class mgmt
Help!
|
|
||||
|---|---|---|---|---|---|
| when you reward a behavior as the student comes closer to the desired response. or punish a behavior that you want them to stop | shaping
🗑
|
||||
| define specific behaviors to fix. then break it down into workable goals to shape the behavior (like a disruptive student raising their hand before talking, etc) | steps for shaping
🗑
|
||||
| *how often will you give reward or punishment? -fixed, -variable *What are your criteria for giving the reward or punishment? -ratio, -interval | setting up reward or punishment system
🗑
|
||||
| fixed ratio variable ratio fixed interval variable interval | 4 diff ways to give reinforcement and punishment
🗑
|
||||
| predictable and preset. engraved in stone, set up is not ever changed | fixed
🗑
|
||||
| unpredictable. not pre-determined schedule. you are unpredictable | variable
🗑
|
||||
| based on the number of responses(correct or incorrect answers) the student gives. student must do a behavior(or response) a certain number of times to get reward or punishment. you have to keep count of their responses | ratio
🗑
|
||||
| based on time. student is rewarded or punished after a certain amount of time. HAS NOTHING TO DO WITH THE STUDENT'S RESPONSE OR BEHAVIOR | interval
🗑
|
||||
| a reward or punishment is based on a specific number of correct or incorrect responses that a student makes. you set how many responses they must make before they are punished or rewarded.. *everytime student is late, they get a demerit | fixed ratio schedule
🗑
|
||||
| when a reward or punishment is based on an unpredictable number of correct/incorrect responses that a student makes. student does not know when they will be rewarded or punished after doing behavior or completing task. unpredictable. | variable ratio schedule
🗑
|
||||
| use ____ for punishment(it must be predictable) use ____ for rewards | fixed ratio schedule
variable ratio schedules
🗑
|
||||
| when a punishment or reward is given at an exact time. HAS NOTHING TO DO WITH THEIR BEHAVIOR/PERFORMANCE. *prof gives grade after 15 weeks | fixed interval schedule
🗑
|
||||
| when a reward of punishment is given at unpredictable times. NOTHING TO DO WITH HOW THEY ACT *pop quiz | variable interval schedule
🗑
|
||||
| when you first start shaping a behavior, you should start with a ____schedule. then it's best to later switch to a ____scheudle. | fixed
variable
🗑
|
||||
| a behavioral classroom technique where you allow a student to do something they enjoy ONLY after they complete a task they may not enjoy. (work before play) | premack principle
🗑
|
||||
| a behavioral classroom technique where students earn tokens or anything that represents money when they complete a task | token economy
🗑
|
||||
| a behavioral classroom technique where the student and teacher sign a contract together. you explain what behaviors you wanna see in a certain time frame, and include rewards and penalties | contingency contract
🗑
|
||||
| when you set up your classroom, it is important to ____ the room so it feels like ___ | personalize
home
🗑
|
||||
| auditorium style seminar style cluster style | 3 forms of seating
🗑
|
||||
| -seating arrangement where all students face teacher in row fashion (most common cuz there's limited space) *teacher is focus of attention *make sure people in back can hear you *make sure to pay attention to everyone | auditorium style of seating
🗑
|
||||
| a seating arrangement where students face each other in a U shape. *good for dialogue and class discussion *be careful, may cause distractions | seminar style
🗑
|
||||
| seating arrangement where students are in small groups. *encourages student interaction without distraction from other students if you pick groups well *be careful not to cause DOMINANT EFFECT | cluster style
🗑
|
||||
| when one student has something better (higher chair), than the others and the other students get angry and jealous of them. | dominant effect
🗑
|
||||
| it is very important to make sure you are aware of your ____________ for the ________ of your students | defense mechanisms
well being
🗑
|
||||
| the tendency to believe you are what people say you are | self-fulfilling prophecy
🗑
|
||||
| the way people react to stress. it is not planned or intentional | defense mechanism
🗑
|
||||
| throwing negative feelings about yourself onto someone else *BULLIES: "YOU'RE A LOSER" (they feel like they're a loser) | projecting
🗑
|
||||
| when a person acts like a kid to deal with stress either from elsewhere or your classroom material | regression
🗑
|
||||
| when you misdirect or misplace your anger. (taking your anger out on someone else when you're not actually angry at them, but someone else). *do not personalize it, talk to student | displacement
🗑
|
||||
| when you form your reaction to be the opposite of how you really feel unconsciously. (laughing when you're sad) | reaction formation
🗑
|
||||
