood of inappropriateness behavior through punishments.
Behavior modification approach
42
(approach)
- rewards and punishment
Behavior modification
42
(approach)
- clear rules
assertive
43
Who developed the 'business academic approach' in classroom management?
- Evertson and Emmer
44
(approach)
- emphasizes the organization and management of students as they engage in academic work.
Business academic approach
45
(approach)
- academic work
Business academic approach
46
(approach)
Ex. Clear communication of assignments and work requirements, monitoring student work and feedback to students.
Business academic approach
47
(approach)
- emphasizes the importance of responding immediately to group student behavior that might be inappropriate or undesirable in order to prevent problems rather than having to deal with them after they emerge.
group managerial approach
48
Where did the business managerial approach based from?
Jacob Kounin's research
49
Occurs when a teacher corrects a misbehavior in one student and this positively influences the behaviour of nearby students.
Ripple Effect
50
*whatever you do to one, affects the other other students
Ripple/domino effect
51
Other name for "ripple effect"
Domino effect
52
One has eyes in the back of one's head
with-it-ness
52
is the skill to know what is going on in all parts of the classroom at all times; nothing is missed.
with-it-ness
52
is the phenomenon whereby the greater the expectation place upon people, the better they perform
Pygmalion/rosenthal effect
53
*pressure to perform better
Pygmalion/ rosenthal
54
Also referred to as the observer effect
Hawthorne effect
55
Other name for hawthorne effect
Observer effect
56
Is a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being observed
Hawthorne Effect
57
Is the opposite of Hawthorne Effect; it is when a supposedly control group that gets no intervention, compares themselves to the experimental group through extra effort gets the same effects or results
John Henry Effect
58
*whatever works for you, works for you.
John Henry Effect
59
A remarkable phenomenon in which a fake treatment, an inactive substance like, sugar, can sometimes improve a patients' condition simply because the person has the expectation that it will be helpful
Placebo Effect
60
is a cognitive bias in which an observer's overall impression of a person, company, or brand influences the observer's feelings and thoughts about that entity's character or properties
Halo Effect
60
*judging the book by its cover
Halo Effect
61
*Mang generalize using one impression (e.g. physical appearance)
Halo Effect
62
Who is the proponent of the 'acceptance approach'?
Rudolph Dreikure
63
(approach)
Four Mistaken Goals of Behavior
Acceptance Approach
64
(mistaken goal)
- To keep others busy or to get special service/attention
The Goal is to Seek Attention
65
- disrupts the classroom
- ask for favors
Seek Attention
66
To be boss
The Goal is to Seek Power
67
- argue/contradict
- have temper tantrums
Seek Power
68
I belong only when I'm boss or in control, or proving no one can boss me.
Seek Power
69
You can't make me.
Seek Power
69
(way to resolve)
- ignore the misbehavior acknowledged the good behavior
Seek Attention
70
(way to resolve)
- withdraw from the conflict and calm down
Seek Power
71
Assumes inadequacy to give up and be left alone
The Goal is to Isolate Oneself
72
*mind trickery
*Gaslighting
Placebo Effect
73
I'm only important when I'm keeping you busy with me
Seek Attention
74
Withrdraw from situations where they assume inadequacy will be obvious
Isolate Oneself
75
(way to resolve)
- encourage any form of improvement
Isolate oneself
76
To get even
The Goal is Seek Revenge
77
Hostile aggressive
Seek revenge
77
Retreats further/ no improvement
Isolate oneself
78
Damages property
- hostile aggressive
Seek revenge
79
May act in cruel, violence, and vicious ways
Seek revenge
80
I don't think I belong, so I'l hurt others as I feel hurt
Seek Revenge
81
(way to resolve)
- love the student and avoid retaliation
Seek Revenge
81
Good Classroom Techniques
1. With-it-ness
2. Overlapping
3. Smoothness
82
I can't be liked or loved
Seek Revenge
83
Is the skill to know what is going on in all parts of the classroom at all times.
with-it-ness
84
______ should be present to prevent jerkiness
Smoothness
84
-Means handling two or more activities or groups at the same time.
- multi-tasking
Overlapping
85
Essentially, it is the ability to monitor the whole cass at all times. It involves keeping a small group on task, for example, while also helping other students with their seatwork
Overlapping
85
Is the ability to make smooth lesson transition, keep an appropriate pace and involve all students in a lesson.
