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EL ED 324 Midterm
EL Ed 324 Winter Semester 2012
| Question | Answer |
|---|---|
| Hiam Ginott- Name of Theory and Level of Control | Theory: "Congruent Communication" (Low Control) |
| Thomas Gordon- Name of Theory and Level of Control | Theory: "Discipline as Self-Control" (Teacher Effectiveness Training) (Low Control) |
| Fay & Funk- Name of Theory and Level of Control | Theory: "Teaching with Love & Logic", (Low control) |
| Barbara Coloroso- Name of Theory and Level of Control | Theory: "Inner Discipline", (Low control) |
| Alfie Kohn- Name of Theory and Level of Control | Theory: "From Discipline to Community" (Low Control) |
| Rudolf Dreikurs- Name of Theory and Level of Control | Theory: "Logical Consequences" (Medium Control) |
| Linda Albert- Name of Theory and Level of Control | Theory: "Cooperative Discipline", (Medium Control) |
| Jane Nelsen, Lynn Lott, and H. Stephen Glenn- Name of Theory and Level of Control | Theory: "Positive classroom Discipline", (Medium Control) |
| William Glasser- Name of Theory and Level of Control | Theory: "Non-coercive Discipline" or (Reality Therapy and Control Theory); (Medium Control) |
| Richard Curwin, Allen Mendler, Brian Mendler- Name of Theory and Level of Control | Theory: "Discipline with Dignity", (Medium Control) |
| Spencer Kagan- Name of Theory and Level of Control | Theory: "Win-Win Discipline", (Medium Control) |
| B.F. Skinner- Name of Theory and Level of Control | Theory: "Behavior Modification", (High Control) |
| Lee & Marlene Canter- Name of Theory and Level of Control | Theory: "Assertive Discipline", (High Control) |
| Fredric Jones- Name of Theory and Level of Control | Theory: "Positive Discipline", (High Control) |
| Marvin Marshall- Name of Theory and Level of Control | Theory: "Discipline Without Stress", (High Control) |
| What is the name of the "model" for low control approaches to classroom management? | "The Guiding Model" |
| What is the name of the "model" for medium control approaches to classroom management? | "The Interacting Model" |
| What is the name of the "model for high control approaches to classroom management? | "The Intervening Model" |
| Describe key principles of Hiam Ginott's "Congruent Communication" theory | (1)Use sane messages(2)invite student cooperation (3)Express helpfulness and acceptance (4) Avoid labeling student (5)Do not use sarcasm/avoid hurried help, etc (pg 20-21) |
| Describe key principles of Thomas Gordon's "Discipline as Self-Control" theory | (1) Identify problem ownership, (2)Maximize communication, (3) Use the power of influence (pg 21-22) |
| Describe key principles of Fay & Funk's "Love & Logic" theory | (1)Share control with students, (2)Maintain student self-concepts, (3)Balance consequences with empathy (pg 22-23) |
| Describe key principles of Barbara Coloroso's "Inner Discipline" theory | (1) Enable students to solve problems, (2) Provide support and structure, (3) Treat students with dignity and respect (pg 23-24) |
| Describe key principles of Alfie Kohn's "From Discipline to Community" theory | (1) Provide an engaging curriculum, (2)Develop a caring community, (3)Allow students to make choices (pg 24-25) |
| Describe key principles of Rudolf Dreikur's "Logical Consequences" theory | (1)Teach in a democratic manner, (2) Identify and confront student's mistaken goals, (3)Use logical consequences (pg 26-27) |
| Describe key principles of Linda Albert's "Cooperative Discipline" theory | (1)Establish a sense of belonging, (2) Build student self-esteem, (3) Promote cooperative relationships (pg 27) |
| Describe key principles of Nelsen, Lott, & Glenn's "Positive Classroom Discipline" theory | (1)Use classroom meetings, (2)Exhibit caring attitudes and behaviors, (3)Use management skills (pg 28) |
| Describe key principles of William Glasser's "Noncoercive Discipline" theory | (1) Provide quality education, (2) Help students make good decision, (3)Provide support and encouragement (pg 29) |
| Describe key principles of Curwin & Mendler's "Discipline with Dignity" theory | (1) Creat a three-dimensional plan, (2)Establish a social contract, (3)Teach students to make responsible choices (pgs 29-31) |
| Describe key principles of Spencer Kagan's "Win-Win Discipline" theory | (1)Work with students to solve problems, (2)Focus on short and long term solutions, (3)Help students make responsible choices (pg 31) |
| Describe key principles of B.F. Skinner's "Behavior Modification" theory | (1)Identify desired behaviors, (2)shape behavior through reinforcement, (3)Use behavior modification systematically (pg 32-33) |
| Describe key principles of Lee & Marlene Canter's "Assertive Discipline" theory | (1)Recognize classroom rights, (2)Teach desired behaviors, (3)Establish consequences (pg 33-34) |
| Describe key principles of Fredrick Jones' "Positive Discipline" theory | (1)Structure classrooms, (2)set limits and promote cooperation, (3)Have back-up system (pg. 35-36) |
| Describe key principles of Marvin Marshall's "Discipline without Stress" theory | (1)Promote responsibility rather than obedience, (2) Guide and monitor behavior, (3)Teach the social development and management system |
| What is the theoretical basis for "the guiding model" aka low control approach? | "Humanistic and Psychoanalytical Thought": Believe that children develop primarily from inner forces, decision making enables personal growth, and students are masters of their destiny |
| What is the theoretical basis for "The Interacting Model" aka medium control approach? | "Developmental and Social Psychology": Believes that children develop from both internal and external forces" |
| What is the theoretical basis for "The Intervening Model" aka high control approach? | "Behaviorism":Believes that children develop primarily from external forces and conditions, and that children are molded and shaped by influences from their environment |
