Shaping successive

approximations

Intermittent

Continuous reinforcement

Negative
reinforcement

Punishment

Prevention

Intrinsic motivation

Extrinsic motivation

Extinction

Learned helplessness

Positive reinforcement

Advance Organizer

Classic Conditioning

With-it-ness

Direct Instruction

Choice Theory

Assertive Discipline

Reinforcement

Self-efficacy

Modeling

Operant conditioning

reinforcement

n individuals belief about or perception

of personal competence in a given
situation

The strengthening of a behavior by the

presentation of a desired stimulus or
reward after the behavior; some
examples are food, physical contact, and
social praise.

The strengthening of a behavior by the

removal of an aversive stimulus; for
example, a child is allowed to come out
the corner when he or she is quiet

behavior management method for developing an

ppropriate behavior in which the teacher rewards
sponses that are successively more similar to the
ultimate desired response (successive
approximations). In order to use this method,
eachers must break down the desired complex
behavior into a number of small steps.

A sense that one is doomed to fail, based

on past experiences. This sense can stifle
motivation and prevent people from
attempting new tasks.

A type of learning in which voluntary

behaviors are strengthened or weakene
depending upon their consequences o
antecedents.

The gradual disappearance of a learned

sponse; in operant conditioning, this occurs
when reinforcement is withheld. In classic
onditioning stimulus is presented repeatedly
without any longer being paired with the
unconditioned stimulus.

Motivation created by external events or

rewards outside the learning situation
itself.

An internal source of motivation such a

curiosity or the desire to learn; motivatio
associated with activities that are their
own reward.

Using consequences to strengthen

behavior; a reinforcer is ANY
consequence that strengthens a
behaviornegative or positive.

Anticipating potential problems and

creating procedures to help prevent these
situations.

A schedule in which correct responses

are reinforced frequently, but not every
time; this schedule is most effective in
maintaining already acquired responses

Also known as control theory,

developed by William Glasser. Also
known as control theory; teacher
focuses on students behavior, not
students, when resolving classroom
conflicts

Banduras theory of observational

learning that requires several steps:
Attention
Retentionremembering
Reproductiontrying it
Motivationwillingness to learn and selfregulate behavior

eveloped by David Ausubel; introduced

efore learning begins and is designed to
help students link prior knowledge to
current lesson contentie webs, KWL
charts, concept maps

Developed by Lee Canter, the idea that

teachers clearly communicated
expectations and follow through; students
have a choice to follow rules or face
consequences

Developed by Jacob Kounin; an

awareness of what is happening in the
classroom and pacing lessons
appropriately to create smooth transition
between activities

A schedule in which every correct

response is reinforced

Pavlovs theory that an unconditioned

response results to an unconditioned
stimulus; basis for behaviorist learning
theory

Anything that weakens or suppresses

behavior

Madeline Hunters method teaching tha

emphasizes the following:

objectives, standards of performance,

anticipatory set, teaching, guided
practice, closure, and extended practic