Final Flashcards
0
Q
Canter
A
- Teachers must be assertive
- State rules consistently and clearly
- Follow through appropriately
- Apply positive/negative consequences
1
Q
Kohn Vs Canter
A
Carter: Assertive Discipline
- Rewards/consequences (reward/coersion)
- Assertive, passive or hostile
- Works for intrinsic motivation
- One control figure and students given chance to make informed choices
- Teacher has legitimate power
- Set up rules and discipline plan
Kohn: Assertive Discipline
- student directed learning
- No rewards/punishments
- democracy (active student learning)
- classroom discussions/meetings
- lessons are made around student’s interests
2
Q
Canter’s Three Styles
A
Non Assertive: no follow through…fail to establish clear standards of behaviour, fail to follow through on threats
Hostile style: shout, use threats and sarcasm, potential for emotional harm
Assertive style: Teacher clearly and spcifically places limits and rewards or consequences without permission
3
Q
Behaviour Interventions
A
- self-control
- do not cause more disruption to teaching and learning
- lessons probability of further disruption
- protects students from physical and psych harm
- maximize alternative left for the teacher
4
Q
Planned Ignoring (Initial step)
A
- Intentionally ignore undesirable behaviours
5
Q
Signal Interference (Initial step)
A
- Non-verbal
- Body language
- No smiling when making eye contact
6
Q
Proximity Interference (Initial step)
A
- Any movement towards the disruptive student
- walk towards and stay in close proximity
7
Q
Verbal Intervention (second tier)
A
- When non-verbal has failed
- used properly, makes job easier
- done wrong, makes job difficult
- be private
- be brief
- speak to situation, not student
- after two failed verbal interventions, more on to logical consequences stage of management hierarchy
- use adjacent reinforcement, calling on student by name and using humor
- Use open ended questions, not closed ended.
8
Q
Use verbal interventions to:
A
Create self-awareness in student
9
Q
Requests and demands:
A
“I message” Three parts:
- description of behaviour
- description of effect of beh on students and teacher
- teacher’s feeling about effects of misbehaviour
- best used with referent power base
10
Q
Direct Appeal
A
please stop calling out answeres so that everyone will have a chance to answer (firm voice)
*referent and expert power base
11
Q
Positive Phrasing
A
- works well for internalizing good behaviour, positive behaviour leads to positive rewards.
12
Q
ARE NOT FOR
A
Pencils ARE NOT FOR… *works best for the little guyts
13
Q
Reminding students of the rules
A
- Legitimate and reward/coercive
- after you draw attention to the rule and the student still does not abide, you MUST deliver a consequence
*John, please tell me what the rule is for answering a question?
14
Q
Glasser’s Triplets
A
- What are you doing?
- Is it against the rules?
- What should you be doing?
Or, turn questions into statements:
- You are calling out, it is against the rules, you should raise your hand if you want to answer.
* caution with how you approach child, tone of voice and body langauge
15
Q
Explicit Redirection
A
- Teacher taking responsibility for behaviour
- This is an order to get back on task!
…if child says no, you end up in confrontational mode. Not good!
16
Q
Canter’s Broken Record Strategy
A
- Three repeats and move onto stronger measures
…get back to work, get back to work, get back to work.
- If child argues: “that’s not the point”
17
Q
Logical Consequences
A
When none of the above is effective, it’s time to move onto logical consequences…
- you spilled the paint, you clean it up
- you came 5 mins late, you give me give mins of your time
18
Q
“You have a choice”
A
“You may stop calling out answers, or go sit in the back of the room”
“You have a choice: You may either stopp calling out answers or go sit in the hal utnil I have a chance to talk with you.
- BUT BE AWARE OF PIAGET’S LEVEL OF COG DEV. KEEP IN MIND WHAT THE STUDENT IS ABLE TO DO WELL AT THAT DEV AGE BEFORE DELIVERING A CONSEQUENCE - therefore, talk them through their choice. They may not be aware of the inconsistencies of their own reasoning (lack of metacognition)
- Do the talking privately so it doesn’t turn into a different issue completely.
