Term
|
Definition
| the belief that one can master a situation and produce positive outcomes |
|
|
Term
|
Definition
| having low expectations for success and giving up at the first sign of difficulty |
|
|
Term
|
Definition
| needs and desires that are learned through experiences with the social world |
|
|
Term
| Role of peer groups in motivation |
|
Definition
| students can compare themselves with their peers on where they stand academically and socially....peers can help eachother learn material through discussion in small groups |
|
|
Term
| Management Issues in Elementary and Secondary Classrooms |
|
Definition
| teachers see the same 20-25 children everyday which can lead to boredom, secondary teachers have time limits on classes so they have to sometimes cut their lessons short, secondary has more disipline problems as well |
|
|
Term
|
Definition
| management style that is restrictive and punitive, with the focus mainly on keeping order in the classroom rather than instruction or learning |
|
|
Term
|
Definition
| management style that encourages students to be independent thinkiers and doers, but still provides effective monitoring, engage students in consederable veral give and take and a show caring attitude toward them. however, they still set limits when necessary |
|
|
Term
|
Definition
| classroom mangagement style that allows studetns considerable autonomy but provides them with little support for developing learning skills or managing their behavior |
|
|
Term
|
Definition
| a mangagement style described by Kounin in which teachers show students that they are aware of what is happening. such teachers closely monitor studetns on a regular basis and detect inappropriate behavior early before it gets out of hand |
|
|
Term
|
Definition
| undesirable messages in which speakers appear to judge people and place them in a defensive position |
|
|
Term
|
Definition
| desirable messages that reflect the speakers true feelings better than judgmental __ messages |
|
|
Term
|
Definition
| a way of dealing with conflict in which people run roughshod over others in demanding, abrasive, and hostile ways. |
|
|
Term
|
Definition
| a way of dealing with conflict in which people try to get what they want by making others feel guilty or sorry for them |
|
|
Term
|
Definition
| a way of dealing with conflict in which people are nonassertive and submissive and don't let otheres know what they want |
|
|
Term
|
Definition
| way of dealing with conflict in which people express their feelings, ask for what they want, say "no" to things they dont want, and act in their best interest |
|
|
Term
|
Definition
| listening style that gives full attention to the speaker and notes both the intellectual and emotional content of the message |
|
|
Term
|
Definition
| a classroom arragement style in which all of the studnets sit facing the teacher |
|
|
Term
|
Definition
| a classroom arrangement style in which stdents sit facing eachother |
|
|
Term
|
Definition
| a classroom arrangement style in which large numbers of students sit in circular, sqare, or U-shaped arrangements |
|
|
Term
|
Definition
| a classrooms arrangement style in which small numbers of students sit at tables but do not sit directly across from one another |
|
|
Term
|
Definition
| a classroom arrangement style in which small numbers of students work in small, closely bunched groups |
|
|
Term
| Personalizing the classroom |
|
Definition
| post pictures of students, artwork, written projects, charts that list birthdays, ect |
|
|
Term
|
Definition
| the seats in the front and center of row arrangements. students in these seats are more likely to interact with the teacher, ask questions, and initiate discussion that students seated in more-peripheral locations |
|
|
Term
| factors for effective verbal communication |
|
Definition
| connect with the audience......state your purpose....effectively deliver speech.....follow appropriate conventions....effectively organize speech, use media |
|
|
Term
| Componenets in active listening |
|
Definition
| pay careful attention to the person who is talking, paraphrase, synthesize thems and patterns, give feedback in a competent manner |
|
|
Term
|
Definition
| they can become depressed, lose interest in schoolwork, or even avoid going to school |
|
|
Term
|
Definition
| assessment during the course of instruction rather than after it is completed |
|
|
Term
|
Definition
| assessment after instruction is finished, also called formal assessment |
|
|
Term
|
Definition
| the extent to which the assessment is a reasonable sample of what actually went on in the classroom |
|
|
Term
|
Definition
| test that have relatively clear, unambiguous scoring criteria, susually multiple-choice tests |
|
|
Term
|
Definition
| when teachers have developed appropriate learning targets, provided competent content and instruction to match those targets, and chosen assessments that reflect the targets, content, and instruction EX: true/false |
|
|
Term
| Examing higher-level cognitive skills |
|
Definition
| problem solving critical thinking, decision making, drawing of inferences, and stategic thinking |
|
|
Term
|
Definition
| assessment that requires creating answers or products that demonstrate knowledge and skill ;;; examples include writing and conduction and experiment, carrying out a project, solving a real-world problem, and creating a portfolio |
|
|
Term
|
Definition
| test items with an objective format in which responses can be scored on quick inspection. a scoring guide for correct responses is created and can be used by an examiner |
|
|
Term
|
Definition
| an objective test item consisting of two parts: a stem plus a seet of possible responses |
|
|
Term
|
Definition
| avoid this type on tests b/c it encourages rote memorization with little understanding of the material |
|
|
Term
|
Definition
| groups of two or more multiple-choice or objective short answer itmes that are related to the same stimulus such as an illustration, graph, or a passage |
|
|
Term
| constructed response itmes |
|
Definition
| items that require students to write out information rather than select a response from a menu |
|
|
Term
|
Definition
| the percentage of students who obtain the correct answer on an item |
|
|
Term
| item discrimination index |
|
Definition
| an index that refelects the items ability to discriminate b/w individuals who scored high and those who scored low on the entire test |
|
|
Term
|
Definition
| items that require a lengthy written answer, they allow more freedom of response to questions but require more writing than other formats |
|
|
Term
|
Definition
| a constructed response format in which students are required to write a word, a short phrase, or several sentences in a response to a task |
|
|
Term
| performance based assessments |
|
Definition
| doing activities that have no incorrect answer:::::dance, music, art and physical education |
|
|
Term
|
Definition
| a systematic and organized collection of a students work that demonstrates the students skills and accomplishments |
|
|
Term
|
Definition
| translating descriptive assessment information into letters, numbers, or other marks that indicate the quality of a students learning performance |
|
|
Term
|
Definition
| grading system based on a comparison of a students performance with that of other students in the class or of other classes and other studetns |
|
|
Term
| criterion referenced grading |
|
Definition
| a drading system based on comparison with predetermined standards |
|
|
Term
|
Definition
| family education rights and privacy act....(grade privacy) |
|
|
