Principles of classroom management: a professional decision-making model
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson, A & B
2007
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 274 S. Ill. |
| ISBN: | 0205482953 |
Internformat
MARC
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| 245 | 1 | 0 | |a Principles of classroom management |b a professional decision-making model |c James Levin, James F. Nolan |
| 250 | |a 5. ed. | ||
| 264 | 1 | |a Boston [u.a.] |b Pearson, A & B |c 2007 | |
| 300 | |a XIV, 274 S. |b Ill. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Classes (Éducation) - Conduite - États-Unis - Manuels d'enseignement supérieur | |
| 650 | 4 | |a Enseignement - États-Unis - Manuels d'enseignement supérieur | |
| 650 | 4 | |a Classroom management |z United States |v Problems, exercises, etc | |
| 650 | 4 | |a Teaching |z United States |v Problems, exercises, etc | |
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Datensatz im Suchindex
| _version_ | 1804135367626981377 |
|---|---|
| adam_text | CONTENTS PREFACE * XIII ITERATIVE CASE STUDY ANALYSES * 1 ITERATIVE CASE
STUDY ANALYSIS: FIRST ANALYSIS * 2 SECTION ONE * FOUNDATIONS 1 THE
BASICS * 3 PRINEIPLES OF CLASSROOM MANAGEMENT * 3 PREREADING QUESTIONS
FOR REFLEETION AND JOURNALING * 3 INTRODUCTION * 3 DEFINING THE PROEESS
OF TEAEHING * 4 CASE 1.1 GETTING STUDENTS TO RESPOND * 7 CASE 1.2 WHY
STUDY? WE DON T GET ENOUGH TIME FOR THE TEST ANYWAY! * 8 PRINEIPLES OF
CLASSROOM MANAGEMENT * 9 PROFESSIONAL DEEISION-MAKING HIERAREHY * 15
CASE 1.3 THE VICE-PRINCIPAL WANTS TO SEE WHOM? * 16 SUMMARY * 18
REFERENEES * 18 EXEREISES * 19 2 NATURE 0/ THE DISCIPLINE PROBLEM * 21
PRINEIPLES OF CLASSROOM MANAGEMENT * 21 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 21 INTRODUCTION * 21 V VI CONTENTS DEFINING
A DISCIPLINE PROBLEM * 22 CASE 2.1 CAN A TEACHER BE A DISCIPLINE
PROBLEM? * 27 PROBLEM STUDENT BEHAVIOR OUTSIDE THE DEFINITION * 27
EXTENT OF THE PROBLEM * 28 CASE 2.2 SOLVING A MOTIVATIONAL PROBLEM * 28
THE EFFECT OF CLASSROOM DISCIPLINE PROBLEMS ON TEACHING AND LEARNING *
32 CASE 2.3 DISCIPLINE: A COSTLY WASTE OFTIME * 32 CASE 2.4 THE RIPPLE
EFFECT * 33 SUMMARY * 36 REFERENCES * 37 EXERCISES * 40 3 UNDERSTANDING
WHY CHILDREN MISBEHAVE * 42 PRINCIPLES OF CLASSROOM MANAGEMENT * 42
PREREADING QUESTIONS FOR REFLECTION AND JOURNALING * 42 INTRODUCTION *
43 SOCIETAL CHANGES * 43 THE KNOWLEDGE EXPLOSION AND THE EROSION OF
RESPECT FOR AUTHORITY * 44 THE KNOWLEDGE EXPLOSION, TEACHER AND STUDENT
FEELINGS OF FRUSTRATION, AND THE RELEVANCY OF SCHOOLING * 46 CASE 3.1
THIS IS THE GREATEST THING THAT HAS HAPPENED TO ME IN TWENTY YEARS OF
TEACHING * 46 TELEVISION AND VIOLENCE * 47 CASE 3.2 WHO REALLY CARES?