- If this doesnt work, apply a consequence. Remain calm, firm and assertive.
19
Q
Structuring the Environment
A
- Teacher behaviours that encourage students to follow classroom guidelines
- How to help students learn responsibility
- The relationship between the culture of school and home/community
20
Q
Misbehaviour:
A
- does not happen by chance
TWO CRUCIAL VARIABLES:
- physical environment and classroom guidelines
- classroom are not culturally neutral: it’s important to consider how well the culture of the classroom is congruent with the diverse needs of the students
- Teachers need to be aware and motiro their own behaviour and reactions to student behaviour
- Student’s rights and responsibilities are also important (canadian charter of rights and freedoms)
21
Q
Environmental conditions:
A
- important to do as much as possible to create enviornmental conditions conducive to learning: heat, lighting, noise, use of space, seating arrangments, bulletin boards, display areas, technology (maslow’s heirarchy of needs)
22
Q
Classroom guidelines:
A
- should outline clear expectations and well-defined standards
- ^ to help give students a feeling of safety, security and direction
- is an antecedent variable the teacher has control over
23
Q
Classroom Routines
A
Routines and Rules:
- Routines are taught to students through examples and demonstrations
- Properly designed and learned, routines maximize on-task student behaviour by minimizing the need for students to ask for directions.
24
Routines
Examples: Methods for handling material, entering/leaving classroom, taking attendance, drills.
- Must be practiced, feedback provided and be given at the beginning of the year=most effective
- Use natural (without teacher intervention) and logical consequences
25
Classroom Rules
- Rules focus on appropriate behaviour
- Rules should not focus to exerting control over students
- Rules should be directed at organizing the learning env to ensure the continuity and quality of teaching and learning
26
A behavioural problem is:
1. Interferes with teaching
2. Interferes with learning
3. Psychologically/physically unsafe
4. Destroys property
27
Consequences:
1. Either apply a consequence or give the student a choice to change their behaviour or experience the consequence.
- Should plan consequences in advance
28
Contrived consequences
= punishments
29
Classroom rules
- Should be posted and referred to
| - Should be used to help students develop self-control
30
Group Standards
- Create group standards to promote prosocial behaviour and lead to peer relationships that will promote self-esteem
31
Four Effective Group Skills
Four effective groups skills:
1. help groups get up and running (formation skills)
2. help students stay on task, acceptance of others (functioning skills)
3. help students to process material mentally, summarize key points (formulating skills)
4. help resolve cognitive conflict, criticize ideas without deriding people (fermenting skills)
32
CALM: For classroom management
Consider - is it a beh prob?
Act - when and if to react...
Lessen - what degree of intervention...
Manage - return to effective learning env
33
Interventions for Chronic Problems
1. Relationship building
- why does the student behave this way?
- have a sense of empathy (try to find a similar situation that you have been in)
- find positive aspects in the child
- monitor your own behaviour in your interaction with the student
- the student and the teacher need to work together (invitational teaching)
34
Breaking the Cycle of Discouragement
What can you do to meet the student's need for:
- significance/belonging
- competence/mastery
- power/independence
- virtue/generosity
Feedback should emphasize what the student can do, not what they can't do.
