1592326
Beschreibung
Karteikarten von jessicamorris, aktualisiert more than 1 year ago
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Erstellt von jessicamorris
vor etwa 10 Jahre
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| Frage | Antworten |
| CALM Model | Consider - Does the behaviour change, affect, or disrupt the classroom learning environment, teacher, or students? Act - act when it has become distracting Lessen - minimize distraction and lessen the use of invasive responses Manage - get the situation to quickly return to an effective learning environment |
| Behavioural Problem | in the opinion of the teacher, when a student interferes with the act of teaching or with the rights of others or causes psychological/physical harm, or destroys property. |
| Classroom Management | a teacher's ability to establish and maintain an environment that is suited to teaching and learning. The teacher possesses a repertoire of procedures to ensure optimal learning for all students. |
| Professional Knowledge | pedagogical and practical knowledge related to teaching and learning |
| Four Teacher Power Bases | 1. Referent Power 2. Expert Power 3. Legitimate Power 4. Reward and Coercive Power |
| Referent Power | students behave as the teacher wishes because they like the teacher as a person and feel that they care about them useful for all levels |
| Expert Power | students view the teacher as a good, knowledgeable teacher who can help them to learn; power of professional competence less useful at primary level, heavily dependent on student values |
| Legitimate Power | students behave because the teacher is the teacher; authority and power useful at all levels, societal changes have lessened the usefulness of this power base |
| Reward / Coercive Power | students behave to avoid some form of punishment or to gain a predetermined reward less useful at older levels, emphasizes extrinsic > intrinsic motivation |
| Theories of Classroom Management | 1. Student-Directed Management 2. Collaborative Management 3. Teacher-Directed Management |
| Student-Directed Management | primary goal = prepare for life in a democracy; students are allowed to make many decisions in the classroom individual conference, group problem solving, natural consequences referent / expert power bases |
| Collaborative Management | belief that the control of student behaviour in the classroom is the joint responsibility of the student and the teacher coping skills, natural and logical consequences, anecdotal record keeping expert / legitimate power base |
| Teacher-Directed Management | belief that students become good decision-makers by internalizing rules and guidelines for behaviour that are provided by a responsible and caring teachers clear communication, rewards/punishments, behaviour contracting reward/coercive power base |
| Antecedents | preliminary courses of action that may increase the likelihood that appropriate behaviour will take place, or they may set the stage for the occurrence of misbehaviour |
| Environmental Conditions | - students must be physically comfortable - lighting, temperature, dress, noise - seating arrangements - bulletin boards and display areas - new technologies in the classroom |
| Classroom Routines | - examples and demonstrations - necessary for feedback and practice must be provided - use of logical and natural consequences |
| Classroom Rules | - focus on appropriate behaviour - more complex / time consuming than routines - should be directed at organizing > exerting control - need to be fair, realistic, and rationalized - developed in collaboration - logical consequences |
| Natural Consequences | outcomes of behaviour that occur without teacher intervention |
| Logical Consequences | outcomes that are directly related to the behaviour that require teacher intervention to occur |
| Correction by Force | "justified ... if the force does not exceed what is reasonable under the circumstances" - removal of privileges is more logical - doesn't have a lasting impact |
| Four Sets of Skills (Johnson, Johnson, and Holubec) | 1. Forming Skills 2. Functioning Skills 3. Formulating Skills 4. Fermenting Skills |
| Forming Skills | an initial set of management skills that are helpful in getting groups up and running smoothly and effectively |
| Functioning Skills | group-management skills aimed at controlling the types of interactions that occur among group members |
| Formulating Skills | a set of behaviours that help students to process material mentally eg. summarizing key points, connecting ideas, memorization techniques |
| Fermenting Skills | set of skills needed to resolve cognitive conflicts that arise eg. criticizing without deriding, asking for justification, extending others' ideas |
| Behavioural Problem | an action that distracts from an effective learning environment *should not be defined as a descriptor of a negative character trait |
| Teacher Intervention | teacher actions, which may include verbal response, proximity, or silence, that lead to desired student behaviour |
