EDUC 345 Chp. 13

Academic Learning Time

• Clear, firm, unhostile response style.

• Time when students are actually succeeding at the learning task.

• According to Kounin, awareness of everything happening.

Assertive Discipline

• Time spent actively engaged in the learning task at hand.

• Clear, firm, unhostile response style.

• Clear, firm, unhostile response style.

Classroom Management

• Clear, nonaccusatory statement of how something is affecting you.

• The ability to keep as many students as possible involved in activities.

• Techniques used to maintain a healthy learning environment, relatively free of behavior problems.

Culturally responsive management

• Taking cultural meanings and styles into account when developing management plans and responding to students.

• Techniques used to maintain a healthy learning environment, relatively free of behavior problems.

• Hearing the intent and emotions behind what another says and reflecting them back by paraphrasing.

Empathetic Listening

• Teachers who are especially effective with African American students; they show both high expectations and great caring for their students.

• Hearing the intent and emotions behind what another says and reflecting them back by paraphrasing.

• Instead of punishing, have students redo, repair, or in some way face the consequences that naturally flow from their actions.

Engage Time/Time on Task

• Time spent actively engaged in the learning task at hand.

• Taking cultural meanings and styles into account when developing management plans and responding to students.

• Keeping lessons and the group moving at an appropriate (and flexible) pace, with smooth transitions and variety.

Group Focus

• The ability to keep as many students as possible involved in activities.

• Supervising several activities at once.

• Management of your own behavior and acceptance of responsibility for your own actions. Also the use of behavioral learning principles to change your own behavior.

"I" Message

• Policy whereby listeners must accurately summarize what a speaker has said before being allowed to respond.

• Statements specifying expected and forbidden behaviors; dos and don'ts.

• Clear, nonaccusatory statement of how something is affecting you.

Movement Management

• Prescribed steps for an activity.

• Rules defining how to participate in different activities.

• Keeping lessons and the group moving at an appropriate (and flexible) pace, with smooth transitions and variety.

Natural/Logical Consequences

• Prescribed steps for an activity.

• Instead of punishing, have students redo, repair, or in some way face the consequences that naturally flow from their actions.

• Rules defining how to participate in different activities.