Withitness - the teachers perceive everything in all areas of
the classroom at all times. Desists - the teacher engages in an effort to stop
a misbehavior
Ripple effect -
the teacher corrects one student or calls attention to a student for his or her
Misbehavior (called desist) and it "ripples" to other students
causing them to behave better.
Overlapping -
the teacher supervises and attended more than one group or activity at the same
time.
Satiation- the students have focused on one learning aspect too
long and begin to lose interest, make more mistakes, and misbehave.
Jerkiness - the teacher fails to develop a consistent flow of
instruction thus causing students to feel lesson momentum jerks from slow to
fast.
Stimulus bound- the
teacher has the students engaged in a lesson and then something attracts his or
her attention; He or she loses the instructional focus and momentum while
dealing with the other issue.
Thrust - the teacher teaches too slowly or too fast or
switches back and forth, thus failing to acquire and hold an appropriate
momentum for students to learn.
Dangles - the teacher continues to find materials, review
lesson plans, and talks with individual students when class as a whole is ready
for instruction
Truncation - the teacher engages in a dangle, yet fails to resume
the original, dropped activity. Flip flops - the teacher is engaged in one
activity and then returns to a previous activity that the students thought they
had finished.
Slowdowns - the teacher, when teaching, moves too slowly and
stops instruction to often. Thus, the students lose interest or learning
momentum.
Over dwelling - the
teacher dwells on an issue and engages in a stream of talk clearly longer than
the time needed for students' understanding.
Fragmentation - the teacher engages in a type of slowdown, for
example, the teacher breaks down an activity into sub-parts that could be
taught as a single unit.
Group focus- the teacher keeps the attention of all members of
the class at all times, which assists in maintaining an efficient classroom and
reducing student misbehavior.
Group alerting -
the teacher obtains and holds the attention of the class, both at the beginning
of a lesson and as the activities change within a lesson.
Accountability - the teacher holds all members of the class
responsible for their learning and
behavior.
Core values - the community of caring program is built on five:
care, respect, trust and moral consciousness, responsibility, and family.
Site facilitator - an
individual in a given school who is responsible for the implementation of a
program.
Coordinating committee- a local committee helps in the implementation of the
Community of Caring classroom management model.
Core character traits - these are eight traits of respect, responsibility,
honesty/trust, caring/fairness, perseverance, self-discipline, courage, and
citizenship that are the basis for the Learning for Life program.
Career exploration - a
focus in some management programs such as Learning for Life which provides information
on post-secondary education, career readiness, becoming a productive citizen,
and transitioning, from high school to the real world.
Skills for growing -
the Kindergarten and elementary portion of the Lions Quest program. Skills for
adolescents - the middle school portion of the Lions Quest program.
Skills for action -
the high school portion of the Lions Quest program.
Self-concept - an
individual's perception of himself or herself, including such things as social
competence, academic skills, gender roles, and cultural identity.
Managing yourself responsibly -
this unit in the Positive Action program consists of managing time, energy,
thoughts, actions, money, feelings, and talent.
Treating others the way you like to be treated - a
unit in the Positive Action model that encourages students to teach others the
way they like to be treated.
Being honest with yourself and others -
this unit in the Positive Action model includes telling the truth, doing what
you say you'll do, not blaming others, admitting mistakes, and knowing Personal
strengths and weaknesses - improving yourself continuously - this unit in the
positive action program consists of setting and achieving goals, persisting and
believing your potential.
Thoughts-actions-feelings circle - a student has a thought, acts on it, and feels
something because of that action.
Readiness phase - in
this part of the decision making and problem-solving model, students learn
self- control, as well social awareness and group participation skills in
lessons on topics such as following directions, listening, resisting and
avoiding provocation, monitoring emotions, and working with
others.
Instructional phase - as part of the Social Decision Making and Problem
Solving model, students learn a social decision-making strategy to help them in
social problem situations.
Application phase - the final phase in the Social Decision Making and
Problem Solving model in which teachers use role-playing, guided practice,
modelling, and mock situations to help students learn to apply their skills.
Decision-making process -
this eight-step model in the Social Decision Making and Problem Solving model
helps students apply critical thinking and feeling.
Movement management -
the teacher keeps lessons and groups engaged at an appropriate pace with smooth
transitions and varying activities.
Service learning -
the curriculum integrated academic instruction with meaningful community
service both to strengthen academics and promote civic responsibility.
Keywords:
1.
Idealism
– spiritual, values, ideal
2.
Realism-
science/ what is real
3.
Empiricism-
senses
4.
Naturalism-
innate
5.
Existentialism-
choice, decision, unique
6.
Essentialism-
specialization, basic, fundamental
7.
Perrenialism-
classic, literature, traditional
8.
Pragmatism-
activation of skills
9.
Progressivism-child-centered
10.
Epicureanism-
perfection
11.
Agnosticism-
atheist, unknown
12.
Stoicism-
passionate emotions
13.
Hedonism-
pleasure
14.
Humanism-
humans
15.
Constructivism-
prior knowledge activation
16.
Reconstructionism-
solution to problem
17.
Scholasticism-
rationalization of church
Theories:
1.
Stages
of development- jean piaget, thinking
2.
Cognitivism-
discovery learning, Jerome bruner, concrete to abstract
3.
Behaviorism-
environment, watson
4.
Connectionism-
classroom environment, Thorndike
5.
Humanism-
Carl Rogers, child centered
6.
Operant
conditioning- reinforcement/punishment, Bf skinner
7.
Classical
conditioning- habit and stimuli Ivan Pavlov
8.
Meaningful
learning- conceptual, graphic organizers, Ausubel
9.
Insightful
learning- Activation of prior knowledge, problem solving, Koehler
10.
Moral
development- value formation, Kohlberg
11.
Hierarchy
of need theory- needs, Maslow
12.
Attachment
theory- caregiver, john Bowlby
13.
Identity
statuses- jame Marcias, confusion
14.
Field
theory- internal and external environment
15.
Bio
ecological- system of environment, Brofenbrenner
16.
Choice
theory- glasser, decision
17.
Social
learning- bandura, modeling
18.
Socio-cultural-
Vygotsky, scaffolding more knowledgeable other (mko)
Terms:
1.
Metacognition-
thinking about thinking
2.
Recitation-
thinking aloud
3.
Schooling-
system controlled by teacher
4.
Rebus-
making a poem out of a concept
5.
Indoctrination-
religion, without addition nor subtraction