Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. The QAIT Model Figure 10.1 Quality of instruction Appropriate level of instruction Incentive Time Student aptitude Student motivation Instructional efficiency Achievement 52

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Engaged Checklist Figure 10.4 ClassON-TASK ENGAGED ON-TASK NOT ENGAGED OFF-TASK DISTRACTED OFF-TASK DISRUPTIVE One (Arithmetic) Four (Art) Three (Social Science) Two (Reading) Five (Music) After checking your students’ behavior for each class, assess how much you contributed to that behavior. Your behaviorYESNO Showed fairness Was interesting Had knowledge Controlled temper Required appropriate responses Established routine 53

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Dimensions of Behavior Table 10.3 Conduct Fighting, hitting Disobedience, defiance Temper tantrums Destructiveness Impertinence, impudence Uncooperativeness, resistance Attention problems Poor concentration, short attention span Daydreaming Clumsiness, poor coordination Preoccupation, staring into space Failing to finish, lack of perseverance Impulsiveness Motor overactivity Restlessness, overactivity Excitability, impulsiveness Squirmy, jittery movements Overtalkativeness Humming and other odd noises Socialized aggression “Bad” companions Truancy from home Truancy from school Stealing in company of others Loyalty to delinquent friends Membership in a gang Anxious-depressed withdrawal Anxious, fearful, tense behavior Shyness, timidity, bashfulness Withdrawn, seclusive behavior Depression, sadness, disturbance Hypersensitivity, being easily hurt Feelings of inferiority, worthlessness Schizoid-unresponsive Refusal to talk Withdrawn behavior Sadness Staring blankly Confusion From Herbert C. Quay, “A Critical Analysis of DSM III as a Taxonomy of Psychopathology in Childhood and Adolescence” in Contemporary Directions in Psychopathology, edited by T. Millon and G. Klerman. Copyright © 1986 Guilford Press, New York. Used with permission. 54

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Development and Aggression Table 10.4 Birth-2 years General upset Physical Some verbal Verbal Physical Verbal Some physical Possession of object Frustration Hostility toward others Peers Authority Insecurity Age Type of AggressionCause 55

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Guidelines for Setting Rules and Designing Activities l Decide on as few important rules as necessary. l Make rules absolutely clear to all. l Enforce rules for all. l Avoid playing favorites. l Define the class activity. l Determine the social behaviors necessary for activities. l Determine which activities need lists of rules. l Make a set of rules for the selected activities. l Be sure to formulate a set of general activity rules. 56