Professional Exit Exam Notes and Study Guide
Created BY STUDENTS FOR STUDENTS

Classroom Management

Courses EDU 4400, HPR 4465, and MUS 4403

Gordon’s Active Listening Techniques:

Uses:  Gaining self understanding, improving relationships, making people feel understood, making people feel cared about, and the ease at which it is learned.

Steps:

1.  Look at the person and suspend other things you are doing.

2.  Listen not merely to the words, but the feeling content.

3.  Be sincerely interested in what the other person is talking about.

4.  Restate what the person has said.

5.  Ask for clarification.

6.  Try to be aware of your own feelings and strong opinions.

7.  If you have to state your views, only say it after you have listened.

**Feedback is at the heart of active listening (appropriate verbal and non-verbal signals)

Four Components:

1.  Encourage students to communicate feelings that are troubling them.

2.  Try to find the true meaning if unclear.

3.  Check to make sure you understand correctly.

4.  Communicate understanding to them.

Teachers’ Role:

Educator’s can relate to students in terms of these roles:

• Instructor
• Manager
• Person

Types of Behavior Problems:

May or may not require intervention:

• Extremely Passive and Submissive
• Extremely Assertive and Competitive
• Minor Infractions
• Accidental, Unintentional Behavior
• Extenuating Circumstances
• Unrealistic Experiences

Teacher should intervene immediately:

• Contagious (Talking)
• Self-Perpetuating (Cheating)
• Testing Problems
• Dangerous or harmful
• Destructive
• Behaviors that get worse

Intervention Strategies:

• Changing-Permanent
• Managing-Temporary
• Tolerating-Temporary
• Accommodating-Permanent
• Preventing

Establishing and Enforcing Rules:

Rules are more effective if the students participate in making them especially in upper grades.

Two steps involved in the enforcing of rules:

1.  Monitoring the student’s behavior:  Students are more likely to abide by rules if they believe the teacher will notice they misbehave.

2.  Intervening when they misbehave:  Intervention should be quick and effective.

Behavior Modification Strategies:

Components:  See Notes in Classroom Management for an Explanation of Each

I.  Goal

II. Objective

III. Baseline Data Collection

IV. Principles of Management

V. Schedule of Reinforcement

VI. Narrative of Management

VII. Post-Data Collection-Evaluation

VIII. A. Statement of Discrimination

         B.  Statement of Generalization

Rewards and Punishment:

Two conditions must be met in order for rewards to be effective:

1.  Students must be aware of the specific behavior that is being rewarded.

2.  Students have to agree that the behavior deserves being rewarded.

Rewards are used to motivate when work is boring, repetitive, or partially learned.

Motivation can be:

Extrinsic- Especially in Primary School, Rewards and Punishment

Intrinsic- Especially in Secondary, Feelings within themselves

Rewards may worsen behavior when they are involved in work that is new and challenging because they are already intrinsically motivated.  Rewards at this time may shift them to extrinsic which would draw more attention on the rewards themselves.

Punishment:

1.  The application of a negative event or stimulus (example-corporal punishment).

2.  Removal of a positive stimulus or event (example-restriction).

Side Effects of Punishment:

1.  Can cause student to be aggressive.

2.  Can lead to escape or to avoidance behaviors.

Student Assessment

Courses EDU 3346, and HPR 3391

Percentile Score:

Percentile Rank- Percent scoring at or below the given score

PRx =   N below the score + .5 (N at the score) 

                        Total N of the Group

Standard Deviation and Score Interpretation:

Look at chart in Educational Assessment Book

Z Score:

Has a mean of 0 and Standard Deviation of 1 (can have negative values).

                                                                         _

X= any score                                        Z= X - X

_                                                                   SD

X= Arithmetic Mean

    _

X-X = Deviation                                  

N= Number of Cases

Correlation Coefficients:

Measures relationships- Number that is calculated to represent the direction and strength of the relationship can only be +1 or -1.  A correlation can be positive, negative, or can have no correlation.  See Book for Chart.

Learning Targets:

Should be both observable and measurable

Points to remember in selecting learning targets: 

• Should have the right number of problems
• Comprehensive
• Reflect School Goals
• Challenging yet Feasible
• Consistent with current principles of learning

Statement of performance should include:

• Content- what students should know and be able to do
• Criteria- dimensions of student performance used for judging attainment

Types of Learning Targets:

1.  Knowledge and Simple Understanding- student mastery of substantive subject matter and procedures.

2.  Deep Understanding and Reasoning- ability to use knowledge to reason and solve problems.

3.  Skills- student ability to demonstrate achievement related skills.

4.  Products- ability to create achievement related products (example-written, oral reports).

5.  Affective- attainment of affective states include values, interests, attitudes, and self-efficacy

Instructional Objectives:

Mager’s 4 Components:

1.  Performance or Behavior

2.  Audience

3.  Criterion

4.  Condition

Example:  Given a yardstick (condition), the student (audience) will measure the length of the room (behavior) accurately within ¼ of an inch (criterion).

Exemplars or Anchors- are examples of finished student production so that other students can look at them and understand how they will be evaluated.

