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SEED 314 > Mid-Term > Flashcards

Mid-Term Flashcards

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1
Q

It is important for a teacher to identify whether a student’s display of off-task behavior is isolated or part of a behavior pattern because _____.

A

The student might be having home issues or ADHD that they have not yet identified. (or something similar to that)

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2
Q

Mrs. Wood directs her kindergarten students to complete seven mathematics exercises on a worksheet. After working on only one or two of the exercises, several students begin doodling and drawing pictures. The students are _____.

A

off-task

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3
Q

Mr. Finegan tells his third graders that it is time for them to put away the materials with which they have been working at learning centers and get to their reading groups for the next lesson (transition time). Dale puts away the center materials and immediately goes to the reading group area and waits. Adonis places some of the colored rods from the learning center on Mary’s head. Mary yells at Adonis, and the two begin arguing.
• Dale’s behavior appears to be _____.
• Adonis’ and Mary’s behavior appear to be what two?

A

Dale appears to be on-task.

Adonis appears to be clowning and Mary is acting out violently.

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4
Q

A teacher who displays withitness is one who

A

Has eyes in the back of his/her head.

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5
Q

Seatwork/Morning Work/Bell Work sheets are designed to do…

A

Engage the students in learning while giving the teacher time to take attendance, collect homework, count lunches, etc.

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6
Q

Appropriate communication techniques help teachers to:

A

Professionally get information across to students, parents, and other teachers.

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7
Q

___________ characterizes a businesslike atmosphere (5)

A
  1. Take advantage of the beginning year/term and set the stage for cooperation
  2. Being “demonstratively” prepared, organized and “with-it”
  3. Minimize transition time
  4. Use a communication style that encourages a comfortable, non-threatening environment that is free from embarrassment, harassment, or harm
  5. Have clearly established expectations for conduct.
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8
Q

Intra-class grouping is ___________________

A

separating students in to ability groups

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9
Q

Many well-meaning but misguided parents attempt to motivate their children to achieve by displaying ______________________

A

the most widespread management technique is to nag. nag. nag.

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10
Q

A learning environment in which the students and the teacher conduct themselves in ways suggesting that achieving specified learning goals take priority over other concerns is referred to as:

A

a business type atmosphere.

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11
Q

In the first stages of a school session, it is advisable to involve ____________ of the students in the same learning activity.

A

all

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12
Q

How did we define the term “businesslike?”

A

Learning environment in which the students and the teacher conduct themselves
in ways suggesting that achieving specified learning goals takes priority over
other concerns.

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13
Q

What are the advantages of engaging students in learning activities with easy-to-follow, uncomplicated directions during the early part of a new school session?

A

It allows all students to experience success, it engages students, and it sets the tone of the learning/classroom atmosphere for the entire year.

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14
Q

At the beginning of every school year, students judge the teacher based on his/ her ‘withitness’. Some of the students might judge based on the following:

A

cool and pofessional scale

  • When discipline problems occur, the teacher consistently takes action to suppress misbehaviors of exactly those students who instigated the
    problems.
  • When two discipline problems arise concurrently, the teacher typically deals with the more serious one first.
  • The teacher decisively handles instances of off-task behaviors before the behaviors either get out of hand or are modeled by others.
  • Kounin found that when a teacher responds to the misbehavior of one student so that the other students understand exactly what made the behavior unacceptable, the other students are less likely to exhibit that misbehavior in the future.
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15
Q

It is the beginning of a new school year and Mr. Anderson wants to make sure that he presents learning activities with easy-to-follow, uncomplicated directions because…

A

your students should be successful and satisfied the first day
when they know your directions are understandable, they will be willing to attend to them in the future

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16
Q

Learning activities on the first day should …

A

have uncomplicated directions, challenge students but allow them to experience success, and have built-in positive reinforcers for engagement.

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17
Q

What is the ideal way to view transition times?

A

Time periods to take care of such tasks before and after

scheduled learning activities…(that is, between allocated times)

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18
Q

“Withitness” refers to how _____.