| Approaches used by teachers of the Low Control approach | -Structure the environment to facilitate students' control over their own behavior -Help students see the problem and guide them into an appropriate decision to solve the problem -Be an empathetic listener -Allow students to express feeling |
| Approaches used by teachers of the medium control approach | -Interact with children to clarify and establish boundaries -formulate mutually acceptable solutions to problems |
| Approaches used by teachers of the high control approach | -Control the environment -Select and use appropriate reinforcers and punishments |
| Main processes used by low control teachers | -Develop caring, self-directed students -build teacher-student relationships |
| Main processes used by medium control teachers | -Confront and contract with students when solving problems -Counsel students |
| Main processes used by high control teachers | -Establish the rules, and deliver the rewards and punishments |
| What are the 5 keys to good room arrangement? | (1)Room arrangement consistent with your instructional goals(2)High traffic areas free of congestion, (3)Students are easily seen by teacher (4)Keep frequently used teaching/student materials/supplies accessible (5)Students can see presentations/displays |
| Things to consider when planning floor space | Whole-group instruction, arrangement of student desks, placement of teacher's desk, book cases/filing cabinets, & activity centers/work areas |
| Things to consider when planning storage space | Find places for (1)Textbooks/Resource books, (2)Instructional Materials (rulers, scissors, etc), (3)Teacher supplies, (4)Equipment (overheads, computers, etc), (5)Infrequently used items (decorations, specific unit models, etc) |
| "Organizing your classroom and materials includes... (5 things)" | (1)Attention to seating, (2)floor space, (3)Storage space, (4)Bulletin boards, and (5)Wall space |
| (From Lecture)Name 4 things crucial to consider for successful seating arrangements | (1)Visibility, (2) Accessibility, (3) Distractability, (4)Traffic flow |
| Name 3 different motivational theories | Self Determination Theory (SDT), TARGET Theory, and Achievement Goal theory |
| What are the four dimensions of motivation? | Interest, Relevance, Expectancy, & Satisfaction |
| In relation to motivation theory, define "Interest" | Refers to whether the student's curiosity is aroused and sustained over time |
| In relation to motivation theory, define "Relevance" | Refers to whether the students see instruction as satisfying personal needs or goals |
| In relation to motivation theory, define "Expectancy" | Refers to whether students have a sense that they can be successful in the lesson through their personal control |
| In relation to motivation theory, define "Satisfaction" | Refers to the student's intrinsic motivations and their personal responses to extrinsic rewards |
| What is "motivation" | This describes those processes that can arouse and initiate student behavior, give direction and purpose to behavior, help behavior to persist and help the student choose a particular behavior |
| Characteristics of "Interest" | -Make connections with students -Highlight the relevance to real life and previous lessons -Give students choice |
| Characteristics of "Expectancy" | In order for a student to be able to perceive that they can be successful we must work at their level,use negotiation, take 1 step at a time,don't overbear with work, use differentiation |
| Characteristics of "Relevance" | Meaningful tasks, Appropriate for the age level, Challenging for the student at whatever level the student is at,Purpose for the lesson, Relationship to other work, Integration |
| Characteristics of "Satisfaction" | Individual, group, & class rewards, Talk about how you feel, Talk about your choices and how they impact others- class meetings and dialogue. Not praise, but verbal confirmation of what was accomplished, Intermittent Reinforcement |
| What are the 3 vital psychological needs that needs that must be met according to SDT (Self determination theory) | -Autonomy (wanting to feel in control) -Competence (wanting to feel efficacy) -Relatedness (wanting to feel part of the social group) |
| What are the 4 types of Motivation in SDT? | -Intrinsic- acting out of pure enjoyment -Identified-seeing the value of an activity even if it's not pleasurable -Introjected- performing an activity to avoid an unpleasant state such as guilt -External-controlled state acting because of compulsion |
| Achievement Goal Theory, a motivation theory, focuses on what characteristics? | -Ideal learning environment should include mastery goal orientations -Focus on understanding the material -Use adaptive strategies -Positive levels of self-efficacy -Incremental views of intelligence -Deeper processing strategies |
| What is TARGET theory? | -Task design -Distribution of Authority -Recognition of students -Grouping arrangements -Evaluation of practices -Time allocation |
| Define "mental set" | A teacher's heightened awareness of his or her surroundings and involves a conscious effort to control one's thoughts and behaviors in that setting |
| Define "withitness" | A teacher's disposition (mental set) to look at all parts of the classroom at all times to be aware of what is happening. This is demonstrated by monitoring & reacting regularly and foreseeing problems. |
| Define "emotional objectivity" | The ability to interact with students in a businesslike, matter-of-fact manner even though you might be experiencing strong emotions. This can be demonstrated by (1)looking for reasons for the misbehavior & (2)monitoring your own thoughts |
| Four ways to "Express dominance" | (1)Establish rules & Procedures, (2)Use disciplinary interventions, (3)Exhibit assertive behavior, (4)Establish clear learning goals |
| Four ways to "Communicate cooperation" | (1)Provide flexible learning goals, (2)Take a personal interest in the students, (3)Use equitable & positive classroom behaviors, (4)Respond appropriately to student's incorrect responses |
Created by:
efoulk
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