Bloom’s Taxonomy of Educational Objectives:

Knowledge- remembering previously learned material

Comprehension- ability to grasp the meaning (translate from one form to another)

Application- ability to use in new and concrete situations

Analysis- ability to break down into component parts

Synthesis- ability to put together to form a new whole

Evaluation- ability to judge the value of material

Objectives go from lowest (Knowledge) to highest (Evaluation).

Selecting Assessments

Look at handouts given in Educational Assessment

Test Error and Bias

• Obtained Score = True Score + Error
• True Score = Obtained Score - Error
• Reliability is always less than one because there is always error
• The more items on a test, the more reliable it is
• SEM (Standard Error of Measurement) the standard deviation of the error scores SEM = SD √1-r           r = reliability

Developmental Psychology

Courses NSG 2205, PSY 3320, and PSY 3325

Maslow’s Hierarchy:

Maslow’s Hierarchy of Needs – deals with humanism

Levels Include:

Self-Actualization- “Growth Needs” Can only be met after Basic Needs

Esteem Needs- Deficiency (Basic) Needs

Love and Belonging Needs- Deficiency (Basic) Needs

Safety Needs- Deficiency (Basic) Needs

Physiological Needs- Deficiency (Basic) Needs

Piaget’s Stages of Cognitive Development:

• Sensorimotor- (0-2 years of age) knowledge based on physical attraction with people and objects in his environment (object performance).
• Preoperational- (2-6 years of age) symbols and mental actions begin to replace objects and overt behaviors (symbolic functioning – language development).
• Concrete Operational- (6-11 years of age) mental operations make logical problem solving with concrete objects possible.
• Formal Operations- (12 and older) higher level mental operations make possible logical reasoning with abstract thinking.

Piaget’s Theory of Assimilation and Accommodation:

Assimilation- interpreting new experiences in terms of existing cognitive structures.

Accommodation- changing existive cognitive structures to fit with new experiences.

Vygotsky’s Views on the Importance of Language:

• Thought and language initially develop independently of each other; the two become interdependent when children are about two years of age.
• When thought and language merge, we see self-talk (children talk to themselves out loud) then innerspeech occurs (mentally, not orally).
• The purpose of self-talk and innerspeech is by talking to themselves, children learn to guide and direct their own behaviors through difficult tasks and complex maneuvers; these are examples of the internalization process.
• Dialectical processes occur between child and adult and is important to transmit culture from one generation to the next this often called a sociocultural approach.
• Zone of Proximal Development is when a child can do a task with little assistance from an adult.

Information Processing Theory:

1.  Input- through our senses

2.  Processing- Brain Perception- transforms the information in a variety of ways, encoding it into a symbolic form.  Process- Rehearse, Visualize, Organize, and Elaborate (This will put things in short term memory).

3.  Output- Our behavior, speech, social interaction, writing, etc.

Intrinsic Motivation:

Motivation by factors within themselves or inherent in the task they are performing   (self-satisfying).

Importance of Developmental Theories:

Description- to identify children’s behavior at each point in their development

Explanation- determining the causes and processes that produce changes in behavior from one point to next.

Different Research Designs:

Scientific Research- use of scientific method

Descriptive- research based solely on observations

Correlation- allows us to predict one variable on the basis of another (tells direction and magnitude).

Experimental- involve investigating the relationship between just two variables; permits   us to draw cause and effect conclusions about the variables.

** Most important difference between correlation and experimental is how information is gathered.

Group Studies:

Reversal-Replication- (ABAB) the independent variable is systematically presented and removed several times (can be used in studies involving very few research     participants.

Longitudinal- the same individuals are studied repeatedly over time (last many years).

Development in Cultural Context- studies the life course.

Archival- use of existing longitudinal studies as their source for data

Cross-Sectional- people of different ages are studied simultaneously (much less time      consuming than longitudinal research).

Cross-Sequential- combines longitudinal and cross-sectional.

Microgenetic- small group observed to study an expected change in developmental        process.

Case Studies- involves one individual often with a focus on a clinical issue

Cross-Sectional- child’s cultural independent variable and examine its effects on            developmental variables of interest.

Parenting Styles:

Authoritative- high in warmth and control

Authoritarian- low in warmth and high in control

Permissive- high in warmth and low in control

Uninvolved- low in warmth and low in control

Howard Gardner’s Theory of Intelligence:

1.  Linguistic- ability to use language.

2.  Logical-Mathematical- ability to reason logically (especially in math and science).

3.  Spatial- notice details of what one sees and ability to imagine and manipulate visual objects in ones mind.

4.  Musical- ability to create, comprehend, and appreciate music.

5. Bodily-Kinesthetic- use of one’s body skillfully.

6.  Interpersonal- ability to notice subtle aspects of other people’s behavior.

7. Intrapersonal- awareness of one’s own feelings.

8. Naturalist- ability to recognize patterns in nature and differences among natural objects and life forms.

Stability and Meaning of IQ Scores

• Psychometric- an approach to the study of intelligence that emphasizes the use of standardized tests to identify individual differences among people.
• Reliability- consistency of scores
• Validity- to assure the test measures the correct things
• Criterion-Validity- IQ tests should have a high correlation with academic performance.