METHODS AND STRAT DAY2

Question 1

the process of ORGANIZING and CONDUCTING the business of the classroom relatively free of behavior problems. It is often perceived as related to the PRESERVATION OF ORDER and the MAINTENENCE OF CONTROL

Answer 1

CLASSROOM MANAGEMENT

Question 2

skills and techniques that teachers use to KEEP STUDENTS ORGANIZED, ORDERLY, FOCUSED, ATTENTIVE OS TASKS and ACADEMICALLY PRODUCTIVE

Answer 2

CLASSROOM MANAGEMENT

Question 3

what is the BACKBONE of DAILY CLASSROOM LIFE

Answer 3

routines

Question 4

principle of classroom management

it should be PIA.
PIA means

Answer 4

Proactive
Inventive
Anticipatory

Question 5

what do you call if the teacher is aware of all actions and activities in the classroom

Answer 5

with-itness

Question 6

5 types of POWER of a TEACHER

Answer 6

1. EXPERT POWER
2. REFERENT POWER
3. LEGITIMATE POWER
4. REWARD POWER
5. COERCIVE POWER

Question 7

Type of POWER of a TEACHER

when the teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT

Answer 7

EXPERT POWER

Question 8

Type of POWER of a TEACHER

giving students a sense of BELONGING AND ACCEPTANCE

Answer 8

REFERENT POWER

Question 9

Type of POWER of a TEACHER

persons-in authority of LOCO PARENTS (SECOND PARENTS)

Answer 9

LEGITIMATE POWER

Question 10

Type of POWER of a TEACHER

giving REWARDS

Answer 10

REWARD POWER

Question 11

Type of POWER of a TEACHER

Giving PUNISHMENTS

Answer 11

COERCIVE POWER

Question 12

Type of CLASSROOM MANAGER/TEACHER

BEST TEACHER
DEMANDING YET WARM

Answer 12

AUTHORITATIVE/DEMOCRATIC

Question 13

Type of CLASSROOM MANAGER/TEACHER

DEMANDING BUT NOT WARM
TERROR

Answer 13

AUTHORITARIAN

Question 14

Type of CLASSROOM MANAGER/TEACHER

WARM BUT NOT DEMANDING
KONSINTIDOR

Answer 14

PERMISSIVE/LAISSEZ FAIRE

Question 15

Type of CLASSROOM MANAGER/TEACHER

NEITHER DEMANDING NOR WARM
DETACHED

Answer 15

UNINVOLVED

Question 16

APPROACHES TO CLASSROOM MANAGEMENT

*Expects teachers to SPECIFY RULES OF BEHAVIOR AND CONSEQUENCES for disobeying them
*Teachers expects them to BEHAVE IN A CERTAIN WAY in class

Answer 16

Assertive approach

Question 17

APPROACHES TO CLASSROOM MANAGEMENT

strives to INCREASE THE OCCURENCE OF APPROPRIATE BAHAVIOR through a system of REWARDS and reduce likelihood of inappropriate behavior through PUNISHMENTS

Answer 17

BEHAVIOR MODIFICATION APPROACH

Question 18

APPROACHES TO CLASSROOM MANAGEMENT

developed by EVERTSON AND EMMER
emphasizes the organization and management of students as they engage in ACADEMIC WORK

Answer 18

BUSINESS ACADEMIC APPROACH

Question 19

APPROACHES TO CLASSROOM MANAGEMENT

based on JACOB KOUNIN’S RESEARCH

emphasizes the importance of responding immediately to GROUP STUDENT BAHAVIOR THAT MIGHT BE INAPPROPRIATE in order to prevent problems

Answer 19

group managerial approach

Question 20

type of GROUP MANAGERIAL APPROACH

occurs when a teacher corrects a misbehavior in one student and this positively influences the behavior of nearby students

Answer 20

ripple effect

Question 21

type of GROUP MANAGERIAL APPROACH

a skill to know what is going on in all parts of the classroom at all times. one has eyes in the back of one’s head

Answer 21

with-it-ness

Question 22

type of GROUP MANAGERIAL APPROACH

is the phenomenon whereby the greater the expectation placed upon people, the better they perform

