Upgrade to remove ads
ED 309 Final Exam Spg 16
Terms in this set (76)
Brain Based Learning
1) brain learns best through repetition
2) The emotionality of an experience that affects retention
3) Teacher should create a high challenge/low threat environment in the classroom
4) Teachers should focus on higher order thinking when teaching
two things you owe your students
First year teaching stages
KNOW THESE IN ORDER
Comes between the time you are hired and the start of the school year
Usually during the first few weeks of school. You are working late, balancing having a life and grading papers and attending school functions. You are working to find a balance
Usually 6-8 weeks into the school year. You are overwhelmed by your responsibilities. Can lead to questions like " Do I REALLY want to teach?"
Usually during the first real break you get (either Thanksgiving or Christmas). Allows you time to reflect and look at the big picture.
Usually in the spring. These are exciting times for you to reflect on your teaching and think about ways to improve what you are doing next year. Try not to compare yourself to experienced teachers at this stage---they were novices once too.
Establishing relationships with parents
1) Thank parents for taking the time to see you
2) minimize the intimidation factor
3) Remember we are on the same team
4) Talk about measurable and observable behaviors
5) Document your concerns, be prepared and organized (bring documentation)
6) Stick to descriptors of behaviors
7) Respect parent's insights about their child's behavior because they know them better than you.
Parent Teacher Conferences
1) minimize the intimidation factor
2) Remember we are on the same team
3) Talk about measurable and observable behaviors
4) Compliment sandwich
Specific practices for ELLs
1) Learn the student's cultural norms
2) Contextualize, Contextualize, Contextualize- use pictures, movement, or repetition to help it make sense
3) Understand that the first stage of language acquisition is the "silent period"- allow students to answer with yes or no
4)value the home language of the student
Specific practices for students with Autism
1) Use visual cues like picture schedules
2) Avoid both auditory and visual task at the same time
3) Make instructions brief
4) Do not insist on eye contact (part of this issue)
5) Capitalize on student's strengths (computers, drawings, or writing stories)
Specific practices for students with learning disabilities
1) Create a positive environment focusing on achievement and praise
2) Structured environment (predictable routines)
First Amendment Rights
1) Freedom of Speech
2) Freedom of Religion
3) Freedom of Press
4) Freedom to Peacefully Assemble
5) Freedom to Petition the Government
Reason's School's CAN limit speech at school
1) If it's associated with the school (newspaper)
2) if it's obscene
3) If it's threatening
4) If it interferes with the safe operation of the school
Oppositional Defiant Disorder. Student exhibits disobedient, defiant, and hostile behavior towards authority
How long must a student exhibit disobedient, defiant, and hostile behavior towards authority before they are labeled ODD?
Two reasons students misbehave
1) to get something
2) to get out of something
Problem with chasing hands
You may be in a position where you can't see all the students in your class
4 criteria for praise
Different Types of rewards
1) Recognition- awarding certificate or oral praise
2) Activities - Allow students to choose (BUY IN)
3) Symbols - stickers, smiley faces
4) material incentives - prize box
Pitfalls of Rewards
1) Students will expect a rewards in order to do the work
2) Setting up rewards for activities that are naturally highly motivating and intrinsically interesting to students actually DECREASES motivation to do the activity
3) Don't promise what you can't deliver
4) if the reward is too easy or too difficult it will not be effective
Students engage in a meaningful learning experience.
ex Constructivist approach
Learning responsibility moves to the student
ex banking approach
Students want to please the teacher so they behave
Five themes of Citizenship
withitness. Done by proximity and being aware of what's going on in your classroom.
Creating a classroom Community
1) Learn Students names ASAP
2) Incorporate humor
3) positive phone calls
4) show students you care - kickball,
5) NO red pen , frown faces
6) Great students at the door
7) Model and encourage the 5 themes of citizenship
8) Don't abuse your power
the total amount of content covered during the school year
the order in which you teach content
Bloom's Taxonomy (6 stages)
Bloom's Knowledge Examples
1) List the 6 steps of Bloom's Taxonomy
2) What date was the Declaration of Independence signed?
Bloom's Comprehension Examples
1) What is an immigrant? (you must understand what it is to answer)
2) Distinguish between polar and nonpolar.
Bloom's Application Examples
1) Tell me three ways to be consistent in the classroom (applying the word consistent)
2) Which side had a strategic advantage in the Civil War BASED ON raw materials?
(BASED ON is always application)
Bloom's Analysis Examples
1) Why do people with college educations earn more money ?
2) Why don't Israelis and Palestinians get along?
Blooms' Synthesis Examples
1) Create an invention that would make Classroom Management easier.
2) Write a letter home as if you were fighting in the Civil War to describe your experience.
Bloom's Evaluation Examples
1) Which is a better school, Auburn or Alabama?
2) Who was the greatest American President?
Evaluate asks for your opinion
ABC s of Behavior
Antecedent - what caused the behavior
Behavior - the bad choice that was made
C- Logical consequence so it won't happen in the future
1) A clear statement of the problem or issue
2) Insist that the misbehavior be corrected
3) resist being coerced or manipulated
4) Unambiguous body language
Listen to the student's perspective and react in ways that maintain a positive relationship and encourage further discussion. NEVER SAY "I DON'T CARE"
Assertiveness NO NO's
NEVER ASK Rhetorical questions because you can't get mad a the response because you asked the question.