* 47 TELEVISION AND ALTERNATIVE ROLE MODELS * 50 CHANGES IN ETHNICITY *
51 FAILURE TO MEET CHILDREN S BASIC NEEDS * 52 THE HORNE ENVIRONMENT *
52 CASE 3.3 HANGING ON THE CORNER * 52 CASE 3.4 MARITAL CONJLICT * 54
THE SCHOOL ENVIRONMENT * 55 PHYSIOLOGICAL NEEDS * 55 CASE 3.5 FORGETTING
TO SIT DOWN * 56 SAFETY AND SECURITY NEEDS * 57 CASE 3.6 THERE MUST BE A
BETTER WAY * 57 CASE 3.7 TOO MUCH NOISE * 58 CASE 3.8 AFRAID OF GOING TO
SCHOOL * 58 BELONGING AND AFFECTION NEEDS * 59 CASE 3.9 TURNING OFF
STUDENTS * 60 CHILDREN S PURSUIT OF SOCIAL RECOGNITION AND SELF-ESTEEM *
60 SOCIAL RECOGNITION * 60 CONTENTS VII CASE 3.10 TM GOING TO BE SORRY
WHEN FIFTH GRADE IS OVER * 60 CASE 3.11 SEEKING FAULTY GOALS * 62
SELF-ESTEEM * 63 BULLYING * 64 CASE 3.12 GET OUT OF MY FACE * 65
STAGES OF COGNITIVE AND MORAL DEVELOPMENT * 67 COGNITIVE DEVELOPMENT *
67 MORAL DEVELOPMENT * 68 BEHAVIOR: THE INTERACTION OF COGNITIVE AND
MORAL DEVELOPMENT * 69 INSTRUETIONAL COMPETENEE * 72 CASE 3.13 NOT BEING
ABLE TO TEACH * 73 SUMMARY * 73 REFERENEES * 74 EXERCISES * 79 4
PHILOSOPHICAL APPROACHES TO CLASSROOM MANAGEMENT * 81 PRINEIPLES OF
CLASSROOM MANAGEMENT * 81 PREREADING QUESTIONS FOR REFLEETION AND
JOURNALING * 81 INTRODUCTION * 82 CASE 4.1 THE TRICKS-OF-THE- TRADE
APPROACH * 83 TEAEHER POWER BASES * 84 REFERENT POWER * 85 CASE 4.2 THE
INVOLVED TEACHER * 85 EXPERT POWER * 86 CASE 4.3 HER REPUTATION PRECEDES
HER * 86 LEGITIMATE POWER * 87 CASE 4.4 SCHOOL IS YOUR JOB * 87
REWARD/COERCIVE POWER * 88 CASE 4.5 GOING TO RECESS * 88 THEORIES OF
CLASSROOM MANAGEMENT * 90 STUDENT-DIRECTED MANAGEMENT * 92 CASE 4.6
HANDLING DISRUPTIVE DAVID * 93 COLLABORATIVE MANAGEMENT * 97TEACHER-DIRECTED MANAGEMENT * 99 SUMMARY * 101 REFERENEES * 103
MANAGEMENT MODELS ON THE WEB 104 EXEREISES * 104 ITERATIVE CASE STUDY
ANALYSIS: SECOND ANALYSIS * 108 VIII CONTENTS SECTION TWO * PREVENTION 5
THE PROFESSIONAL TEACHER * 109 PRINEIPLE OF CLASSROOM MANAGEMENT * 109
PREREADING QUESTIONS FOR REFLEETION AND JOURNALING * 110 INTRODUCTION *
110 THE BASIES OF EFFEETIVE TEAEHING * 111 LESSON DESIGN * 112 STUDENT
MOTIVATION: TEAEHER VARIABLES * 114 CASE 5.1 THE POPCORN POPPER * 115
CASE 5.2 TALKING BETWEEN CLASSES * 116 CASE 5.3 NONCONSTRUCTIVE FEEDBACK
* 118 TEAEHER EXPEETATIONS * 119 CLASSROOM QUESTIONING * 120 MAXIMIZING
LEARNING TIME * 122 ALLOCATED TIME * 122 TIME-ON- TASK * 123 BEYOND THE
BASIES * 124 TEAEHING FOR UNDERSTANDING * 125 AUTHENTIE INSTRUETION *
126 EMPHASIS ON THINKING AND PROBLEM-SOLVING SKILLS * 128 CREATING
COMMUNITIES OF LEARNERS * 129 TEAEHING TOWARD MULTIPLE INTELLIGENEES *
130 CASE 5.4 COOPERATIVE LEARNING IN BIOLOGY * 131 DIFFERENTIATING
INSTRUETION * 133 STUDENT MOTIVATION: STUDENT COGNITION * 135 CASE 5.5
THREE YEARS 0/ HISTORY ROLLED INTO ONE * 137 SUMMARY * 138 REFERENEES *