35
Breaking the Cycle of Discouragement
- Requires commitment, persistence, patience and self-control
36
Private Conferences
- Make sure student is aware that beh is a problem that must be dealt with
- private conferences are one of the basic steps toward building a positive relationship with the student
37
Receiving Skills
You need to be aware of the student's perception of the problem and point of view in roder to be sure the intervention focuses on the actual problem
- Use silence and non-verbal attending cues
- probe (tell me more about the problem)
- check perceptions (summarize or prarphrase what the student has said)
- Check feelings (it sounds like you were really angry)
38
Sending Skills
- Deal in the "here and now"
- make eye contact and us confruent non-verbal behs
- make statements rather than asking questions
- use "I" (take resp for your feelings)
- be brief (get to the point quickly and what you propose to do about it)
- talk directly to the student, not about her
- give directions to help the student correct the problem (identify appropriate behaviours to replace inappropriate behaviours)
- Check student understanding of your message (have the student summarize the discussion)
39
Self-Monitoring
- student-directed
- good for students who want to behave, but are having a hard time doing it
- must be easy to use
40
Behaviour Contracts
- teacher-directed
- written agreement
- reinforced = will happen again, not reinforced = will not happen again
- commits student to a behaviour with an outlined reward when the commitment is met
- details expected behaviour
- gives a time period
- reward MUST be provided
41
Behaviour Contracts
- manage beh that cannot be manage via normal classroom expectations
- foster student's sense of commitment
- encourage self-discipline
- one contract won't turn the student into a model student
- series of small-contracts leading to gradual improvement
- provides a way for the student to be successful.
42
Management Approaches
Student directed: students make many decisions in the classroom, primary goal is to prepare for life in a democracy (student ownership, student choice, communuity and conflict resolution/problem solving)
Collaborative: Control of behaviour is joint resp b/w student and teacher (students given some choice, but teachers retain prim resp b/c classroom is group learning situation)
Teacher directed: Students become good decision-makers by internalizing rules and guidelines for beh that are provided by a responsible and caring teacher (academic content and processes, teacher makes major decisions)
43
Power Bases
Referent: like the teacher and the teacher cares about them
Expert: view teacher as good and knowledgeable
Legitimate: authority/power. Teacher is the teacher.
Reward/coercive: behave to avoid a form of punishment/gain predetermined award.
44
Lesson Design
- Introduction
- Clarity
- Coached practice
- Scaffolding
- Closure
- Solitary practice
- Review
45
Student Motivation
Fostering motivation in students is one of the most powerful tools the teaching has in PREVENTING classroom beh problems
46
The Best Motivators
- Student interest
- student needs
- novelty and variety
- success
- tension
- feeling tone
- feedback
- encouragement
47
Pygmalion Effect
Communicating high expectations is likely to bring about increased positive behaviours
- communicating low expectations for students beh is likely to bring about increased negative behaviours
48
Classroom Questioning
- a skilled teacher encourages students to ask questions and presents herself as a co-learner with her class
- art of effective questioning is perhaps the most important tool/technique for learning
49
Constructivism
A philisophical set of beliefs about learning, constructivism places the learner in the center of the learning paradigm
- knowledge is actively constructed
- knowledge should be structured around a few powerful ideas
- prior knowledge exerts a powerful influence on new learning
- reconstructing prior knowledge and conceptual change are key elements of new learning
- knowledge is socially constructed
50
Teaching for Understanding
Deep understand means being able to do a variety of thought-demnading tasks, such as explaining a topic in one's own words, making predictions, finding exemplars in new contexts, and applying concepts to explain new situations.
51
Teaching for Understanding
Four part framework:
- generative topics
- learning goals that require students to demonstrate their learning
- students must demonstrate their understanding through classroom activities- there must be ongoing assessment and publicly shared critieria for success, frequent feedback and self assessment
52
Authentic Instruction
Four elements:
- Higher order thinking
- Cover small # of ideas in depth
- Real world problems are presented as topics of study
- Learners and teacher are engaged in dialogue
53
Thinking and Problem Solving
Dimensions of learning (interaction of five types of thinking):
Dem 1: Positive attitudes and perceptions about learning
Dem 2: Acquisition of new know and skills
Dem 3: Extension and refinement of know
Dem 4: Students need to be involved in LT, self-directed projects
Dem 5: Students need to develop feedback, a desire for accuracy and persistence.
54
Community of Learners
Classroom learning community where students engage in dialogue with each other and with the teacher - step towards making classrooms productive learning envionrments.
Design co-operative learning activities:
- face to face interactions
- feeling of positive interdependence
- feeling of individual accountability
Teaching social skills and processing group functioning.
