Applied Methods and Management
Assertive Discipline – a discipline technique started by Lee Canter Label & define topic
that requires a stated plan of expected behavior that is firmly and consistently
applied with consequences for those who choose not to follow the plan.
Canter believes teachers should be assertive saying, “No student will
stop me from teaching; no behavior will get in the way of my job.”
I am writing about assertive discipline today. The students were assigned Give an objective observation
a character study where they had to list adjectives about a character of their
choice, write a physical description, and then draw a picture of their character. .
While they worked on this, I walked around the room and answered questions.
A question arose from Student X that could have easily been answered by
looking in the book. However, she would not look in the book. She insisted Speak to the situation
on pestering me for an answer until I told her I would no longer carry on the
conversation with her about it. I said kindly and assertively, “My job in this
assignment is to give you clues to help you find your own information. I have Never criticize others
done that by telling you the answer is in your book. Other students are needing
the same kind of help from me too. I need to continue to walk around the room.”
That worked until, for some unknown reason, she got up and hit another student
in the head with the book. At this time I assertively told her, “I will see you in
hall NOW.” I used the initial assertive discipline approach for handling
misbehavior. I said, “You chose to break out classroom rule of respect for all Show how the observation is related to topic
people in the class by hitting Student Y in the head. What is the consequence
for not following the rules in our class plan?” She told me she would need to
fill out a B.B.P. (Better Behavior Plan). The Better Behavior Plan is given to
a student to fill out when misbehavior occurs. In this way they are confronted
with their actions and they must state what they will do so the behavior does
not happen again. She went back in the room and completed the B.B.P. This is practical action in
reflective thought.
This is an example of Assertive Discipline because I used the terminology that Underline this phrase in each entry
got the message across that NO ONE will stop me from teaching. I also invoked
the consequences agreed to in our class for those who choose not to follow the connecting
plan by getting the student to use the B.B.P. I handled both incidents in a firm, thought
assertive manner.
You may choose to write about any topics found in the current unit or being discussed in class as part of the current unit. If you are unsure about a topic, please ask if it is appropriate to cover at this time.
Teaching as an Art
Teaching as a Science
Unsystematic observation
Reflective Teaching
role confusion
psychosocial moratorium
egocentricism
scaffolding
zone of proximal development
Stages of Psychosocial Development
Initiative vs. guilt
Industry vs. inferiority
Identify vs. role confusion
Negative Identity
Piaget's Stages of Cognitive Development
Preoperational
Concrete Operational
Kohlberg's Stages of Moral Reasoning
PreConventional Morality
Punishment obedience orientation
Instrumental relativist orientation
Conventional Morality
Good-boy nice girl orientation
Law and order orientation
Early maturing boys Growth spurts
Late maturing boys Permissive parents
Early maturing girls Early Language Development
Late maturing girls Gender roles
Depression
multiple Intelligences field dependent students
learning style field-independent students
impulsive students gender bias
reflective students loss of voice
multicultural education
cultural pluralism
teacher expectancy effect (Pygmalion effect)
socieoeconomic status
cooperative learning
peer tutoring
attention deficit/hyperactivity disorder (AD/HD)
IDEA
ability grouping and its affects on students of low socioeconomic status
Billingual education
operant conditioning
positive reinforcement
negative reinforcement
Fixed interval/variable interval schedules of reinforcement
programmed instruction
Token Economies
Premack principle
behavior modification
drill-and-practice programs
social learning theory
direct reinforcement
vicarious reinforcement
self-reinforcement
time-out
punishment
spontaneous recovery
information-procession theory learning strategy
sensory register learning tactics
short-term memory mnemonic device
maintenance rehearsal serial position effect
elaborative rehearsal meaningful learning
long-term memory attention span
metacognition "chunks" of information
schemata
Chapter 9 – Social Cognitive Theory
Bandura’s triadic reciprocal causation model
self-efficacy
discovery learning negative transfer
cognitive constructivism positive transfer
social constructivism zero transfer
situated learning specific transfer
inert knowledge general transfer
problem solving low-road transfer
transfer of learning high-road transfer
Venn diagrams scaffolding
Chapter 11 – Approaches to Instruction
instructional objectives (Mager and Gronlund)
Bloom's taxonomy
affective domain
cognitive domain
psychomotor domain
direct instruction
exploratory environments
guided learning
humanistic approach
learner-centered education
collaborative learning
information processing approach to instruction
presenting organized and meaningful lessons
telling students what you want them to learn, why, and how they will be tested
Maslow's approach
Roger's approach
Comb’s approach
extrinsic motivation
intrinsic motivation
attribution theory
self-actualization
ways to supply positive feedback
ways to satisfy esteem needs
ways to satisfy belongingness needs
using behavioral modification techniques to motivate
unsuccessful students attribute success to luck, easy tasks…
successful students attribute success to effort, ability…
need for achievement
ripple-effect
withitness
I-messages
active listening
no-lose method
handling classroom routines
keeping entire class involved and alert minimizes misbehavior
dealing with overlapping situations
violence in schools
Chapter 14 – Assessment of Classroom Learning
Measurement scaffolding
Evaluation criterion-referenced grading
summative evaluation norm-referenced grading
formative evaluation essay tests
performance tests table of specifications
rubric (scoring guides) short-answer tests
scaffolding mastery approach
announcing tests and assignments
Topics I wrote about in
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This is record to be signed and turned in at the end of the semester.
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