139 EXEREISES 141 6 STRUCTURING THE ENVIRONMENT * 142 PRINEIPLES OF
CLASSROOM MANAGEMENT * 143 PREREADING QUESTIONSFOR REFLEETION AND
JOURNALING * 143 INTRODUCTION * 143 DESIGNING THE PHYSIEAL CLASSROOM
ENVIRONMENT * 144 ENVIRONMENTAL CONDITIONS * 144 USE OF SPAEE * 144
SEATING ARRANGEMENTS * 144 BULLETIN BOARDS AND DISPLAY AREAS * 145 CASE
6.1 FOURTEEN TO TEN, MUSIC WINS * 146 ESTABLISHING CLASSROOM GUIDELINES
* 146 CONTENTS IX CASE 6.2 HAVING YOUR NAME PLACED ON THE BOARD [SN T
ALWAYS BAD * 146 CLASSROOM PROCEDURES * 147 CLASSROOM RULES * 148 THE
NEEDFOR RULES * 148 DETERMINING NECESSARY RULES * 148 DEVELOPING
CONSEQUENCES * 149 COMMUNICATING RULES * 154 OBTAINING COMMITMENTS * 155
CASE 6.3 [ DON T KNOW IF [ CAN REMEMBER * 155 CASE 6.4 [ M NOT
PROMISING ANYTHING * 156 CASE 6.5 CALLING OUT CORRECT ANSWERS * 156
TEACHING AND EVALUATING * 157 CASE 6.6 THE SMILEY FACE SELF-ANALYSIS *
157 THE CULTURAL EMBEDDEDNESS OF RULES AND GUIDELINES * 160 CREATING
GROUP NORMS TO STRUETURE APPROPRIATE BEHAVIOR * 163 SUMMARY * 165
REFERENEES * 166 EXERCISES * 168 ITERATIVE CASE STUDY ANALYSIS: THIRD
ANALYSIS * 170 SECTION THREE * INTERVENTIONS FOR COMMON BEHAVIOR
PROBLEMS 7 COPING WITH COMMON BEHAVIOR PROBLEMS: NONVERBAL INTERVENTIONS
* 171 PRINCIPLES OF CLASSROOM MANAGEMENT * 172 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 172 INTRODUCTION * 172 PREREQUISITES TO
MANAGEMENT * 173 SURFAEE BEHAVIORS * 174 PROAETIVE INTERVENTION SKILLS *
174 CASE 7.1 H*** 3, 2, [, BLAST OFF * 175 REMEDIAL INTERVENTION SKILLS
* 177 PLANNED IGNORING * 179 SIGNAL INTERFERENCE * 179 PROXIMITY
INTERFERENCE * 180 TOUCH INTERFERENCE * 180 EJJEETIVENESS OF NONVERBAL
INTERVENTION SKILLS * 181 CASE 7.2 NOTES VERSUS MATH * 182 X CON~N~ CASE
7.3 LET YOUR FINGERS DO THE WALKING * 183 SUMMARY * 183 REFERENCES * 184
EXERCISES * 184 8 COPING WITH COMMON BEHAVIOR PROBLEMS:
VERBALINTERVENTIONS AND USE 0/ LOGICAL CONSEQUENCES * 186 PRINCIPLES OF
CLASSROOM MANAGEMENT * 187 PREREADING QUESTIONS FOR REFLECTION AND
]OURNALING * 187 INTRODUCTION * 187 CASE 8.1 BLOWING HIS STACK * 187
CLASSROOM VERBAL INTERVENTION * 188 CASE 8.2 JIMMY, THE LITTLE SNEAK *
189 ADJACENT (PEER) REINFORCEMENT * 192 CALLING ON THE
STUDENT/NAME-DROPPING * 192 HUMOR * 193 QUESTIONING AWARENESS OF EFFECT
* 193 SENDING AN I MESSAGE * 194 DIRECT APPEAL * 195 POSITIVE PHRASING* 195 ARE NOT FOR S * 195 REMINDER OF THE RULES * 195 GLASSER S
TRIPLETS * 196 EXPLICIT REDIRECTION * 196 CANTER S BROKEN RECORD * 197
COMPLY OR FACE THE LOGICAL CONSEQUENCES: YOU HAVE A CHOICE * 197 WHEN
YOU HAVE A CHOICE DOESN T WORK * 199 CASE 8.3 DOING NOTHIN * 200
SUMMARY * 202 REFERENCES * 203 EXERCISES * 204 SECTION FOUR *
INTERVENTIONS FOR CHRONIC BEHAVIOR PROBLEMS 9 CLASSROOM INTERVENTIONS