55
Multiple-Intelligences
Is it possible?
- Linguistic, logical/mathmatical, spatial, bodily/kinaesthetic, musical, interpersonal and intrapersonal.
56
Student Motivations
1. Social cognitive theory
2. Attribution theory
3. Expectancy value theory
57
Social Cognitive Theory (Bandura)
- Student personal goal setting
- Monitor beh
- Reflect/monitor progress
- SELF-EFFICACY - an individual's expectation or success at a particular task
58
Attribution Theory
- Student-perceived causes of success and failure in school tasks
Five factors that students are likely to attribute to success or failure are: ability, effort, task, difficulty, luck and other people (ie - teacher)
59
Expectancy Value Theory
The effort an individual is willing to put forth in any task is directly related to the product of two factors: the belief he'she will be successful, the value of the outcomes that will be gained through successful completion of the task...
60
Expectancy Theory
How a teacher can implement expectancy theory in the classroom:
- establish a supportive classroom environment
- structure activities so that they are at the appropriate level of difficulty
- develop learning objectives that have personal meaning and relevance
- Engage student in personal goal setting and self-appraisal
61
Kounin
Teachers' behaviours have a positive and negative impact on learners' behaviours
- instead of looking at psychological goals of student misbehaviour or developing reward systems, teachers MUST LOOK AT WHAT THEY DO IN THE CLASSROOM
62
Kounin - In order to be effective...
In order to be effective, teachers must:
- demonstrate appropriate teaching behaviours
- maintain appropriate instructional mementum
- work towards a group focus
- plan a learning envionrment that is conducive to learning and behaviour
63
Kounin - Withitness
You are aware of all events, activities and students behaviours in the classroom and the students know this.
64
Kounin - Instructional behaviours
- Establish clear procedures
- Develop lessons that are neither too difficult nor too easy
- Focus on the entire class
- Pace instruction to maintain student interest
- Avoid dangles, fragmentation and satiation
65
Kounin - Overlapping
- What teachers do when they have two matters to deal with at the same time
- teachers who can overlap are better able to demonstrate "withitness"
- A teacher discussing work with an individual student while the rest of the class does their assignment
66
Kounin - Satiation (BAD)
- When a teacher teaches a lesson for so long that the students grow tired of the topic
67
Kounin - Jerkiness (BAD)
- the lack of lesson smoothness and momentum (switching from one topic to the next without giving students sufficient notice)
- avoid changing learning topics
- avoid asking questions that do not relate to the lesson
- ask students to hold off questions that do not relate to the lesson
68
Kounin - Dangles and Truncations (BAD)
Dangle: starts an activity and then leave it hangin midair by beginning another activity. Might start it again later.
Truncations: Like a dangle, but you don't go back and finish the original activity later.
69
Kounin - Flip Flops (BAD)
- occurs at transition points
| - ends one, starts one, then goes back to original one again.
70
Kounin - Slowdowns (BAD)
Overdwelling: teacher dwells on corrective beh or a lesson longer than necessary
Fragmentation: Teacher breaks down as activity or beh into subparts even though activity could easily be performed in a single unit
71
Kounin - Group Focus
Teacher makes the choice to attempt to keep the attention of all memebers of the class at all time
Group alerting: the degree to which a teacher tries to involve all learners in learning tasks, maintain their attnetion and keep them "on their toes".
72
Group Focus - Positive Alerting
Teacher creates suspence before calling on a student to asnwer a question, keep students in suspense regarding who will be called on next, call on dif students to answer questions and alert nonperformers that they may be called on next.
73
Group Focus - Negative Alerting
Focus attention to the performance of one student instread of the group, prepick a person before asking a questions (putting the name before the question) and call on students in a predetermined sequence.
74
Group Focus - Group Accountability
- teacher holds the students accountable and responsible for their task performance
- teacher must know what the students are doing and communicate that knowledge to the students in some observable manner
- when students know they are help accountable for the learning and beh, and teachers know each student's progress, student misbehaviour decreases.
