family feud - classroom management

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Family Feud

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Page 1: Family Feud - Classroom Management

Family Feud

Page 2: Family Feud - Classroom Management

Only percent of the student body

produces _________ percent of the office

referrals for the duration of their academic careers.

Page 3: Family Feud - Classroom Management

Nearly every educational poll of parents and

teachers over the past four decades has placed

__________ at the top of their list of concerns.

Page 4: Family Feud - Classroom Management

The book describes this as the logic of all discipline codes

Page 5: Family Feud - Classroom Management

By giving in, this shows that….

Page 6: Family Feud - Classroom Management

A ___________ is a specific error in

management that causes the problem to go away

in the short-term but guarantees that it will get

worse in the long-term.

Page 7: Family Feud - Classroom Management

The oldest myth in the management of

severe classroom discipline problems

is that?

Page 8: Family Feud - Classroom Management

What is the first symptom when a

social system is not working properly?

Page 9: Family Feud - Classroom Management

What is a common exercise when

confronting discipline

management problems?

Page 10: Family Feud - Classroom Management

T or F. Every teacher is prepared to handle discipline problems

on the first day.

Page 11: Family Feud - Classroom Management

Who is the first line of defense in dealing

with student provocations?

Page 12: Family Feud - Classroom Management

Stress must be __________.

Page 13: Family Feud - Classroom Management

What reflex does our body naturally go to when it is surprised

or treated?

Page 14: Family Feud - Classroom Management

How many phases does the fight or

flight reflex go to?

What are they?

Page 15: Family Feud - Classroom Management

In the classroom, this is considered the

same as nagging?

What do we do with our hands?

Page 16: Family Feud - Classroom Management

What will cause a teacher to “run

dry”?

Page 17: Family Feud - Classroom Management

_______________ plays havoc with

long-term memory.

Page 18: Family Feud - Classroom Management

Power is to ___________.

Page 19: Family Feud - Classroom Management

T or F. Any classroom disruption will

trigger a mild fight-flight reflex.

Page 20: Family Feud - Classroom Management

What are the two types of powers?

Give example of each.

Page 21: Family Feud - Classroom Management

What does the book suggest, as teacher,

we must do?

Page 22: Family Feud - Classroom Management

T or F. Consistency does not help in setting limits on

children’s misbehavior.

Page 23: Family Feud - Classroom Management

In the classroom, __________ occur

more at a higher rate than ____________.

Page 24: Family Feud - Classroom Management

Feelings are inconstant by their very nature. If you

respond based upon your feelings, you

can ______________.

Page 25: Family Feud - Classroom Management

The book suggest to not do this when

creating rules.

Page 26: Family Feud - Classroom Management

T or F. At no point will dealing with the same provocations

from the same students over and over will become

personal.

Page 27: Family Feud - Classroom Management

What is considered fatal to the author?

Page 28: Family Feud - Classroom Management

How many degrees of consistency are

there?

Page 29: Family Feud - Classroom Management

Who makes the rules in the class?

Page 30: Family Feud - Classroom Management

What is the most common disruption?

Page 31: Family Feud - Classroom Management

___________ comes before instruction.