/OR CHRONIC BEHAVIOR PROBLEMS * 205 PRINCIPLES OF CLASSROOM MANAGEMENT *
206 PREREADING QUESTIONS FOR REFLECTION AND ]OURNALING * 206
INTRODUCTION * 206 CASE 9.1 F JUST DROPPED MY BOOK * 207 CONTENTS XI
UMG-TERM PROBLEM-SOLVING STRATEGIES * 209 RELATIONSHIP BUILDING * 209
CASE 9.2 DAMELL * 211 CASE 9.3 RELATING TO CINDY * 212 BREAKING THE
CYCLE OF DISCOURAGEMENT * 213 TALKING TO SOLVE PROBLEMS * 218 RECEIVING
SKILLS * 218 SENDING SKILLS * 219 ASKING AUTHENTIE QUESTIONS * 220
SPEEIFIE SHORT- TERM PROBLEM-SOLVING STRATEGIES * 221 SELF-MONITORING *
222 ANECDOTAL RECORD KEEPING * 224 BEHAVIOR CONTRACTING * 229 SUMMARY *
233 REFERENEES * 234 EXERCISES * 234 10 SEEKING OUTSIDE ASSISTANCE * 236
PRINEIPLES OF CLASSROOM MANAGEMENT * 237 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 237 INTRODUCTION * 237 THE NATURE OF
PERSISTING MISBEHAVIOR * 238 FAILURE IN THE CLASSROOM ENVIRONMENT * 239
FAILURE OUTSIDE THE CLASSROOM ENVIRONMENT * 239 FAILURE AS A RESULT OF
PRIMARY MODE OF CONDUCT * 240 WHEN OUTSIDE ASSISTANEE IS NEEDED * 240
THE REFERRAL PROEESS * 241 THE ROLE OF THE COUNSELOR * 241 THE ROLE OF
THE ADMINISTRATOR * 242 THE ROLE OF THE SCHOOL PSYCHOLOGIST * 242 THE
CONSULTATION TEAM * 242 WORKING WITH PARENTS * 243 WHEN PARENTS SHOULD
BE CONTACTED * 243 THE IMPORTANCE OF WORKING WITH PARENTS * 244 CASE
10.1 IN ORDER TO DRIVE, YOU MUST SPEAK SPANISH * 244 UNDERSTANDING
PARENTS * 245 CONDUCTING PARENT CONFERENCES * 246 CASE 10.2 WON T BE
MUCH HELP * 247 SYMPTOMS OF SERIOUS PROBLEMS * 248 LEGAL ASPEETS OF
SEEKING OUTSIDE ASSISTANEE * 249 SUMMARY * 250 REFERENEES * 250
EXERCISES * 251 ITERATIVE CASE STUDY ANALYSIS: FOURTH ANALYSIS * 252 XII
CONTENTS APPENDIXA: INVENTORY (DPAI) THE DISCIPLINE PROBLEM ANALYSIS *
253 PART I: HAVE I DONE ALL I CAN TO PREVENT MISBEHAVIOR? * 253 CHAPTER
1: THE BASICS * 253 CHAPTER 2: NATURE OF THE DISCIPLINE PROBLEM * 253
CHAPTER 3: UNDERSTANDING WHY CHILDREN MISBEHAVE * 254 CHAPTER 4:
PHILOSOPHICAL APPROACHES TO CLASSROOM MANAGEMENT * 254 CHAPTER 5: THE
PROFESSIONAL TEACHER * 254 CHAPTER 6: STRUCTURING THE ENVIRONMENT * 255
PART II: AM I EFFEETIVELY RESOLVING MISBEHAVIOR? * 256 CHAPTER 7: COPING
WITH COMMON BEHAVIOR PROBLEMS: NONVERBAL INTERVENTIONS * 256 CHAPTER 8:
COPING WITH COMMON BEHAVIOR PROBLEMS: VERBAL INTERVENTIONS AND USE OF
LOGICAL CONSEQUENCES * 257 CHAPTER 9: CLASSROOM INTERVENTIONS FOR
CHRONIC BEHAVIOR PROBLEMS * 257 CHAPTER 10: SEEKING OUTSIDE ASSISTANCE *
258 APPENDIX B: GENERAL GUIDELINES FOR WORKING WITH SPECIAL NEEDS
STUDENTS * 260 APPENDIX C: SCHOOL YEAR * INDEX * 265 DECISIONS AND TASKS
FOR BEGINNING THE 263
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| adam_txt |
CONTENTS PREFACE * XIII ITERATIVE CASE STUDY ANALYSES * 1 ITERATIVE CASE
STUDY ANALYSIS: FIRST ANALYSIS * 2 SECTION ONE * FOUNDATIONS 1 THE