Answer 22

pygmalion/rosenthal effect

Question 23

type of GROUP MANAGERIAL APPROACH

a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being OBSERVE

Answer 23

Hawthorne Effect

Question 24

type of GROUP MANAGERIAL APPROACH

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

Answer 24

JOHN HENRY EFFECT

Question 25

type of GROUP MANAGERIAL APPROACH A FAKE TREATMENT, an inactive substance like sugar, distilled water, or saline solution - can sometimes improve a patient's condition simply because the person has the EXPECTATION THAT IT WILL BE HELPFUL

Answer 25

PLACEBO EFFECT

Question 26

type of GROUP MANAGERIAL APPROACH JUDGE THROUGH APPEARANCE

Answer 26

HALO EFFECT

Question 27

4 mistaken goals of misbehavior

Answer 27

acceptance approach

Question 28

4 mistaken goals of misbehavior child's characteristic: disrupt the classroom, ask for favors I'm only important when I'm keeping you busy with me

Answer 28

goal is to seek attention

Question 29

4 mistaken goals of misbehavior child's characteristic: argue/contradict, have temper tantrums I belong only when I'm boss You can't make me

Answer 29

goal is to seek power

Question 30

4 mistaken goals of misbehavior child's characteristic: withdraw from situations, retreats further I don't believe I can so, I'll convince others not to expect anything of me

Answer 30

goal is to isolate oneself

Question 31

4 mistaken goals of misbehavior child's characteristic: may act in cruel, violent, and vicious way. damage property I don't think I belong, so I'll hurt others as I feel hurt I can't be liked or loved

Answer 31

goal is to seek revenge

Question 32

classroom technique handling two or more activities or groups at the same time. multitasking, multi-grade classroom

Answer 32

overlapping

Question 33

classroom technique ability to make smooth lesson transitions, keep an appropriate pace, and involve all students in a lesson. (GOOD TRANSITION)

Answer 33

smoothness

Question 34

antonym of smoothness

Answer 34

jerkiness

Question 35

under jerkiness distracted

Answer 35

stimulus-boundedness

Question 36

under jerkiness the teacher burst into activities without assessing student readiness (SURPRISE QUIZ)

Answer 36

THRUST

Question 37

under jerkiness the teacher ends an activity or drops a topic before it is completed

Answer 37

dangle

Question 38

under jerkiness the teacher ends an activity ABRUPTLY (DI NA BALIKAN)

Answer 38

TRUNCATION

Question 39

under jerkiness inserting unrelated material to a lesson

Answer 39

flip-flop

Question 40

classroom technique refers to the force and flow of a lesson. move through the lessons at a brisk pace. (GOOD PACING)

Answer 40

MOMENTUM

Question 41

classroom technique is the process where the whole class is involved with the use of the teacher's altering techniques

Answer 41

group focus

Question 42

under group focus refers to ignoring an action that the student may be doing for attention

Answer 42

planned ignoring

Question 43

under group focus refers to non-verbal response to stop student's misbehavior (CLEAR YOUR THROAT, STARE AT THE OFFENDER)

Answer 43

SIGNAL INTERFERENCE

Question 44

under group focus is placing the teacher's presence close to the misbehaving student

Answer 44

proximity and touch control

Question 45

under group focus is asking a student to leave the room if he or she is misbehaving

Answer 45

antiseptic bouncing

Question 46

under group focus is responding when appropriate, pointing out the connection between the conduct or misconduct and its consequences

Answer 46

direct appeal

Question 47

under group focus using a child's name in an example

Answer 47

name dropping

Question 48

under group focus makes use of joke to release tension

Answer 48

humor effect

Question 49

under group focus a response directed to a student that seems to be losing interest in a lesson

Answer 49

interest boosting

Question 50

under group focus is recognizing a poor lesson or activity and trying to replace it for something else in order to restore a desired behavior

Answer 50

program restructuring

Question 51

under group focus helping the child give the correct answer by GIVING CLUES

Answer 51

PROMPTING

Question 52

under group focus is used when you want the child to elaborate on his answer (FOLLOW-UP QUESTIONS)

Answer 52

PROBING