Smoothness
86
The disorderly flow of activities
jerkiness
87
The teacher is so immersed in a small group of students or activities that he or she ignores other students or misses an event that is potentially disruptive.
Stimulus-bounded
88
89
*distracted ang teacher
Stimulus-bounded
90
The teacher burst into activities without assessing student readiness and give orders, statements, or questions that only confuse students
Thrust (e.g. surprise quiz)
91
The teacher ends an activity or drops a topic before it is completed but gibalikan para mahuman
Dangle
92
The teacher ends the class abruptly
Truncation
93
Refers to the force and flow of lesson.
Momentum
93
The teacher lacks clear direction and sequence of activities
Flip-flop
93
The teacher terminates one activity, goes to another, and then returns to the previously terminated activity.
Flip-Flop
94
Effective Teachers move through the lesson at a brisk pace and appear to have very few slowdowns in the flow of activities
Momentum
95
The process where the whole class is involved with the use of teacher's alerting techniques
Group Focus
95
Refers to ignoring the action that the student may be doing for attention
Planned ignoring
96
Refers to the non-verbal response that the student may be doing for like instance: clear your throat, stare at the offender, stop what you're saying in the mid-sentence
Signal Interference
97
Is placing the teacher's presence close to the misbehaving students
Proximity and Touch Control
98
Is asking a student to leave the room is he or she is uncontrollably giggling or misbehaving that affects the majority of the class.
Antiseptic Bouncing
98
Is responding when appropriate, pointing out the connection between the conduct or misconduct and its consequences
Direct Appeal
99
Using a child's name in an example sa lesson
Name dropping
100
Make use of joke to release tension in a tensed situation
Humor Effect
100
Is a response directed to a student that seems to be losing interest in a lesson, pay some additional attention to other students and their work.
Interest boosting
101
Is recognizing a poor lesson or activity trying to replace it for something else in order to restore desired behavior
Program restructuring
102
Helping the child give the correct answer by giving clues (meaning wla pay tubag ang student)
prompting
103
Is used when you want the child to elaborate his or her answer (meaning nanay tubag but kuwangan)
Probing
103
(effective teacher)
- come to class each day to teach
- readiness
- goin on time
Prepared
103
Don't waste instructional time and star on time
Prepared
104
(effective teacher)
- have optimistic attitudes about teaching and about students
Positive
105
Time flies in their classes because students are engaged in learning
Prepared
106
(effective teacher)
- see the class half full (look on the positive side of every situation)
Positive
106
(effective teacher)
- makes themselves available for students
- gives praise and recognition
Positive
107
(effective teacher)
- set no limit on students and believe everyone can be successful
Holds High Expectations
108
(effective teacher)
- build students confidence and teach them to believe in themselves
HOLD HIGH EXPECTATIONS
108
(effective teacher)
- holds high standards
- challenge students to do their best
HOLDS HIGH EXPECTATION
109
(effective teacher)
- resourceful and inventive in how they teach their classes
creative
110
(effective teacher)
- Wear a clown suit
Creative
111
(effective teacher)
- agree to participate in the school talent show
- Use technology effectively in the classroom
Creative
112
(effective teacher)
- handle students and grading fairly
Fair
113
(effective teacher)
- give student equal opportunities and privileges
- Provide clear requirement
Fair
114
(effective teacher)
- approachable
Display Personal Touch
115
(effective teacher)
- Connect with students personally (visit their world)
Display of Personal Touch
116
(effective teacher)
- share personal experience with their classes
Display Personal Touch
117
(effective teacher)
- have a way of making students feel welcome and comfortable in their classrooms
Cultivate a sense of belonging
118
(effective teacher)
- concerned about students' personal problems and can relate to them and their problems
Compassionate
119
(effective teacher)
- have sensitivity and compassion to students
Compassionate
120
(effective teacher)
- do not take everything seriously and make learning fun
Have a Sense of Humor
121
(effective teacher)
- Bring humor into the everyday classroom
- laugh with the class
Have a Sense of humor
122
(effective teacher)
- do not deliberately embarrass student
Respect Student
123
(effective teacher)
- Speak to students in private concerning grades or conduct
Respect Students
124
(effective teacher)
- do not hold grudges
Forgiving
125
(effective teacher)
- Habitually start each day with a clean slate.
Forgiving
126
(effective teacher)
- quick to admit being wrong
Admit mistakes
127
(effective teacher)
- Make adjustments when students point our errors in grading or test material that has not been assigned
Admit mistakes