Non-threatening Body Language
1) No glaring
2) Breaking eye contact can relieve tension
3) get on their level - don't tower over them
Body Language DO'S
1) Make eye non-threatening eye contact
2) Face the student
3) Match your facial expression with your tone
Listening skills acknowledge or accept the student's feelings. Doesn't have to be verbal (could be body language cues or "I see" or "hmm go on"
Processing skills allow you to confirm or clarify your perception of the student's message - repeat his/her message
Problem Solving Skills
1) Identify the problem - you identify and see if the student agrees.
2) Select a solution - you can suggest or allow the student to suggest or choose from a couple of options
3) Obtain a commitment (oral or written) that they are going to do it.
4) Be consistent
Negative consequences of calling parents with discipline problems
1) the parents aren't in your class to enforce the rules
2) hurts the relationship with the student
1) teachers and students construct knowledge together
2) differentiate instruction to meet individual learner needs
3) students actively involved
4) environment is collaborative
5) groups work
1) teachers transfer knowledge to students
2) individual work
3) environment focuses on getting the right answer
4) teacher is the only one teaching
guidelines for rules
1) good rules are needed, fair, applied equally, and consistently enforced
2) they are understandable by all students (including ELLs) and sensitive to cultural norms
3) should be communicated to parents as soon as possible (have them sign course syllabus with rules attached)
4) Good rules don't create more work for you
I do, we do, you do
It is efficient.
The students watch you do it, do it with you, and then use what they have learned to work by themselves.
positives: allows teachers to provide immediate corrective feedback
negatives: teachers don't circulate to monitor comprehension and behavior
also some students finish early
these do not interfere with instruction.
Best to ignore these- pick your battles
examples : brief inattentiveness and some talking during transitions
these do not significantly interfere with teaching /learning
Hard part is knowing when to enforce. If you don't enforce you can be seen as inconsistent. Set the right tone from day one and be consistent
examples: calling out w/o raising your hand, leaving seat, doing unrelated work during class time
Short term goal for managing behavior
get the specific behavior to stop
Short term goal for managing behavior
prevent it from happening again
light touch (never in anger)
CONS of time out
1) could be perceived as a rewards (student gets out of doing work)
2) it identifies the student as someone who is excludable and lead to anger and resentment
PROS of time out
1) gives student time to reflect and calm down
2) let's the student know that the teacher is unhappy with the behavior
Negative consequences of sending students to the office
1) it may be seen as you pawning the problem off on the administration
2) student may be trying to get out of current classroom work
3) Must follow school policy
repeated acts of aggression directed towards a victim who often appears isolated or vulnerable
3 forms of bullying
1) physical aggression (pushing, hitting)
2) verbal aggression (name calling, threats)
students and teachers constructing meaning
importance of over-planning
Many behavior management problems come from too much "down time". Over-planning means have more than you could possibly do and you already have the materials ready to move to these extra activities
Cooperative Learning DO's and DON'TS
1)DO put thought into groups (homogenous vs heterogeneous)
2) DO assess students individually
3) DO consider the physical set-up of the room to keep as many students in their seats as possible
4) DO have students assign specific roles within the group - time keeper, materials manager, group leader, note-taker
5) DONT go sit at your desk while students are involved in cooperative learning - monitor students
6) DO state time limits
7) DON'T always have students in the same groups
Be consistent with rules , procedures, and consequences.
Moving close to the student to stop an unwanted behavior
Wait time #1
Pause after asking a question
1) Allows student time to think about what they want to say
2) Increases participation if you wait for before calling on a student to answer
wait time #2
Pause after a student answers a question to give them time to expand on their answer
praise from others
example: "I am so proud of you"
praise from within
example " You should be so proud of yourself"
interest and relevance are the keys to intrinsic motivation
extrinsic motivation should be personal and authentic . it doesn't have to be public recognition
physical environment factors
1) provide security and shelter
2) social contact
4) Task instrumentality so that students and teachers have what they need to carry out teaching and learning
5) Be sure you can see your students and they can see you
It is virtually impossible to be emotionally objective about each student in your class. We will have a natural affinity for some students but feel no affinity for others.
Behave emotionally objective. HOW?
1) Monitor your thought about students
2) Don't take the behavior personally
3) Don't hold grudges
4) Don't look at student papers when grading essays
power struggles with students
1) Don't argue with students- they are not on the same authority level with you. It gives them power
2) Don't react to every little distraction unless it is distracting other students
3) Keep your composure
4) Don't use language that will put the student on the defensive
THIS SET IS OFTEN IN FOLDERS WITH...
ED 309 Midterm Study Guide Items have *
ED 309 Final Summer 2016
ED 309 Midterm
ED 309 Midterm
YOU MIGHT ALSO LIKE...
SEED 314 Midterm
Educational Psych. Classroom Management
OTHER SETS BY THIS CREATOR
Periodic Table 1-25
Periodic Table 1-50
Physical vs. Chemical Changes
List of Gram positive and Gram Negative Bacteria
OTHER QUIZLET SETS
cell bio 13,14,15
Skin Hair and Nails- H&P
Macbeth 2 (12 quotes)
Sections 3-3 - 3-5