Term
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Definition
| Low teacher control, High student control, high concern for the students thoughts and feelings. |
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Term
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Definition
| medium degree of teacher control, medium student control, medium degree of concern for the students feelings |
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Term
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Definition
| High teacher control, low student control, low degree of concern for student feelings, |
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Term
| Guiding Model (Low control) View of Children? |
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Definition
| Chiren develop primarily from inner forces, decision making enables personal growth, students are masters of their destiny. |
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Term
| The Interacting Model, medium control, View of children? |
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Definition
| Children develop from both internal and external forces |
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Term
| The Intervening Model, high control, view of the children? |
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Definition
| Children develop primarily from external forces and conditions, children are molded and shaped by their environment. |
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Term
| low control theoretical basis |
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Definition
| humanistic and psychoanalytic thought |
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Term
| Medium Control Theoretical basis |
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Definition
| developmental and social psychology |
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Term
| High Control Theoretical basis |
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Definition
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Term
| Low control main processes used |
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Definition
| develop caring, self-directed students, build teacher-student relationships, |
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Term
| low control approaches used by teacher |
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Definition
| structure the environment to facilitate student's control over their own behavior, help students see the problem and guide them into an appropriate decision to solve a problem, be an empathetic listener, allow students to express their feelings. |
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Term
| Medium Main processes used |
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Definition
| confront and contract with students with solving problems, counsel students, |
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Term
| Medium Teacher control approaches used by teacher |
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Definition
| interact with children to claify and establish boundaries, enforce the boundaries, formulate mutually acceptable solutions to problems. |
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Term
| high control main processes used |
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Definition
| establish the rules, and deliver the rewards and punishments |
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Term
| high control approaches used by teachers |
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Definition
| control the environment, select and use appropriate punishments |
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Term
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Definition
| the teacher knows what is going on in the classroom at all times and responds to the misbehavior in an appropriate and prompt manner. |
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Term
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Definition
| the teacher knows what is going on in the classroom at all times and responds to the misbehavior in an appropriate and prompt manner. |
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Term
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Definition
| when teacher asks the students to stay on a learning task for too long. |
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Term
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Definition
| day dreaming, writing notes or doodling, not paying attention. Actions that are not focused on the instructional activities yet would not be considered disruptive |
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Term
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Definition
| interferes with teaching, physically unsafe, destroys property, needless talk, annoying others, moving around the room, non compliance, disruption, defiance to authority. |
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Term
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Definition
| actions to create a learning environment that encourage positive social interaction, active engagement in learning, and self motivation |
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Term
| Ideal Physical Learning Enviromnent |
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Definition
| visibility, distractibility, accessibility, traffic flow. |
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Term
| Ideal Emotional/Psychological Learning Enviroment |
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Definition
| Security, open communication, mutual liking, respect, look from child's perspective,acknowledge your students, watch your kids, quiet time, guidance. |
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Term
| Create a safe interpersonal environment |
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Definition
| respect, positive attitude, observe, guide, quiet times, look at child's perspective |
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Term
| What are the four dimensions of Motivation |
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Definition
| interest, relevance, expectancy, satisfaction |
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Term
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Definition
| curiousity aroused and sustained. ex. ASK web, questionaire. |
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Term
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Definition
| satisfies personal needs or goals. ex. select meaningful learning activities |
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Term
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Definition
| have a sense that they can be successful in the lesson through their personal control |
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Term
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Definition
| the students intrinsic motivations and their response to extrinsic rewards |
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Term
Three vital psychological needs
(Self Determination Theory) |
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Definition
autonomy (wanting to feel in control)
Competence (wanting to feel efficacy)
Relatedness (wanting to feel part of the social group) |
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Term
Four types of Motivation
Self determination theory |
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Definition
intrinsic: acting out of pure enjoyment
identified:Seeing the value of en activity even if it is not fun
introjected: performing an activity to avoid an unpleasant state such as guilt
external: controlled state acting because of complusion |
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Term
| Achievement goal Theory: ideal learning environment should included mastery goal orientation |
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Definition
| focus on understanding the material, use adaptive strategies, positive levels of self-efficacy, incremental views of intelligence, deeper processing strategies |
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Term
| Achievement goal theory: Target |
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Definition
| task design, distribution of authority, recognition of students, grouping arrangements, evaluation of practice, time allocation |
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Term
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Definition
Inner Discipline (Low)
Enable students to solve problems, provide support and structure, treat students with dignity and respect. Put students in situations where they can make a good choice. don't give rewards for good choiceds |
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Term
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Definition
From Discipline to Community (Low)
Provide an engaging curriculum, develop a caring community, allow students to make choices, don't give rewards or punishemnts.. that stunts thier ability to make choices. don't give rules hold classroom meetings |
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Term
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Definition
Congruent Communication (Low)
Use sane messages (focus on action rather than student character), invite student cooperation, express helpfulness and acceptance, direction as a means of correction. |
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Term
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Definition
teaching with Love and Logic (Low)
share control with stduents, maintain student self concepts, balance consequences with empathy |
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Term
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Definition
Discipline with Dignity (Medium)
Create a three-dimensional plan, establish a social contract, teach students to make responsible choices |
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Term
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Definition
Logical consequences (Medium)
teach in a democratic manner, identify and confront students' mistaken goals, use logical consequences. |
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Term
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Definition
Non-coercive Discipline (Medium)
Provide quality education
help student make good decisions, provide support and encouragement, students and teacher establish rules jointly and teacher enforces rules consistently, ask questions like is what you are doing helping the class? meet student needs so they don't get distracted |
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Term
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Definition
Behavior Modification (High)
Identify desired behaviors, shape behavior through reinforcement, use behavior modification systematically |
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Term
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Definition
Assertive Discipline (High)
Recognize classroom rights, teach desired behavior, establish consequences |
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Term
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Definition
Positive Discipline (High)
structure classroom, set limits and promote cooperation, have back-up system. Phraise prompt leave |
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Term
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Definition
Discipline without Stress (High)
Promote responsibility rather than obedience, guide and monitor behavior, teach the social development and management system, be positive, there is a high degree of teacher control in directing the environment,teach and practice procedures. teach students positivity choice and reflection |
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Term
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Definition
Consistency Management & Cooperative Discipline (Medium)
Prevent problems before they occur, create a consistent but flexible active learning environment, establish and maintain a caring learning environment, provide students opportunities for cooperative discipline, merge classroom/school/community to support the learner. |
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Term
| Four theorists in Low control |
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Definition
Barbara Coloroso
Jim Fay
Alfie Khon
Haim Ginott |
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Term
| Four Theorists for Medium Teacher Control |
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Definition
| Cerwin and Mendler, Rudolf Dreikurs, William Glasser, Jerome Freiburg |
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Term
| Four Theorists for High Teacher Control |
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Definition
| B.F. Skinner, Marvin marshall, Fredric Jones, Canter & Canter |
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