EL Ed 324 Winter Semester 2012
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| Hiam Ginott- Name of Theory and Level of Control | Theory: "Congruent Communication" (Low Control)
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| Thomas Gordon- Name of Theory and Level of Control | Theory: "Discipline as Self-Control" (Teacher Effectiveness Training) (Low Control)
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| Fay & Funk- Name of Theory and Level of Control | Theory: "Teaching with Love & Logic", (Low control)
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| Barbara Coloroso- Name of Theory and Level of Control | Theory: "Inner Discipline", (Low control)
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| Alfie Kohn- Name of Theory and Level of Control | Theory: "From Discipline to Community" (Low Control)
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| Rudolf Dreikurs- Name of Theory and Level of Control | Theory: "Logical Consequences" (Medium Control)
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| Linda Albert- Name of Theory and Level of Control | Theory: "Cooperative Discipline", (Medium Control)
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| Jane Nelsen, Lynn Lott, and H. Stephen Glenn- Name of Theory and Level of Control | Theory: "Positive classroom Discipline", (Medium Control)
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| William Glasser- Name of Theory and Level of Control | Theory: "Non-coercive Discipline" or (Reality Therapy and Control Theory); (Medium Control)
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| Richard Curwin, Allen Mendler, Brian Mendler- Name of Theory and Level of Control | Theory: "Discipline with Dignity", (Medium Control)
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| Spencer Kagan- Name of Theory and Level of Control | Theory: "Win-Win Discipline", (Medium Control)
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| B.F. Skinner- Name of Theory and Level of Control | Theory: "Behavior Modification", (High Control)
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| Lee & Marlene Canter- Name of Theory and Level of Control | Theory: "Assertive Discipline", (High Control)
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| Fredric Jones- Name of Theory and Level of Control | Theory: "Positive Discipline", (High Control)
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| Marvin Marshall- Name of Theory and Level of Control | Theory: "Discipline Without Stress", (High Control)
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| What is the name of the "model" for low control approaches to classroom management? | "The Guiding Model"
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| What is the name of the "model" for medium control approaches to classroom management? | "The Interacting Model"
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| What is the name of the "model for high control approaches to classroom management? | "The Intervening Model"
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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)
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| 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
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| 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
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| 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"
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| 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
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| 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
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| Approaches used by teachers of the medium control approach | -Interact with children to clarify and establish boundaries
-formulate mutually acceptable solutions to problems
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| Approaches used by teachers of the high control approach | -Control the environment
-Select and use appropriate reinforcers and punishments
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| Main processes used by low control teachers | -Develop caring, self-directed students
-build teacher-student relationships
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| Main processes used by medium control teachers | -Confront and contract with students when solving problems
-Counsel students
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| Main processes used by high control teachers | -Establish the rules, and deliver the rewards and punishments
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| 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
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| 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
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| 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)
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| "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
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| (From Lecture)Name 4 things crucial to consider for successful seating arrangements | (1)Visibility, (2) Accessibility, (3) Distractability, (4)Traffic flow
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| Name 3 different motivational theories | Self Determination Theory (SDT), TARGET Theory, and Achievement Goal theory
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| What are the four dimensions of motivation? | Interest, Relevance, Expectancy, & Satisfaction
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| In relation to motivation theory, define "Interest" | Refers to whether the student's curiosity is aroused and sustained over time
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| In relation to motivation theory, define "Relevance" | Refers to whether the students see instruction as satisfying personal needs or goals
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| 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
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| In relation to motivation theory, define "Satisfaction" | Refers to the student's intrinsic motivations and their personal responses to extrinsic rewards
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| 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
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| Characteristics of "Interest" | -Make connections with students
-Highlight the relevance to real life and previous lessons
-Give students choice
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| 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
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| 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
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| 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
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| 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)
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| 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
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| 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
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| What is TARGET theory? | -Task design
-Distribution of Authority
-Recognition of students
-Grouping arrangements
-Evaluation of practices
-Time allocation
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| 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
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| 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.
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| 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
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| Four ways to "Express dominance" | (1)Establish rules & Procedures, (2)Use disciplinary interventions, (3)Exhibit assertive behavior, (4)Establish clear learning goals
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| 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
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