BASICS * 3 PRINEIPLES OF CLASSROOM MANAGEMENT * 3 PREREADING QUESTIONS
FOR REFLEETION AND JOURNALING * 3 INTRODUCTION * 3 DEFINING THE PROEESS
OF TEAEHING * 4 CASE 1.1 GETTING STUDENTS TO RESPOND * 7 CASE 1.2 "WHY
STUDY? WE DON'T GET ENOUGH TIME FOR THE TEST ANYWAY!" * 8 PRINEIPLES OF
CLASSROOM MANAGEMENT * 9 PROFESSIONAL DEEISION-MAKING HIERAREHY * 15
CASE 1.3 THE VICE-PRINCIPAL WANTS TO SEE WHOM? * 16 SUMMARY * 18
REFERENEES * 18 EXEREISES * 19 2 NATURE 0/ THE DISCIPLINE PROBLEM * 21
PRINEIPLES OF CLASSROOM MANAGEMENT * 21 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 21 INTRODUCTION * 21 V VI CONTENTS DEFINING
A DISCIPLINE PROBLEM * 22 CASE 2.1 CAN A TEACHER BE A DISCIPLINE
PROBLEM? * 27 PROBLEM STUDENT BEHAVIOR OUTSIDE THE DEFINITION * 27
EXTENT OF THE PROBLEM * 28 CASE 2.2 SOLVING A MOTIVATIONAL PROBLEM * 28
THE EFFECT OF CLASSROOM DISCIPLINE PROBLEMS ON TEACHING AND LEARNING *
32 CASE 2.3 DISCIPLINE: A COSTLY WASTE OFTIME * 32 CASE 2.4 THE RIPPLE
EFFECT * 33 SUMMARY * 36 REFERENCES * 37 EXERCISES * 40 3 UNDERSTANDING
WHY CHILDREN MISBEHAVE * 42 PRINCIPLES OF CLASSROOM MANAGEMENT * 42
PREREADING QUESTIONS FOR REFLECTION AND JOURNALING * 42 INTRODUCTION *
43 SOCIETAL CHANGES * 43 THE KNOWLEDGE EXPLOSION AND THE EROSION OF
RESPECT FOR AUTHORITY * 44 THE KNOWLEDGE EXPLOSION, TEACHER AND STUDENT
FEELINGS OF FRUSTRATION, AND THE RELEVANCY OF SCHOOLING * 46 CASE 3.1
"THIS IS THE GREATEST THING THAT HAS HAPPENED TO ME IN TWENTY YEARS OF
TEACHING " * 46 TELEVISION AND VIOLENCE * 47 CASE 3.2 WHO REALLY CARES?
* 47 TELEVISION AND ALTERNATIVE ROLE MODELS * 50 CHANGES IN ETHNICITY *
51 FAILURE TO MEET CHILDREN 'S BASIC NEEDS * 52 THE HORNE ENVIRONMENT *
52 CASE 3.3 HANGING ON THE CORNER * 52 CASE 3.4 MARITAL CONJLICT * 54
THE SCHOOL ENVIRONMENT * 55 PHYSIOLOGICAL NEEDS * 55 CASE 3.5 FORGETTING
TO SIT DOWN * 56 SAFETY AND SECURITY NEEDS * 57 CASE 3.6 THERE MUST BE A
BETTER WAY * 57 CASE 3.7 TOO MUCH NOISE * 58 CASE 3.8 AFRAID OF GOING TO
SCHOOL * 58 BELONGING AND AFFECTION NEEDS * 59 CASE 3.9 TURNING OFF
STUDENTS * 60 CHILDREN'S PURSUIT OF SOCIAL RECOGNITION AND SELF-ESTEEM *
60 SOCIAL RECOGNITION * 60 CONTENTS VII CASE 3.10 'TM GOING TO BE SORRY
WHEN FIFTH GRADE IS OVER" * 60 CASE 3.11 SEEKING FAULTY GOALS * 62
SELF-ESTEEM * 63 BULLYING * 64 CASE 3.12 "GET OUT OF MY FACE" * 65
STAGES OF COGNITIVE AND MORAL DEVELOPMENT * 67 COGNITIVE DEVELOPMENT *
67 MORAL DEVELOPMENT * 68 BEHAVIOR: THE INTERACTION OF COGNITIVE AND
MORAL DEVELOPMENT * 69 INSTRUETIONAL COMPETENEE * 72 CASE 3.13 NOT BEING
ABLE TO TEACH * 73 SUMMARY * 73 REFERENEES * 74 EXERCISES * 79 4
PHILOSOPHICAL APPROACHES TO CLASSROOM MANAGEMENT * 81 PRINEIPLES OF
CLASSROOM MANAGEMENT * 81 PREREADING QUESTIONS FOR REFLEETION AND
