EDG 4410 – Flashcards

What is considered to be the "classic among classics"6 in power research was done by John R.P. French, Jr., and Bertram Raven, published in 1959.7 They identified five different types of power in groups, organizations, or among individuals: reward, coercive, legitimate, referent, and expert powers. 1. Coercive power-depends on age and stage but it is least effective (grab before running intostreet). The student is punished if they do not perform the way they should. Something bad happens if you do not perform the way your told. 2. Reward power - example would be given a reward for doing a good job. 3. Knowledge power - someone's knowledge, skill, and/or experience. The strength of the expert power that is given to someone varies with the knowledge or perception that others attribute to him or her. When you need legal advice, you generally accept an attorney's advice in legal matters. Or perhaps there is one auto mechanic who has a reputation for being the best in your area. You prefer to get your car fixed by this person because of his or her reputation as having the best skills. 4. Legitimate power(judge, police, teacher) These individuals have power because of an established code or standard in a system. 5. Referent power - Individuals with referent power are perceived as credible, wise, and as role models.

Behavior modification is on the bottom with degree of freedom and level of development 1) Contract- have students sign an agreement on how they will behave in the classroom 2) Token economy- rewards students can cash in ex:fake money, stickers, point system 3) Satiation: To stop a child from acting in a particular way, you may allow him to continue (or insist that he continue) performing the undesired act until he tires of it. 4)Modeling: example you set for students to imitate. praise. 5) Extinction: ignore an inappropriate (removing reinforcer's) behavior in hopes it will go away. 6)-Punishers: consequences that weaken behavior. 7)Shaping: The teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal.

2nd lowest on degree of freedom and level of development 4 Principles: 1. Knowing what students should be doing-Classroom Rules 2. Set limits on inappropriate behavior CONSEQUENCES 3. Know how to reward appropriate behavior 4. Know you can seek help from family or administration

as the teacher, have the right to determine what is best for your students, and to expect compliance. No pupil should prevent you from teaching, or keep another student from learning. Set a max of only five rules

To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. Assertive teachers react confidently and quickly in situations that require the management of student behavior. They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.

Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.

educators have the right to request and expect assistance from parents and administrators in their efforts. Assertive discipline provides strategies for gaining this support.

working out the problem with the student 3rd in the list of degree of freedom and level of development 1. Ask yourself "What am I doing?". Mentally think of a naughty student and make a list of when he is disruptive. 2. Ask yourself "Is it working?" If it's not working then change it. 3. Make a plan to help student start on positive note, by using positive recognition. 4. If problem ask student, "What are you doing?". Keep repeating until student states his problem. When student states his problem behavior, ask him to "Please stop it". 5. Ask "Is it against the rules?" and "What should you be doing?" 6. Also work it out with the student and make a plan. Talk one-on-one with student. 7. Isolate student in classroom in timeout. Lets student cool down and make a plan to be better. 8. In school suspension until action plan made. 9. Send the student home 10. Get professional help.

1. Set aside a quiet thinking time for yourself. Mentally select a student whose behavior is in violation of school expectations. Make a list of things you do when s/he is disruptive. [Ask yourself "What am I doing?"] 2. Review your list of interventions. Have they been effective in improving the student's behavior? If not, make a commitment to stop using them. If they're not working, why use them? It's time to find a strategy that will work. [Ask yourself "Is it working?" If its not working then change it.] 3. Make a plan to help your student start tomorrow on a positive note (e.g., pat on the back, personal compliment, a personalized greeting, sending him/her on an errand, etc.). [Give recognition to students acting in appropriate behavior.] 4. If a problem behavior is shown, ask "What are you doing?" Glasser believes that thinking about a behavior helps the student to recognize it's existence, own it, and prepare to stop it. When you get an answer that states the actual behavior (his/her words accurately describe the behavior), say "Please stop it." Do not accept statements such as "I'm not doing anything." and do not let him/her take you off on a tangent/distract you from your task. If s/he tries to distract you from the issue, keep repeating "What are you doing?" (perhaps varying the wording to be sure the youngster understands your expectation) until the student describes the behavior. 5. If after steps 3 and 4, the behavior continues, have a conference with the student. Say "What are you doing?", Upon receiving a response, ask "Is it against the rules?" Upon receiving an accurate description, ask "What should you be doing?" Obtain an accurate description of classroom/school expectations. This practice helps the student to realize that s/he is displaying inappropriate behavior and causes him/her to reflect on expectations. 6. If step 5 fails, repeat all of 5 except for the last question. Substitute "We have to work this out. What kind of a plan can you make to follow the rules?" The plan must be a positive action plan (a description of the behavior to be displayed) rather than a lack of action (What the youngster will stop doing). The student must tell you what s/he will do in same/similar situations. 7. If the student disrupts again, isolate him/her or place him/her in time out in the immediate classroom. The student may rejoin the class after having devised a plan for following rules, informed you of this plan, and made a commitment to follow it. If the student disrupts the class while in the quiet part of the room, this results in his removal from the room. 8. If step 7 does not work, in-school suspension is implemented. Say, "Things are not working out for you here. You and I have tried to this problem, but now it's time to talk with some other people. Please report to the principal's office." In-school suspension continues until an approved plan of action appropriate behavior is formulated. 9. If the student is completely out of control, the parents are asked to take him home for the rest of the day. 10. If step 9 is continually ineffective, the student must stay home or is sent to another placement that is better able to meet his/her educational/behavioral needs.