| engaging in an extreme form of behavior to make up for an imagined or real deficiency *student with poor social skills excels in academics(overachievers) | compensation
🗑
|
||||
| the kid in the class that cracks jokes, but can become too excessive. *talk to them | class clown
🗑
|
||||
| student who attacks other students with words or actions. (they are trying to project their feelings about themselves onto other kids or trying to be "tough" to compensate for feeling disliked) *see where it's coming from to try to stop it* | class bully
🗑
|
||||
| student who participates too much or challenges you a lot. they need to be heard and acknowledged. could be because of compensation or displacement. *praise their participation, but share concern for other students* DO NOT ALLOW THIS BEHAVIOR | monopolizer
🗑
|
||||
| *use "i" messages (i feel like you don't care about me when you talk in class) *use assertive statements *try to let disruptions pass *cue the student ("look" or "tap") *talk to them in private *keep bad ones near | class management tips
🗑
|
||||
| *make a first impression *have confidence *keep rules simple *present them in an informational manner *be real with students. open up *be empathetic, but dont' pity *show unconditional positive regard *acknowledge their feelings *self evaluate | good leadership qualities
effective classroom management
🗑
|
||||
| *plan your words (important issues) *choose words wisely (dirt sandwich) * keep your cool *tell them you want their help *ask them for info, listen well *agree on strategy *have a witness if needed *keep meeting short and sweet | talking to parents
🗑
|
||||
| comment parent's child, tell them something bad, then comment again | dirt sandwich
🗑
|
||||
| accepting students for who they are despite the grades they receive in your class | unconditional positive regard
🗑
|
||||
| *effective classroom management has helped maximize ___________ *older view in class mgmt was to create ____ to ____ _____ ____ *the newer view focuses on students' need for ____________ and ___________ | students' learning opportunities
rules.......control student behavior
nurturing relationships and self-regulation
🗑
|
||||
| *design class for optimal learning *create positive environment *keep rules *get students to cooperate *deal well with problems *use good communication strategies | good class managers/teachers
🗑
|
||||
| *teachers have same kids all day *kids may get bored or feel confined *classes can be crowded, complex, and perhaps chaotic | mgmt issues in elementary schools
🗑
|
||||
| *teachers have to deal with 6 diff groups of 20 students *teachers can't develop bonds cuz of short class periods *their problems can last longer and be harder to fix *students can be unruly and dangerous cuz they demand more explanation of rules | mgmt issues in secondary schools
🗑
|
||||
| *they're multidimensional *activities occur all at same time *events happen quickly, are unpredictable *little privacy.(students talk crap) *classrooms have histories(students remember what happened to them in that class) | problems with crowded and complex classrooms
🗑
|
||||
| teachers who _______ and ________ classroom _____ are more effective | guide ....structure
activities
🗑
|
||||
| -clearly spell out rules so students know what to expect *establish yourself in a good manner -let students have input in class rules -make sure students succeed at early activities -be available/seen -be in charge & consistent -give respect, get re | strategies for good school year beginning
🗑
|
||||
| -maintain activity flow -minimize transition time from one activity to another -hold students accountable for their work | strategies for increasing academic learning time
🗑
|
||||
| overdwell flip-flopping responding to distractions | how teachers interrupt classroom flow
🗑
|
||||
| *consider what activities students will be engaging in *draw up a floor plan *involve students in planning classroom layout *try out arrangement, be flexible in changing it *as you get to know students, consider student placement | strategies for designing a classroom arrangement
🗑
|
||||
| -show you are with it -cope effectively with overlapping situations -maintain smoothness and continuity in lessons -engage students in a variety of challenging activites | strategies for effectively managing a class
🗑
|
||||
| -they should be reasonable and necessary -they should be clear and understandable -evaluate letting students participate in rule making -make sure rules don't interfere w/learning -they should be entwined w/school rules | strategies for establishing classroom rules and procedures
🗑
|
||||
| -involve kids in planning classroom stuff -encourage students to judge their behavior -don't accept excuses -hold class meetings to let students participate in decision making | strategies for getting students to share and assume responsibility
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
stephyface2468
Popular Psychology sets