class mgmt
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | shaping
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| show | steps for shaping
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| show | setting up reward or punishment system
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| show | 4 diff ways to give reinforcement and punishment
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| predictable and preset. engraved in stone, set up is not ever changed | show 🗑
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| show | variable
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| show | ratio
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| 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 | show 🗑
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| 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 | show 🗑
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| 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. | show 🗑
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| use ____ for punishment(it must be predictable) use ____ for rewards | show 🗑
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| show | fixed interval schedule
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| when a reward of punishment is given at unpredictable times. NOTHING TO DO WITH HOW THEY ACT *pop quiz | show 🗑
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| show | fixed
variable
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| 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) | show 🗑
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| show | token economy
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| show | contingency contract
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| show | personalize
home
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| show | 3 forms of seating
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| show | auditorium style of seating
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| a seating arrangement where students face each other in a U shape. *good for dialogue and class discussion *be careful, may cause distractions | show 🗑
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| show | cluster style
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| show | dominant effect
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| it is very important to make sure you are aware of your ____________ for the ________ of your students | show 🗑
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| show | self-fulfilling prophecy
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| show | defense mechanism
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| throwing negative feelings about yourself onto someone else *BULLIES: "YOU'RE A LOSER" (they feel like they're a loser) | show 🗑
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| when a person acts like a kid to deal with stress either from elsewhere or your classroom material | show 🗑
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| 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 | show 🗑
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| show | reaction formation
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| 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) | show 🗑
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| show | class clown
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| show | class bully
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| show | monopolizer
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| *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 | show 🗑
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| show | good leadership qualities
effective classroom management
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| show | talking to parents
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| comment parent's child, tell them something bad, then comment again | show 🗑
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| show | unconditional positive regard
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| show | students' learning opportunities
rules.......control student behavior
nurturing relationships and self-regulation
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| *design class for optimal learning *create positive environment *keep rules *get students to cooperate *deal well with problems *use good communication strategies | show 🗑
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| show | mgmt issues in elementary schools
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| show | mgmt issues in secondary schools
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| show | problems with crowded and complex classrooms
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| teachers who _______ and ________ classroom _____ are more effective | show 🗑
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| -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 | show 🗑
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| -maintain activity flow -minimize transition time from one activity to another -hold students accountable for their work | show 🗑
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| overdwell flip-flopping responding to distractions | show 🗑
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| show | strategies for designing a classroom arrangement
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| -show you are with it -cope effectively with overlapping situations -maintain smoothness and continuity in lessons -engage students in a variety of challenging activites | show 🗑
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| show | strategies for establishing classroom rules and procedures
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| -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 | show 🗑
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Created by:
stephyface2468
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