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Classroom Management > Test 3 > Flashcards

Test 3 Flashcards

0
Q

What is the primary determinant of teacher effectiveness?

A

Readiness

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1
Q

Classroom management refers to all things the teacher does to

A

Organize students, space, time, and materials so students can take place

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2
Q

Should you start class with roll taking?

A

No, your first priority should be to get the students working

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3
Q

should students be allowed to questions rules and when?

A

Yes, about utility or fairness of a rule

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4
Q

How much times does the effective teacher spend teaching procedure?

A

Most of the time the first week of school

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5
Q

Is seclusion legal for school employees to administer?

A

No

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6
Q

If legal action is taken, what is the focal point of the office referral

A

Narrative

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7
Q

What is the purpose of grading?

A

See results and progress immediately

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8
Q

Effective teachers_______their classrooms. Ineffective teachers ______ their classrooms

A

Manage/discipline

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9
Q

Discipline (rules) concern how students______?

A

Behave

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10
Q

What do procedures NOT have?

A

Rules, consequences, rewards, penalties

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11
Q

What is a procedure?

A

What a teacher wants done

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12
Q

What is A routine?

A

What students do automatically

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13
Q

Classroom procedures increase time on ______ and greatly reduce classroom ______

A

Task/disruptions

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14
Q

Know the 2 steps to teaching procedures

A
  1. Teach-state explain, model, and demonstrate the procedure

2. Rehearse

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15
Q

The effective classroom has STRUCTURE. ______+______creates structure.

A

Procedures and routines

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16
Q

Consistency means the classroom is _____&______

A

Predictable and consistent

17
Q

What is the most important procedure to teach?

A

Fire and emergency

18
Q

Teachers should see misbehavior as a call for _____ instead of _____

A

Help/disrespect

19
Q

Teachers should see conflict as a _____opportunity rather than a _____to learning

A

Teaching/disruption

20
Q

Teachers should see students as capable of _____instead of needing to be controlled

A

Self regulator

21
Q

Teachers should see ______as the most powerful motivating force for achievement

A

Connection

22
Q

Teachers should understand that what you ____on, you get ______of.

A

Focus/more

23
Q

What does not define a child?

A

Behavior

24
Q

Constant use of discipline referrals diminishes the teachers _____on the classroom as students realize the teachers ____is limited

A

Effectiveness/authority

25
Q

MAladaptive are inappropriate behaviors that are _____and serve a _________

A

Learned/purpose

26
Q

Appropriate behaviors must be

A

Taught

27
Q

Restraint can only be used in an

A

Emergency

28
Q

What are the two components of BIP?

A

Teaching plan and crisis plan

29
Q

Be able to list and define the 3 components of a classroom management plan

A

Discipline
Routine-what they do automatically
Procedure-what they do automatically

30
Q

Write a procedure

A

turning in work

31
Q

Identify and define the ABCs of the 3 term behavior contingency.

A

Antecedent-what happens immediately before the behavior

Behavior-the students response

Consequence-stimulus that followed the behavior (reinforcement, punishment)

32
Q

Know that all behavior has a function and be able to list the 2 primary functions

A

To gain(attention, stuff, experience, or input)

To escape or avoid (attention, interaction, stuff, experiences)

33
Q

Be able to describe why isolation as a punishment not work very well for many students

A

Because it’s what they want and they get out if work, it doesn’t always work as punishment

34
Q

Why should you not use “the other kids” as an excuse for removal of a misbehaving student?

A

It implies One child’s learning is more important than others

35
Q

Lost 3 steps to proactively building relationships with challenging students

A

Get to know them

Bridging the communication gap

Understand their difficulties and delays

36
Q

List various things you can do proactively to deal with annoying behaviors or issues with impulse control

A

Recognize they cannot help/control it (it’s not about you)

Talk to then while they are focused

Set up environment for success

Teach them socially appropriate coping strategies

37
Q

Identify the two jobs you have when dealing with a bully

A

Teach and guide the bully

Protect and teach the victim

38
Q

Identify the 2 cases when you need BIP put in place

A

A student behavior results in a change of placement

A student with disabilities displays behavior that interferes with his/her learning or that of others

39
Q

List 5 things you should remember about your facts when writing an office referral

A 
Factual 
Actual 
Concise
Timely 
Sensible
40
Q

Why removal of a student is the last result and shoot hurts

A

You can handle most of the problems in the classroom and it only hurts the students more

Classroom Management (5 decks)

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