A

aware teachers are of what is going on in their classrooms.

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19
Q

Fredrick Jones suggested that teachers should _____

A

move around the classroom, constantly changing the zones of proximity.

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20
Q

Ginott urged teachers to _____.

A

properly communicate what is expected of students, what a student did right, and what exactly made the behavior wrong/bad.

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21
Q

The assertive response style is characterized by _____.

A

assertion training

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22
Q

Language that verbally portrays a situation, a behavior, an achievement, or a feeling is known as ___________.

A

descriptive language

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23
Q

Which is not an assertive response style?

A

Opposite of all of this:

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24
Q

Judgmental language is:

A

udgmental language verbally summarizes and evaluation of a behavior, achievement or person with a characterization or label.

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25
Which behavior is not a way to teach your students to listen to you?
Unprofessional
26
An assertive response style is characterized by which of the following:
openness, directness, spontaneity, and appropriateness.
27
Which of the following is true concerning descriptive language?
it verbally portrays a situation, behavior, achievement, or feeling. It doesn't label or characterize.
28
What are effective communication techniques in the classroom?
Listening to students, eye contact, the way you carry yourself, facial expressions, gestures, calm control and seriousness.
29
A reasonably accurate understanding of your student's thoughts and attitudes is vital to your ability to...
Discipline effectively and to teach to their needs. If you know your student, you know their learning style and you know how to help them be successful.
30
While Mrs. Smith was handing back the tests the students had taken the day before, she said, "We have two star students in the class, Jacob and Brittany, who scored perfect scores on their exams." Jacob and Brittany smiled shyly while Kyle sank in his chair as he got back his C test. Mrs. Smith displayed what type of language in this situation?
judgmental language
31
Effective communication with students involves...
not only sending them messages but also receiving their message.
32
Choose the BEST response to students when they want an assignment changed:
/
33
Judgmental language that focuses on personalities is...
/
34
When should you speak to people?
You should not speak to people about a student or share information obtained through their role as teachers with people who need not be privy to that information.
35
Which of these would not be considered descriptive language?
/
36
_____________ language verbally portrays a situation, a behavior, an achievement, or a feeling.
Descriptive
37
There are times when teachers should communicate information and express judgments about students' achievement levels and behaviors. Who should be aware of privileged communications?
Students, parents, and need-to-know only school personel
38
Miss Smith is a first grade teacher. While instructing a class activity, Miss Smith walks around the classroom. She makes sure to walk by every table and stop by those students who are causing problems. Miss Smith is practicing:
Physical proximity to students. (Frederic Jones' approach/rules of movement.)
39
The eye contact of the teacher that continually has control over his or her classroom should be
directly into the eyes of | individual students.
40
What are ways to learn what students are thinking?
Listen to them, talk to them, contact parents, talk to previous teachers, etc.
41
By using _____instead of _____ language, teachers are continually putting students on the spot; having to perform with answers or responses that will be judged as "good" or "wrong."
judgmental, descriptive
42
By listening to students, you will be able to do the following
1. Effective communication with students involves not only sending them messages but also receiving their message. 2. A reasonably accurate understanding of your students' thoughts and attitudes is vital to your ability to identify students' needs, decide learning goals, design learning activities, evaluate how well learning goals are achieved and be withit.
43
When discussing information about a particular student's achievement levels or behavior, the following people typically have a right to know
Principal, parents, anyone who directly interacts with the student/ works with the student.
44
Conferences with teachers and parents occur more in elementary than in high school. What answer is not an example of something a teacher should do to prepare for a conference?
To prepare, the teacher should have a file on the student with work, things the student has said, and documented times of behavior (if needed.) The teacher should have an idea of what they want to say. The teacher should be calm and collected and should be prepared in case the parent is not calm and collected.
