class mgmt
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| when you reward a behavior as the student comes closer to the desired response. or punish a behavior that you want them to stop | show 🗑
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| 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) | show 🗑
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| *how often will you give reward or punishment? -fixed, -variable *What are your criteria for giving the reward or punishment? -ratio, -interval | show 🗑
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| fixed ratio variable ratio fixed interval variable interval | show 🗑
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| show | fixed
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| unpredictable. not pre-determined schedule. you are unpredictable | show 🗑
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| show | ratio
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| show | interval
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| show | fixed ratio schedule
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| show | variable ratio schedule
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| show | fixed ratio schedule
variable ratio schedules
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| show | fixed interval schedule
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| show | variable interval schedule
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| when you first start shaping a behavior, you should start with a ____schedule. then it's best to later switch to a ____scheudle. | show 🗑
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| show | premack principle
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| show | token economy
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| 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 | show 🗑
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| show | personalize
home
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| auditorium style seminar style cluster style | show 🗑
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| -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 | show 🗑
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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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| the tendency to believe you are what people say you are | show 🗑
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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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| the kid in the class that cracks jokes, but can become too excessive. *talk to them | show 🗑
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| 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* | show 🗑
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| 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 | show 🗑
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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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| *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 | show 🗑
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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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| accepting students for who they are despite the grades they receive in your class | show 🗑
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| show | students' learning opportunities
rules.......control student behavior
nurturing relationships and self-regulation
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| show | good class managers/teachers
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| *teachers have same kids all day *kids may get bored or feel confined *classes can be crowded, complex, and perhaps chaotic | show 🗑
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| show | mgmt issues in secondary schools
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| *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) | show 🗑
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| show | guide ....structure
activities
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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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| show | how teachers interrupt classroom flow
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| *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 | show 🗑
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| show | strategies for effectively managing a class
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| -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 | show 🗑
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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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