Chapter 6 - Guiding Behavior Through

Name______Period_____ Chapter 6 - Guiding Behavior Through Discipline Encouraging Self-Control Study Questions and Vocabulary

1. Punishment encourages obedience to ______(Refer to page 172) What is the negative effect of corporal punishment? (Refer to page 172) 2. What is the negative effect of corporal punishment? (Refer to page 172)

3. What is the purpose of time out? (Refer to page 173)

4. How is self-esteem developed? (Refer to page 176)

5. How does curriculum planning influence guidance? a. Enough materials to minimize______. b. Few demands to sit ______. c. Few demands to attend to teacher-directed ______. d. Freedom to move about the ______. e. Activities appropriate for their ______. f. Minimum number of ______. Curriculum activities need to be ______and ______. (Refer to page 177) 6. How can classroom arrangement influence guidance? a. Cross traffic (walking though one area to get to another) can be a source of ______. b. Teacher should be able to ______the room frequently. c. Eliminate large open ______. d. Establish ______so children feel safe and know what to expect. (Refer to page 178-180)

Chapter 6 Vocabulary

7. Discipline (Refer to page 172)

8. Self-concept (Refer to page 176)

9. Authoritarian Parents (Refer to page 177)

10. Permissive Parents (Refer to page 177)

11. Authoritative Parents (Refer to page 176)

12. Assertive Discipline (Refer to page 189)

13. Autonomy (Refer to page 180)

14. Glausser Model (Refer to page 190) Answers to Chapter 6 Study Questions and Vocabulary

1. Punishment encourages obedience to ______(Refer to page 172) **Those in authority** 2. What is the negative effect of corporal punishment? (Refer to page 172) **Not learn self-control** 3. What is the purpose of time out? (Refer to page 173) **Gives children an opportunity to gain control.** 4. How is self-esteem developed? (Refer to page 176) **When significant people view them as valuable- adult models, when children feel in control and capable, when children maintain friendships** 5. How does curriculum planning influence guidance? a. Enough materials to minimize______. b. Few demands to sit ______. c. Few demands to attend to teacher-directed ______. d. Freedom to move about the ______. e. Activities appropriate for their ______. f. Minimum number of ______. g. Curriculum activities need to be ______and ______. (Refer to page 177) **conflicts**still**instruction**room**level**rules**interesting** engaging** 6. How can classroom arrangement influence guidance? a. Cross traffic (walking though one area to get to another) can be a source of ______. b. Teacher should be able to ______the room frequently. c. Eliminate large open ______. d. Establish ______so children feel safe and know what to expect. (Refer to page 178-180) **contention**scan**spaces**routines**

Chapter 6 Vocabulary

7. Discipline (Refer to page 172) **Guiding children in DAP ways to achieve self-control and self-discipline** 8. Self-concept (Refer to page 176) **Perceptions, feelings and attitude that a person has about him/herself.** 9. Authoritarian Parents (Refer to page 177) **Parents who are in charge and demand obedience.** 10.Permissive Parents (Refer to page 177) **Parents who fail to set and enforce limits.** 11.Authoritative Parents (Refer to page 176) **Parents who are in charge but their demands are not unreasonable.** 12.Assertive Discipline (Refer to page 189) **Rules established by teacher and are posted in the classroom.** 13.Autonomy (Refer to page 180) **The ability to make decisions for ourselves.** 14.Glausser Model (Refer to page 190) **Providing good choices for children and handling disruptions in a calm manner.**