| Motivational Problems | - occur because of low levels of self-confidence, low expectations for success, lack of interest, lost feelings of autonomy, achievement anxieties, fears of success/failure - involves long-term individualized intervention (building confidence and interest) and/or referrals to professionals |
| Crime | must come under the control of the school administration and outside law-enforcement agencies tends to be least frequent disturbance |
| Bullying | Four kinds: verbal, social, physical, cyberbullying - does not go away without direct intervention |
| Ripple Effect | students learn misbehaviour from observing misbehaviour in other children not limited to the initial misbehaviour |
| Maslow's Hierarchy of Needs | 1. physiological needs: hunger, thirst, breathing 2. safety and security needs: protection from injury, pain, extremes of heat and cold 3. belonging and affection needs: giving and receiving love, warmth, and affection 4. esteem and self-respect needs: feeling adequate, competent, worthy, appreciation 5. self-actualization needs: self-fulfilment by using one's talents and potential |
| Persistently disruptive students - home and family variables | 1. parental supervision & discipline = inadequate 2. parents = indifferent/hostile 3. family did not operate as a unit and marital relations were not close 4. parents couldn't talk about their children and believed they had little influence < other kids |
| Four Goals of Disruptive Behaviours | Attention Getting Power Seeking Revenge Seeking Display of Inadequacy |
| Cognitive Development (Jean Piaget) | sensory-motor preoperational concrete operational formal operational |
| Moral Development (Kohlberg) | punishment-obedience exchange of favours good boy-nice girl law and order social contract universal ethical principles |
| Resiliency | risk factors; beyond the control of teachers and schools - include social and economic disadvantages NEED: caring and supportive relationships, positive and high expectations, and opportunities for meaningful participation |
| Intervention Skills | 1. non-verbal intervention 2. verbal intervention 3. use of logical consequences |
| Prerequisites to Classroom Management | 1. The teacher is well-prepared to teach. 2. The teacher provides clear directions 3. The teacher ensures that students understand evaluation criteria 4. The teacher clearly communicates and enforces behavioural expectations 5. The teacher demonstrates enthusiasm 6. The teacher builds, positive, caring relationships with students |
| Surface Behaviours | verbal interruptions eg. talking, humming, laughing, whispering off-task behaviours eg. daydreaming, sleeping, doodling physical movement intended to disrupt eg. visiting, passing notes disrespect eg. arguing, vulgarity, talking back |
| Proactive Intervention Skills | 1. Change the pace of classroom activities 2. remove distracting objects 3. Boost interest of student who shows signs of off-task behaviour 4. Redirect the behaviour of off-task students 5. Provide a 'non-punitive' time out 6. Encourage the appropriate behaviour of other students 7. Provide cues for expected behaviours |
| Planned Ignoring | if you ignore a behaviour, it will lessen and eventually disappear ... intentionally and completely ignores the behaviour LIMITATIONS: short-term increase in the behaviour, students have to ignore as well, need to move to next step if not working |
| Signal Interference | non-verbal response that communicates to the student without disturbing others that it is inappropriate - must be clearly directed - eg. head shaking, pointing * when it does not work, they must move to proximity interference |
| Proximity Interference | any movement toward the disruptive student, used when the teacher cannot send a signal |
| Behaviour Modification | method that involves the use of stimuli through positive and negative reinforcement to change behaviours & reactions B.F. Skinner - operant conditioning |
| Verbal Intervention | 1. use non-verbal first 2. keep private as possible 3. make brief 4. speak to the situation > person 5. set limits on behaviour > feelings 6. avoid sarcasm 7. use technique that fits the student 8. if the 1st intervention doesn't work, move to the next teacher-control technique 9. if more than one verbal intervention does not work, begin use of logical consequences |
| Adjacent (peer) reinforcement | based on the learning principle that reinforced behaviour is more likely to be repeated use of peer reinforcement as a verbal intervention technique focuses class attention on appropriate behaviour rather than on inappropriate behaviour |
| Calling on the Student by Name | redirects the student to appropriate behaviour by calling on the student to answer a question or by inserting the student's name when observing off-task use name first, question second to redirect rather than embarrass |
| Using Humour | powerful tool in establishing relationships and defusing confrontations directed at teacher or situation careful not to use sarcasm |
| Questioning Awareness of Effect | forcing students to become aware of the positive/negative effects on other people |