45
Why would you want a class room to have a business like environment?
It is an environment in which the students and the teachers conduct themselves in a way that achieving specified learning goals takes priority over other concerns.
46
How do you establish a business like atmosphere? (5)
1. Take advantage of beginning of term and set the stage for cooperation 2. Being prepared and with-it 3. minimize transition time 4. Use a communication style that encourages a comfortable non threatening environment 5. Clearly established expectations for conduct
47
Haim Ginott Approach (4)
"Cooperation Through Communication" 1. Teachers verbalize to students descriptions of behaviors but do not make value judgements about individuals 2. Teachers are not sarcastic with students and don't associate them with negative labels (dumb, rotten etc.) 3. Teachers should refrain from all labels including complimentary ones that could unintentionally hurt other students (smart, good reader) 4. Teachers praise work and desirable behaviors, not the students themselves
48
descriptive language
verbally portrays a situation, a behavior, an achievement, or a feeling
49
Judgmental language
verbally summarizes an evaluation of behavior, achievement, or person with a characterization or label.
50
What teachers should focus on instead of labels.. (2)
1. Focus on learning tasks, circumstances and situations | 2. The misbehavior is the problem, not the student
51
Who is associated with "withitness"?
John Kounin
52
Markers of Withitness (4)
1. action is consistently taken to suppress undesirable behaviors with those who instigated the issue 2. parallel disruptions are dealt with according to severity 3. Misbehavior is redirected before it escalates or is modeled by others 4. response to misbehavior serves both an immediate purpose and encourages all other students to avoid the same behavior
53
Frederic Jones Approach (5)
1. Eye contact 2. Facial Expressions 3. Gestures 4. Physical Proximity 5. Way you carry yourself
54
Three rules of movement
1. proximity to students thwarts off-task attempts 2. stimulate attention with movement 3. camoflague intervention with disruptive student
55
"Positive Classroom Discipline"
The most widespread management style is nagging which is highly ineffective -Fred Jones
56
Jones and Classroom Control
control over a classroom is exerted when a teacher continually monitors the students, often pausing to look directly into the eyes of individual students
57
Listening to Students: Effective Communication
involves not only sending them messages but also receiving the student's message.
58
Listening to students: Understanding Students
develop a reasonably accurate understanding of students' needs, decide on learning goals, and evaluate how well learning goals are achieved and be with-it
59
William Glasser Approach (3)
"Rational Choices" 1. understanding why students exhibit behaviors are no reason to tolerate them 2. students are rational beings and capable of choosing to cooperate and be on-task. 3. teachers should encourage students to focus on the choices in their behaviors and never accept excuses for them.
60
Dreikurs Approach
teachers should neither be autocratic nor permissive if cooperation is to be expected
61
Democratic Classroom (Dreikurs)
Students should have a voice in the rules, suffer logical consequences proportional to the behavior, and should be motivated by intrinsic motivations for on-task behavior.
62
Attention Seeking
these students act out because they prefer to be punished, admonished, or criticized to being ignored. Attention should be given to students when they are on task and cooperating.
63
Power Seeking
These students operate under the belief that if the teacher doesn't let them do what they want to do, then the teacher does not approve of them. These students attempt to provoke teachers into struggles of will.
64
Revenge Seeking
These students want to hurt others to display their own power and thus achieve status. This can look a lot like power-seeking but motivated by hurting.
65
Displaying inadequecy
These students often use a ruse of inadequacy as an excuse for not trying.
66
Assertive Environment (4)
1. Communicating assertively 2. Assertive communication characterized by openness, directness, spontaneity, and appropriateness. 3. Sends exactly the message that you want to send without being passive or hostile. 4. Conducive to productive cooperation when students and teachers communicate assertively
67
The Canter Approach (6)
1. assertive response style 2. recognize any fallacy in excuse making 3. Specify tolerable and intolerable behaviors 4. Develop plan to encourage on-task behaviors 5. Consistency in follow-through 6. seek and expect support from parents and supervisors
68
Primary instructional Responsibilities
Provide student with a learning environment the is conducive to achievement

SEED 314 (2 decks)

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