Discipline with Dignity teaches educators to create positive motivators for kids so they take responsibility for their own behavior. Also known as locus of control. issues: 1. Dealing with student behavior is part of the job 2. Always treat students with dignity 3. Responsibility is more important than obedience 4. Locus of control is the central factor in developing responsibility

-No lose problem solving -I message -Active listening

a) Define the problem b) brainstorm solutions c) evaluate solutions d) choose best solution e) action plan f) evaluate carried out solution

As a teacher you let the student know there is a problem without saying there is a weakness in their character. As a teacher you: 1. Describe the behavior 2. Identify the consequences of the behavior 3. State your feeling of why you dont like the behavior. Your goal is to have the student understand that doing/not something is harming the learning activity. The idea is that the better students understand rules and procedures, the more likely they are to obey them.

Active listening is used to promote communication. When we use our own words to repeat back what we think the student has just communicated, we are classifying their message. This feedback is called active listening. When you verbalize what you believe the student is saying, this lets the student either affirm or explain what they are saying in a different way.

Some children choose to misbehave for: -Attention -Revenge -Power -Fear of Failure Students choose their behavior. For some educators this may seem like a stretch. We as teachers often want to give kids a pass based on their circumstances. It's not her fault, she comes from a bad home. We tend to go down Analysis Alley and let kids off the hook. Once we see that students are making choices, we can then use the language of choice to work with them.

1. Children want to [connect] 2. They want to [contribute] 3. They want to feel [capable] The ultimate goal of student behavior is to fulfill a need to belong.

Ideas of Wong: -There is only one way to improve student learning. It is with an effective teacher. Here's the biggest secret to being effective: beg, borrow, and steal - and work collaboratively. -The four stages of teaching: Fantasy, Survival, Mastery, Impact. -The three characteristics of an effective teacher are: 1) has good classroom management skills, 2) teaches for mastery, and 3) has positive expectations for student success. -What you do on the first day of school will determine your success for the rest of the year. You will either win or lose your class on the first days of school. -The most important factor that must be established the very first week of school is CONSISTENCY. -Give each student a seating assignment and a seating chart. -There must be a schedule, bellwork, and a lesson objective or assignment posted in a consistent location, when the students enter the room -Teachers who work at being effective will create classrooms in which students can successfully learn.

1)Monitoring students: Students can stretch limits and work on another activity 2)Giving assignments : if the assignment isn't clear or if the steps are not in order students will get confused 3) Transition times: times of change when students act out 4) Bringing closure- students mentally check out when they are near the end

Teachers being aware of what is going on in the classroom all the time, and can communicate this awareness to the students.

The teacher's ability to do more than one thing at a time

Carefule planning and effective instruction will eliminate much misbehavior before it starts. Logical consequences are preferable because they treat misbehaviors as problems and demonstrate a link between the behavior and the consequence. Behavior consequences need to be consistent.

-Places few demands or controls on the students. "Do your own thing" describes this classroom -Accepts the student's impulses and actions and is less likely to monitor their behavior

-Not very involved in classroom -Places few demands, if any, on the students and appears generally uninterested -Doesn't want to impose on students -Feels that the class preparation is not worth the effort -Field trips and special projects are out of the question -Simply won't take necessary preparation time -Sometimes will use the same materials year after year -Classroom discipline is lacking. May lack skills, confidence, or courage to discipline students

Places firm limits and controls on the students -Students will often have assigned seats for the entire term. The desks are usually in straight rows and there are no deviations -Prefers vigorous discipline and expects swift obedience

-Places limits and controls but simultaneously encourages independence -Often explains the reasons behind the rules and decisions -Sometimes metes out discipline, but only after careful consideration of the circumstances -Open to considerable verbal interaction, including critical debates -The students know that they can interrupt the teacher if they have a relevant question or comment -This environment offers students the opportunity to learn and practice communication skills

A view of intelligence that proposes that our intellect is composed of several different kinds of dimensions of intelligence

1. Linguistic 2. Logical-mathematical 3. Musical 4. Spatial 5. Bodily-Kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist