<p>Name______Period_____ Chapter 6 - Guiding Behavior Through Discipline Encouraging Self-Control Study Questions and Vocabulary</p><p>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) </p><p>3. What is the purpose of time out? (Refer to page 173) </p><p>4. How is self-esteem developed? (Refer to page 176) </p><p>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) </p><p>Chapter 6 Vocabulary</p><p>7. Discipline (Refer to page 172) </p><p>8. Self-concept (Refer to page 176) </p><p>9. Authoritarian Parents (Refer to page 177) </p><p>10. Permissive Parents (Refer to page 177) </p><p>11. Authoritative Parents (Refer to page 176) </p><p>12. Assertive Discipline (Refer to page 189) </p><p>13. Autonomy (Refer to page 180)</p><p>14. Glausser Model (Refer to page 190) Answers to Chapter 6 Study Questions and Vocabulary </p><p>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**</p><p>Chapter 6 Vocabulary</p><p>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.**</p>