METHODS AND STRATEGIES AND FIELD STUDIES Flashcards
(75 cards)
organizing and conducting the business of the classroom, free from behavior problem.
variety of skills and techniques to keep students organized, orderly, focused and attentive on class.
CLASSROOM MANAGEMENT
PRINCIPLES OF CLASSROOM MANAGEMENT
- consistent, proactive discipline
- establish routines for all daily tasks and needs. routines are the backbone.
- balance between variety and challenge
- resolve minor inattention and disruption
5.make good use of every instructional materials.
5 TYPES OF A TEACHER
1.Expert power- teacher makes her students feel that he knows what he is talking about
2.Referent Power- give sense of belonging and acceptance
3.Legitimate power- person in authority(loco parents)
4.Reward power- give rewards. grades
5.Coercive power- give punishments
TYPES OF CLASSROOM MANAGEMENT
1.Authoritative/Democratic (warm, but demanding)
2.Authoritarian (not warm but demanding)
3.Permissive/Laissez Faire (warm but not demanding)
4.Uninvolveed (not warm not demanding)
-Teacher is fairly and clearly communicates for discipline and performance.
-Kind, Caring, Warm but also Firm
-DEMANDING BUT NOT WARM
AUTHORITATIVE/DEMOCRATIC
(warm but demanding)
-firm limits and control on students
-power, domination, pressure and criticism
-assumes all responsibility. iya tanan decision. FORCING
-DEMANDING BUT NOT WARM
AUTHORITAIAN
(not warm but demanding)
-few demands or controls
-students are impulsive and actions is likely to monitor behavior
-MORE concerned with the students’ emotional well-being
-WARM BUT NOT DEMANDING
PERMISSIVE/LAISSEZ FAIRE
(warm but not demanding)
-teachers are indifferent and undemanding of students involvement
-NEITHER DEMANDING NOR WARM
UNINVOLVED
(not warm not demanding)
APPROACHES TO CLASSROOM MANAGEMENT
- ASSERTIVE APPROACH
- BEHAVIOR MODIFICATION APPROACH
- BUSINESS ACADEMIC APPROACH
- GROUP MANAGERIAL APPROACH
- ACCEPTANCE APPROACH
-teachers specify rules of behavior and consequence for disobeying
-students should behave in a certain way in class (DUKE & MECHEL)
ASSERTIVE APPROACH
-strive to increase the occurrence of appropriate behavior though a system of rewards and reduce likelihood of inappropriate behavior through punishment
BEHAVIOR MODIFICATION APPROACH
-developed by EVERTSON and EMMER
-organization and management in ACADEMIC WORK
-assignments, requirements, monitoring students work, feedback to students
BUSINESS ACADEMIC APPROACH
-based on JACOB KOUNIN’S RESEARCH
-importance of responding immediately to ‘group student behavior’ inappropriate or ‘undesirable’ to prevent problems.
GROUP MANAGERIAL APPROACH
-teacher corrects a misbehavior in one students and this positively influences the behavior of nearby students
RIPPLE EFFECT
-the skill is to know what’s going on in all parts of the class of the classroom at all times; nothing is miss
-one has eyes in the back of one’s head
WITH-IT-NESS
-phenomenon whereby the greater the expectation place upon people, the better they perform
PYGMALION EFFECT/ROSENTHAL EFFECT
-the observer EFFECT 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
-opposite of Hawthorne effect: a supposedly control group that gets no intervention, compares themselves to the experimental group and through EXTRA EFFORT GETS THE SAME EFFECTS OR RESULS
JOHN HENRY EFFECT
-remarkable phenomena in which a PLACEBO–fake treatment.
-ex; Santa Claus come with lot of gifts but they have to behave well
PLACEBO EFFECT
-cognitive bias, overall impression of a person.
HALO EFFECT
ACCEPTANCE APPROACH
4 Mistaken Goals of Misbehavior
-seek attention
-seek power
-isolate oneself
-seek revenge
Child’s Characteristic:
-disrupt the classroom
-ask for favors
Child’s belief:
-im only important when I’m keeping you busy with me
GOAL IS TO SEEK POWER
(to keep others busy or to get special service)
Child’s characteristics:
–Argue/contradict
–have temper tantrums
Belief:
- I belong only when I’m boss or in control, no one can boss me
- You can’t make me
GOAL IS TO SEEK POWER
(to be boss)
Characteristics:
–withdraw from situations where they assume inadequately will be obvious
–Retreats further/ No improvement
Beliefs:
-I don’t believe i can so, I will convince others not to expect anything of me
GOAL IS TO ISOLATE ONESELF
(assumes inadequacy-to give up and be left along)
