Consistent (a)   is the crux of effective classroom management.

The backbone of daily classrom life and it save valuable classroom time.

(a)  

Strike a balance between ____ and ____ in students activities.

(a)  

Aware of all the actions and activities in the classroom.

(a)  

Resolve ____ before they become ____.

(a)  

____ discipline time to ____ instructional time.

(a)  

When students feel that the teacher knows what he is talking about.

(a)  

Students feel a sense of belonging and acceptance.

(a)  

Person in authority. "loco parentis"

(a)  

"Loco-parentis" means (a)   .

It is a power of a teacher giving of rewards. Ex. Giving of grades. Rewards and reinforcement.

(a)  

Power of a teacher in giving of punishment.

(a)  

Teachers who clearly and fairly communicates standards and discipline and performance to students. They value students input, listens to students feedback. Kind, caring, warm but also firm.

(a)  

Demanding yet warm.

(a)  

Places firm limits and controls to students. Characterized by power, domination, pressure and criticism. The teacher assumes the responsibility for making all decisions for the class and use pressure, sharp voice, fear in forcing.

(a)  

Demanding but not warm.

(a)  

Places few demands or controls on the students. The teacher accepts the students impulses and actions and less likely to monitor their behavior. More concerned with thw students emotional well-being than he is with classroom control.

(a)  

Warm but not demanding.

(a)  

The teacher is indifferent and undemanding of student involvement. Neither demanding nor warm.

(a)  

You have solutions before a problem arises. It means being preventive, inventive, and anticipatory.

(a)  

It means you made a solution after a problem arises.

(a)  

Teacher have rules but have love to the students. They are demanding but warm.

(a)  

They do not value students input. They are the power, very firm and never considers students feedback.

(a)  

Specify rules and behavior of consequences for disobeying them. You expect them to behave in a certain way.

(a)  

Proponents of assertive approach.

(a)  

Increase occurence of appropriate behavior through rewards and reduces inappropriate behavior through punishment.

(a)  

It engage students in academic work. Ex. Clear communication of assignments and work requirements, monitoring students work and feedback to students.

(a)  

Who developed the business academic approach?

(a)  

Responding immediately to group student behavior that might be inappropriate.

(a)  

When a teacher corrects misbehavior and positively influences the behavior of other students.

(a)  

One situation causes other situations.

(a)  

Skill to know what is going on. Eyes at the back of head.

(a)  

The greater the expectation placed upon people the greater they perform.

(a)  

Referred to as the observers effect is a type of reactivity in which a person modify or improve behavior in response to the awreness of being observed.

(a)  

The opposite of Hawthorne effect when CONTROL GROUP that gets no intervention compare to experimental group through EXTRA EFFORT gets the same effects or result.

(a)  

A fake treatment, improves patients condition simply because the person has the expectation that it will be helpful.

(a)  

The teacher conditioned the children to behave because santa claus is coming with lots of gifts and they want to be given they have to behave well.

(a)  

Mind over matter.

(a)  

It is the COGNITIVE BIAS of the teacher that influence his feelings and thoughts about that entitys character.

(a)  

What managerial approach is when teacher that participants gave significantly better writing evaluationsfor the more attractive author.

(a)  

A person has prime need for acceptance.

(a)  

The child disrupt the classroom and ask for favors.

(a)  

I'm only important when I'm keeping you busy with me.

(a)  

Use them as examples in class, acknowlege them. Make them involve in class.

(a)  

They argue/contradict. They have temper tantrums, bossy feeling like a leader.

(a)  

I belong only when I'm bossor in control, or proving no one can boss me. "You can't make me".

(a)  

if the teacher is upset it makes them happy. Teachers intervention is to make them leaders. Let the student help and provide choices.

(a)  

The student assumes inadequacy to give up and be left along.

(a)  

Inferiority complex or failure syndrome.

(a)  

Student withdraw from situations where they assume inadequac, retreats further, no improvement.

(a)  

Make easier task until the child experiences succes.

(a)  

I don't belive I can, so I convince others to not expect anything from me.

(a)  

Have faith on me. Don't give up on me.

(a)  

Act in violent, cruel, and vicious ways. Damages property. I don't think I belong so I'll hurt others as I feel hurt. I can't be liked or loved. Help me I'm hurting.

(a)  

The teacher have to avoid punishment and retaliation.

(a)  

The skill to know whats going in the classroom at all times.

(a)  

Handling two or more activities or groups at the same time. Ability to monitor the class at all times.

(a)  

The ability to make smooth lesson transitions, keep on appropriate pace, and involve all students in lessons. Opposite of jerkiness.

(a)  

Disorderly flow of activities.

(a)  

It means multi-tasking.

(a)  

Smooth transition from Lesson to lesson.

(a)  

Teacher is so immersed in small group of students and ignores other students.

(a)  

The teacher gets DISTRACTED and forgets important things in class.

(a)  

The teacher burst into activities without assessing students readiness that confused students. A sudden push.

(a)  

The teacher fails to provide conclusion/ summary. Teacher ends an activity or drops a topic before it is completed. With this, when class is interrupted it can still be done the next time.

(a)  

The teacher ends an activity ABRUPTLY.

(a)  

The teacher does not return to the activity after it was interrupted.

(a)  

The teacher terminates one activity, goes to another, and then returns to the previously terminated activity. The teacher lacks clear direction and sequence of activities. Insert unrelated material to the lesson.

(a)  

It refers to the force and flow of a lesson. The teacher moves through the lesson at a BRISK PACE. Development of events of the lesson.

(a)  

The process of getting the whole class involved with the use of the teachers alerting techniques.

Choosing reciters randomly, creating suspense, signaling children that they may be called on.

(a)  

Refers to ignoring an action that the student may be doing for an attention.

(a)  

Refers to nonverbal response to stop students misbehavior. Clear your throat, stare at the offender, stop what youre saying in the mid sentence.

(a)  

Placing teachers presence close to misbehaving students.

(a)  

Asking the student to leave the roomif he unctrollably giggling or misbehaving that affects the majority of the class.

(a)  

Responding when appropriate, pointing outvthe connection between the conduct or misconduct and its consequences.

(a)  

Using the childs name in an example.

(a)  

Makes use of jokes to release tension in a tensed situation.

(a)  

Response directly to a student that seems to be loosing interestin a lesson.

(a)  

Recognizing a poor lesson or activity and trying to replace it for something else in order to restore a desired behavior.

(a)  

Helping the child give the correct answer by giving clues.

(a)  

It is used when you want the child to elaborate on his answer.

(a)  

Modifying schedule, rescheduling. Avoid skipping the whole unit.

(a)