JOURNALING * 81 INTRODUCTION * 82 CASE 4.1 THE TRICKS-OF-THE- TRADE
APPROACH * 83 TEAEHER POWER BASES * 84 REFERENT POWER * 85 CASE 4.2 THE
INVOLVED TEACHER * 85 EXPERT POWER * 86 CASE 4.3 HER REPUTATION PRECEDES
HER * 86 LEGITIMATE POWER * 87 CASE 4.4 "SCHOOL IS YOUR JOB" * 87
REWARD/COERCIVE POWER * 88 CASE 4.5 GOING TO RECESS * 88 THEORIES OF
CLASSROOM MANAGEMENT * 90 STUDENT-DIRECTED MANAGEMENT * 92 CASE 4.6
HANDLING DISRUPTIVE DAVID * 93 COLLABORATIVE MANAGEMENT * 97TEACHER-DIRECTED MANAGEMENT * 99 SUMMARY * 101 REFERENEES * 103
MANAGEMENT MODELS ON THE WEB 104 EXEREISES * 104 ITERATIVE CASE STUDY
ANALYSIS: SECOND ANALYSIS * 108 VIII CONTENTS SECTION TWO * PREVENTION 5
THE PROFESSIONAL TEACHER * 109 PRINEIPLE OF CLASSROOM MANAGEMENT * 109
PREREADING QUESTIONS FOR REFLEETION AND JOURNALING * 110 INTRODUCTION *
110 THE BASIES OF EFFEETIVE TEAEHING * 111 LESSON DESIGN * 112 STUDENT
MOTIVATION: TEAEHER VARIABLES * 114 CASE 5.1 THE POPCORN POPPER * 115
CASE 5.2 TALKING BETWEEN CLASSES * 116 CASE 5.3 NONCONSTRUCTIVE FEEDBACK
* 118 TEAEHER EXPEETATIONS * 119 CLASSROOM QUESTIONING * 120 MAXIMIZING
LEARNING TIME * 122 ALLOCATED TIME * 122 TIME-ON- TASK * 123 BEYOND THE
BASIES * 124 TEAEHING FOR UNDERSTANDING * 125 AUTHENTIE INSTRUETION *
126 EMPHASIS ON THINKING AND PROBLEM-SOLVING SKILLS * 128 CREATING
COMMUNITIES OF LEARNERS * 129 TEAEHING TOWARD MULTIPLE INTELLIGENEES *
130 CASE 5.4 COOPERATIVE LEARNING IN BIOLOGY * 131 DIFFERENTIATING
INSTRUETION * 133 STUDENT MOTIVATION: STUDENT COGNITION * 135 CASE 5.5
THREE YEARS 0/ HISTORY ROLLED INTO ONE * 137 SUMMARY * 138 REFERENEES *
139 EXEREISES 141 6 STRUCTURING THE ENVIRONMENT * 142 PRINEIPLES OF
CLASSROOM MANAGEMENT * 143 PREREADING QUESTIONSFOR REFLEETION AND
JOURNALING * 143 INTRODUCTION * 143 DESIGNING THE PHYSIEAL CLASSROOM
ENVIRONMENT * 144 ENVIRONMENTAL CONDITIONS * 144 USE OF SPAEE * 144
SEATING ARRANGEMENTS * 144 BULLETIN BOARDS AND DISPLAY AREAS * 145 CASE
6.1 FOURTEEN TO TEN, MUSIC WINS * 146 ESTABLISHING CLASSROOM GUIDELINES
* 146 CONTENTS IX CASE 6.2 HAVING YOUR NAME PLACED ON THE BOARD [SN'T
ALWAYS BAD * 146 CLASSROOM PROCEDURES * 147 CLASSROOM RULES * 148 THE
NEEDFOR RULES * 148 DETERMINING NECESSARY RULES * 148 DEVELOPING
CONSEQUENCES * 149 COMMUNICATING RULES * 154 OBTAINING COMMITMENTS * 155
CASE 6.3 "[ DON 'T KNOW IF [ CAN REMEMBER" * 155 CASE 6.4 "['M NOT
PROMISING ANYTHING" * 156 CASE 6.5 CALLING OUT CORRECT ANSWERS * 156
TEACHING AND EVALUATING * 157 CASE 6.6 THE SMILEY FACE SELF-ANALYSIS *
157 THE CULTURAL EMBEDDEDNESS OF RULES AND GUIDELINES * 160 CREATING
GROUP NORMS TO STRUETURE APPROPRIATE BEHAVIOR * 163 SUMMARY * 165
REFERENEES * 166 EXERCISES * 168 ITERATIVE CASE STUDY ANALYSIS: THIRD
ANALYSIS * 170 SECTION THREE * INTERVENTIONS FOR COMMON BEHAVIOR
