question

Eskimo & Native American Study. - Found that teachers who were effective with these children were able to combine showing a personal interest in the students w/ demands for solid academic achievement.

answer

Kleinfeld

question

Poverty Report - research showed that successful adults who were raised in poverty point to the importance of a supportive adult who believed in & encouraged them to continue their education.

answer

Harrington & Boardman

question

High School Teachers - HS students value teachers who care

answer

Phelan, Davidson & Cao

question

Sense of community Impediments to creating community

answer

Wehlage

question

Black Students reports the level of concern teachers demonstrate for the students, especially Black students, is directly related to the quality of teacher effectiveness in facilitating student learning.

answer

Adkins & Coleman

question

Impediments to creating a sense of community:

answer

adjustment, difficulty, incongruence, isolation

question

needs more personal & supportive relationships with adults than schools typically provide

answer

adjustment

question

academic difficulties due to teaching style or need for intensive instruction

answer

difficulty

question

Lack of personal-social match between students & instruction

answer

incongruence

question

no personal relationship with teachers

answer

isolation

question

Whelage believes that teachers need to:

answer

1. accept personal responsibility for student success 2. practice an extended teacher role 3. be persistent with students 4. express a sense of optimism that all students can learn.

question

*To be effective, praise should:*

answer

- be delivered contingently - focus students' attention on their own relevant behavior - provide students w/ feedback on their competency level - be given by teachers w/ high credibility

question

Noguera's asked students what makes a particular teacher "special" & worthy of respect, and students consistently answered:

answer

- firmness - compassion - interesting, engaging & challenging teaching style

question

(Colbert & Wilson) Interviews conducted over a 3-year period with 400 inner-city middle & high school students said that good teachers:

answer

- ensure work is done - controlled classroom - willing to help students - explained assignments - varied routine & takes time to get to know the students.

question

Woolfolk & Weinstein: found that students preferred & responded best to teachers who possess 3 set of skills:

answer

- establishing caring relationships - setting limits & creating a safe environment - making learning fun

question

Wentzel described that teachers who "cared" as ones who:

answer

- democratic communication style - elicits student participation - variably aligns student expectations - shows caring attitude - provides constructive feedback

question

Methods for communicating care & support:

answer

- establish good rapport - Get to know students - - Awareness of Sexual Harassment Issues

question

*way to establish good rapport*

answer

Greet students at the door to establish positive climate

question

*Way of getting to know the students*

answer

decide how open you want to be based on students' needs & school protocol

question

Instead of hugs, Gathercoals suggests what type of physical contact with students?

answer

handshakes, pats on backs & high fives.

question

What should the ratio of positive to negative statements be?

answer

4:1

question

*Research reported that when teachers were told they were observing low students, they reported those students as having worse behavior than teachers who observed the same group and were told they were observing average students.*

answer

Communicating bias

question

Purkey & Novak's four types of teacher behaviors towards students:

answer

1. Intentionally disinviting 2. Unintentionally disinviting 3. Unintentionally inviting 4. Intentionally inviting

question

Of the four types of teacher behaviors described by Purkey & Novak, which is the most effective & purposeful?

answer

Intentionally inviting

question

High vs. Low Expectations

answer

1. Seating low expectation students far from teacher 2. Paying less attention to lows (smiling less, less eye contact) 3. Calling on lows less often 4. Wait time less for lows 5. Not staying with lows in failure situations 6. Criticizing lows more than highs 7. Praising lows less frequently than highs 8. Praising lows more frequently more marginal public responses 9. Providing lows with less accurate feedback than high 10. Failing to provide lows with feedback regarding responses 11. Demanding less work & effort from lows than highs 12. Interrupting performance of lows more frequently than highs

question

Guidelines for avoiding negative effects of teacher expectations: (9)

answer

1. Use test data carefully 2. Use flexible grouping 3. Challenge students 4. Watch expectations for lows 5. Use ethnically diverse material 6. Use fair evaluation & discipline 7. Communicate high expectations 8. Involve all students in learning 9. Monitor your non-verbal behavior

question

Ways of communicating high expectations when students fail to respond:

answer

1. Provide adequate wait time (8-10 sec) 2. Rephrase the question-ask it differently 3. Ask if another student would like to assist 4. Allow student to request assistance from another student (call a friend?) 5. Ask students to turn to a peer & discuss the question

question

Research on attribution shows that students attribute their success or failure to:

answer

ability, effort, luck, or difficulty of the task

question

O'Leary stated that to serve as an effective reinforcer, feedback to students must have 3 qualities:

answer

1. Contingency 2. Specificity 3. Credibility

question

____________ skills are extremely important; when used effectively, they create relationships tat allow students to feel significant, accepted, respected, & able to take responsibility for their own behavior.

answer

Listening

question

Involves providing the speaker with a sense that she or he has been clearly heard & that the feelings expresses are acceptable

answer

empathetic, non-evaluative listening

question

Wlodkowski & Margery Ginsberg's Framework for Culturally Responsive Teaching:

answer

- Common culture that all students can accept - Establishing inclusion - Developing attitude through personal relevance - Enhancing meaning - Engendering competence

question

Hoover, Klingner, Baca & Paton: Culturally sensitive instruction includes:

answer

- Creating classrooms organized as communitites of learning in which dialogue & reflective learning are the hallmarks - Utilizing highly interactive classroom strategies - Exploring personal & family histories & power & privilege issues - Using case study approaches

question

* Drop out rates are greatest for:*

answer

Hispanic, African American, & Native American students

question

*Reyes & colleagues: Active learning involves:

answer

- Cooperative learning - Peer & cross-age tutoring - Thematic units - Scaffolding instruction using students' experiences

question

Yvonne & David Freeman: Effective Lesson Plans for ESL students include:

answer

- Joint productive activity - Language development & instructional conversations - Contextualization - Challenging activities & entry points

Ch. 3 – Creating Positive Teacher-Student Relationships – Flashcards

Unlock all answers in this set

Haven't found what you were looking for?

Search for samples, answers to your questions and flashcards