| Sending an "I Message" | recognize the negative impact of the behaviour description of behaviour + its effects + how it makes you feel important for taking responsibility |
| Direct Appeal | courteously requesting that a student stop the disruptive behaviour |
| Positive Phrasing | teacher states what the potential positive outcomes are for a student who exhibits appropriate behaviour - redirection to positive behaviour |
| Reminding Students of Rules | reminding them of the rules they committed to better for younger grades if it doesn't work, may need to apply consequences |
| Glasser's Triplets | 1. What are you doing? 2. Is it against the rules? 3. What should you be doing? to minimize extended negative confrontation, you may want to use statements > questions |
| Explicit Redirection | consists of an order to stop the misbehaviour AND to return to acceptable behaviour |
| Broken Record Strategy (Canter & Canter) | repeating an instruction if the student does not do it the first time good for avoiding verbal battles *if used 3 times without results, teachers should move to logical consequences |
| Logical Consequences | when non-verbal and verbal interventions have not led to appropriate behaviour forceful but not punitive manner emphasize student changing behaviour > retribution "You have a choice" technique: helps student realize they are responsible for positive and negative consequences of their behaviour be assertive and willing to follow through ** should be as directly-related to the behaviour as possible |
| Hierarchy for Management Intervention | |
| Cycle of Discouragement |
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Cycle (image/jpg)
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| The Cycle of Encouragement |
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encouragement (image/jpg)
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| Private Conferences - Receiving | 1. Use silence and non-verbal attending skills 2. Probe 3. Check perceptions 4. Check feelings |
| Private Conferences - Sending | 1. Deal in the here and now 2. May eye contact 3. Make statements > questions 4. Use "I" - take responsibility for feelings 5. Be brief 6. Talk directly to student 7. Give directions to correct problem 8. Check student understanding of your message |
| Self-Monitoring | student-directed approach; effective with students who are trying to behave but seem to need assistance usually for younger ages instrument needs to be explained wanting to eventually move away from self-monitoring |
| Anecdotal Record Keeping | collaborative approach; teacher records positive and negative classroom behaviour over a period of a few weeks most appropriate for middle and secondary students for self-regulation |
| Functional Behaviour Assessment | teacher-directed strategy; someone skilled at observing behaviour tries to determine the intent used most often with special needs students, needs team of professionals |
| Behaviour Contracting | teacher directed strategy; written agreement between teacher and student offering a specified reward encouraging self-discipline, more successful with younger grades NEEDS: specific, gradual improvements, gradually lengthen time period, move from extrinsic to intrinsic rewards |
| Symptoms of Serious Problems | 1. changes in physical appearance 2. changes in activity level 3. changes in personality 4. changes in achievement status 5. changes in health / physical ability 6. changes in socialization |
| Basics of Effective Teaching | Lesson Design Student Motivation Teacher Expectations Classroom Questioning Maximizing Learning Time |
| Lesson Design | LESSON INSTRUCTION: making students aware of what they are supposed to learn, establishing clear goals CLARITY: clear explanations of the content, step-by-step CHECK FOR UNDERSTANDING: stopping to ask critical questions, encouraging commentary COACHED PRACTICE: period of guided practice of new skill/knowledge through exercises, students receive frequent feedback, scaffolding (Vygotsky) CLOSURE: good lesson summary, involving students SOLITARY PRACTICE: lessons that include individual practice REVIEW: periodic reviews to help consolidate learning |
| Student Motivation | STUDENT INTEREST: relating subjects to life outside of school STUDENT NEEDS: making sure that basic needs are met first, allowing students to work together to build sense of belonging NOVELTY AND VARIETY: planning activities that are no longer than 15-20 min SUCCESS: important for teachers to creat success for students who are not usually successful - making adjustments TENSION: moderate amount required to establish that they need to know how to demonstrate their learning, but it can't be too much FEELING TONE: emotional atmosphere or climate of classroom needs to be positive ASSESSMENT AND FEEDBACK: well-designed formative assessment identifies what they know and what misconceptions they may possess, feedback = most effective when it is given directly after ENCOURAGEMENT: emphasizes positive behaviour, validates effort, positive expectations |
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