PROBLEMS 7 COPING WITH COMMON BEHAVIOR PROBLEMS: NONVERBAL INTERVENTIONS
* 171 PRINCIPLES OF CLASSROOM MANAGEMENT * 172 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 172 INTRODUCTION * 172 PREREQUISITES TO
MANAGEMENT * 173 SURFAEE BEHAVIORS * 174 PROAETIVE INTERVENTION SKILLS *
174 CASE 7.1 H*** 3, 2, [, BLAST OFF" * 175 REMEDIAL INTERVENTION SKILLS
* 177 PLANNED IGNORING * 179 SIGNAL INTERFERENCE * 179 PROXIMITY
INTERFERENCE * 180 TOUCH INTERFERENCE * 180 EJJEETIVENESS OF NONVERBAL
INTERVENTION SKILLS * 181 CASE 7.2 NOTES VERSUS MATH * 182 X CON~N~ CASE
7.3 LET YOUR FINGERS DO THE WALKING * 183 SUMMARY * 183 REFERENCES * 184
EXERCISES * 184 8 COPING WITH COMMON BEHAVIOR PROBLEMS:
VERBALINTERVENTIONS AND USE 0/ LOGICAL CONSEQUENCES * 186 PRINCIPLES OF
CLASSROOM MANAGEMENT * 187 PREREADING QUESTIONS FOR REFLECTION AND
]OURNALING * 187 INTRODUCTION * 187 CASE 8.1 BLOWING HIS STACK * 187
CLASSROOM VERBAL INTERVENTION * 188 CASE 8.2 JIMMY, THE LITTLE SNEAK *
189 ADJACENT (PEER) REINFORCEMENT * 192 CALLING ON THE
STUDENT/NAME-DROPPING * 192 HUMOR * 193 QUESTIONING AWARENESS OF EFFECT
* 193 SENDING AN "I MESSAGE" * 194 DIRECT APPEAL * 195 POSITIVE PHRASING* 195 "ARE NOT FOR'S" * 195 REMINDER OF THE RULES * 195 GLASSER'S
TRIPLETS * 196 EXPLICIT REDIRECTION * 196 CANTER'S "BROKEN RECORD" * 197
COMPLY OR FACE THE LOGICAL CONSEQUENCES: "YOU HAVE A CHOICE" * 197 WHEN
"YOU HAVE A CHOICE" DOESN'T WORK * 199 CASE 8.3 "DOING NOTHIN '" * 200
SUMMARY * 202 REFERENCES * 203 EXERCISES * 204 SECTION FOUR *
INTERVENTIONS FOR CHRONIC BEHAVIOR PROBLEMS 9 CLASSROOM INTERVENTIONS
/OR CHRONIC BEHAVIOR PROBLEMS * 205 PRINCIPLES OF CLASSROOM MANAGEMENT *
206 PREREADING QUESTIONS FOR REFLECTION AND ]OURNALING * 206
INTRODUCTION * 206 CASE 9.1 "F JUST DROPPED MY BOOK" * 207 CONTENTS XI
UMG-TERM PROBLEM-SOLVING STRATEGIES * 209 RELATIONSHIP BUILDING * 209
CASE 9.2 DAMELL * 211 CASE 9.3 RELATING TO CINDY * 212 BREAKING THE
CYCLE OF DISCOURAGEMENT * 213 TALKING TO SOLVE PROBLEMS * 218 RECEIVING
SKILLS * 218 SENDING SKILLS * 219 ASKING AUTHENTIE QUESTIONS * 220
SPEEIFIE SHORT- TERM PROBLEM-SOLVING STRATEGIES * 221 SELF-MONITORING *
222 ANECDOTAL RECORD KEEPING * 224 BEHAVIOR CONTRACTING * 229 SUMMARY *
233 REFERENEES * 234 EXERCISES * 234 10 SEEKING OUTSIDE ASSISTANCE * 236
PRINEIPLES OF CLASSROOM MANAGEMENT * 237 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING * 237 INTRODUCTION * 237 THE NATURE OF
PERSISTING MISBEHAVIOR * 238 FAILURE IN THE CLASSROOM ENVIRONMENT * 239
FAILURE OUTSIDE THE CLASSROOM ENVIRONMENT * 239 FAILURE AS A RESULT OF
PRIMARY MODE OF CONDUCT * 240 WHEN OUTSIDE ASSISTANEE IS NEEDED * 240
THE REFERRAL PROEESS * 241 THE ROLE OF THE COUNSELOR * 241 THE ROLE OF
THE ADMINISTRATOR * 242 THE ROLE OF THE SCHOOL PSYCHOLOGIST * 242 THE
