Chapt. 5 CLRM
Terms
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- Classroom Management
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encompasses all of the activites and strategies used by a teacher to ensure an environment where learning can take place without undue interupptions
It is important to manage people, materials, and time - Transitioning
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implies that there are times when the class moves from one type of activity to another.
- Homework Collection
- have a box of some sort at the beginning of class, or put a good student in charge of collecting them.
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Managing Time:
1
2
3
4 -
Transitioning
Homework Collection
Hall Passes
Ending Class on Time - Motivation
- simple desire to do something; we are interested in positive motivation, that is the deisre to be a good and productive classroom citizen.
- Intrinsic Motivation
- most desirable because it means students want to be positive due to an internalized set of standards.
- Extrinsic Motivation
- relates to creating a desire for something through an external stimulus such as a reward
- Creating Warmth
- being pleasant, flexible, and caring creates a general atmosphere conducive to maximum productivity and minimum disruptions.
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Different Types of Statements
1
2
3 -
Positive
Neutral
Negative - Proximity
- refers to approaching the student in a gradual fashion. The closer you get to the student, the more the realization will set in as well as the feeling of guilt in being off task.
- Performance Information
- Information given back (positive or negative) on any kind of graded work. The student needs to see what he or she did wrong.
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Specificty
Timeliness -
students need to know the exact nature of their performance problems or success.
the promptness of the information - Ineffective Instruction
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can cause discipline problems within a classroom.
Too boring, too hard, no motivation, etc. - Self Discipline
- exists when a student demonstrates appropriate behavior because he or she wants to
- Maslow\'s Hierarchy
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5 level of needs that all people have:
physiological
safety
personal affiliations
self esteem
self actualization - Phsyiological Needs
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things that are essential for a healthy physical life:
Food, water, and shelter - Personal Affiliations
- Friends, person with no friends lack a peer support system
- Self-actualization
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few people in the world:
People that are truly happen with themselves and the life they live - Imposed discipline
- involves some type of punishment for misbehaving. Punishment that teachers can impose can include verbal reprimands, phone calls home, after school, time-out in isolation, office referrals.
- Assertive Discipline
- each time a student breaks a rule, there should be punishment. Not matter what!
- Desist Strategies
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the idea is that anything you do to ecourage students to change an immediate misbehavior to an appropriate behavior.
level of force and communication - Progressive Discipline
- concept that can be used with any system. The principle is simply that each time you elect to discipline a student either the force or communication levels must be increased.
- Left-Brain Processing
- people are very orderly, prefer auditory cues, Structure, Convergent, detail to general, exact.
- Right-Brain Processing
- Individuals are likely to want the big picture of situations rather than detail. They are visually oriented, No structure, Divergent, General to detail, Approximate
- Whole Brain interactivity
- a person uses both sides of the brain about equally and on a regular basis.
- Cognitive Style
- way a person processes information and uses strategies
- Conceptual Tempo
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relates how we react when we are presented alternative.
Reflective or Impulsive - Gregorc\'s
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Cognitive Style Theory
- Abstractly Receive info
- they prefer to read or hear about concept and principles
- Concretely receive info
- want to use their senses to receive information
- Sequential Processing
- prefer to receive their information in a step-by-step sequential manner.
- Random Processing
- get information from multiple sources and in a variety of ways while constructing his own approach to structure and organization
- Abstract Random
- people whom prefer a world of feeling and emotion. Multi-dimensional and like webbing. Generally are the \"live in the moment\" type
- Abstract Sequential
- they like the abstract world, but based on a concrete world. The are not interested in the data, but the result of the data. Very intellectual, skilled analyst
- Concrete Random
- least favored style for instruction. They appreciate a world of activity and their senses are able to connect that with intuition. \"Risk takers\"
- Concrete Sequential
- world of senses, but do not involve their intuition as do the random processors. The tend to be instinctive and like personal proof of things. \"cook-book\"
- Silver, Strong, and Perini
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Sensing
Thinking
Intuition
Feeling - Interpersonal
- learners tend to be sensitive to the feelings of others.
- Self-Expressive
- think metaphorically. THey like to explore new situations
- Understanding
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Like to study about ideas and concpets. They enjoy readings, lecture, and debates
- Mastery
- like to see immediate, tangible, practical results. They like structure
- McCarthy\'s Approach
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The Four types
Imaginative learner
Analytic Learner
Common Sense Learner
Dynamic Learner - Imginative Learner
- perceives concretely and processes reflectively. View experiences from different viewpoints, seeking meaning and clarity while intergrating the experience within themselves.
- Analytic Learner
- perceives abstractly and proceses reflctively. Learning and enjoy the use of metaphors and analogies
- Common Sense Learner
- perceives abstractly and processes actively. This is the only group that likes and reacts well to drill and practice activities; they also enjoy making tangible items such as models
- Dynamic Learners
- Perceives concretely and processes actively. very adaptable and enjoy both self discovery and integrating their educational experiences with practical application.
- Dunn\'s Learning Style Theory
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Incorporates mor than cognitive style.
Environment
Emotional
Perceptional
Biologyical Clock
IngestationPhysical
Mibility
Psychological - Perceptual styles of French, Gilley, and Cherry
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Print
Aurual
Interactive Modality
Visual Modality
Haptic Modality
Kinesthtic Modality
Olfactory Modality - Vertical Articulation
- fitting together\" to ensure students have the proper background as they go from one course to another
- Horizontal Articulation
- because different subjects were taught in an intergrated manner and each academic area supported the other areas....Cooperative Planning happens
- Modified Hunter Lesson Cycle
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Motivational Beginning
State the objectives
instruction:
Closure -
Goal
Objective -
broad, general statement of where we want to end up
a statement of each small step needed to be achieved before we can accomplish a goal - Cognitive Domain
- refers to what we usually consider to be the academic subject matter of a course
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Cognitive Domain Steps
Bottom, up -
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation - Affective Domain
- deals with attitudes, interests, appreciations, and values.