CONSULTATION TEAM * 242 WORKING WITH PARENTS * 243 WHEN PARENTS SHOULD
BE CONTACTED * 243 THE IMPORTANCE OF WORKING WITH PARENTS * 244 CASE
10.1 IN ORDER TO DRIVE, YOU MUST SPEAK SPANISH * 244 UNDERSTANDING
PARENTS * 245 CONDUCTING PARENT CONFERENCES * 246 CASE 10.2 "WON'T BE
MUCH HELP" * 247 SYMPTOMS OF SERIOUS PROBLEMS * 248 LEGAL ASPEETS OF
SEEKING OUTSIDE ASSISTANEE * 249 SUMMARY * 250 REFERENEES * 250
EXERCISES * 251 ITERATIVE CASE STUDY ANALYSIS: FOURTH ANALYSIS * 252 XII
CONTENTS APPENDIXA: INVENTORY (DPAI) THE DISCIPLINE PROBLEM ANALYSIS *
253 PART I: HAVE I DONE ALL I CAN TO PREVENT MISBEHAVIOR? * 253 CHAPTER
1: THE BASICS * 253 CHAPTER 2: NATURE OF THE DISCIPLINE PROBLEM * 253
CHAPTER 3: UNDERSTANDING WHY CHILDREN MISBEHAVE * 254 CHAPTER 4:
PHILOSOPHICAL APPROACHES TO CLASSROOM MANAGEMENT * 254 CHAPTER 5: THE
PROFESSIONAL TEACHER * 254 CHAPTER 6: STRUCTURING THE ENVIRONMENT * 255
PART II: AM I EFFEETIVELY RESOLVING MISBEHAVIOR? * 256 CHAPTER 7: COPING
WITH COMMON BEHAVIOR PROBLEMS: NONVERBAL INTERVENTIONS * 256 CHAPTER 8:
COPING WITH COMMON BEHAVIOR PROBLEMS: VERBAL INTERVENTIONS AND USE OF
LOGICAL CONSEQUENCES * 257 CHAPTER 9: CLASSROOM INTERVENTIONS FOR
CHRONIC BEHAVIOR PROBLEMS * 257 CHAPTER 10: SEEKING OUTSIDE ASSISTANCE *
258 APPENDIX B: GENERAL GUIDELINES FOR WORKING WITH SPECIAL NEEDS
STUDENTS * 260 APPENDIX C: SCHOOL YEAR * INDEX * 265 DECISIONS AND TASKS
FOR BEGINNING THE 263 |
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| author_facet | Levin, James Nolan, James F. |
| author_role | aut aut |
| author_sort | Levin, James |
| author_variant | j l jl j f n jf jfn |
| building | Verbundindex |
| bvnumber | BV021590954 |
| callnumber-first | L - Education |
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| callnumber-search | LB3013 |
| callnumber-sort | LB 43013 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1702 |
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| dewey-full | 371.102/4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102/4 |
| dewey-search | 371.102/4 |
| dewey-sort | 3371.102 14 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 5. ed. |
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| index_date | 2024-07-02T14:44:25Z |
| indexdate | 2024-07-09T20:39:23Z |
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| spelling | Levin, James Verfasser aut Principles of classroom management a professional decision-making model James Levin, James F. Nolan 5. ed. Boston [u.a.] Pearson, A & B 2007 XIV, 274 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Classes (Éducation) - Conduite - États-Unis - Manuels d'enseignement supérieur Enseignement - États-Unis - Manuels d'enseignement supérieur Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Disziplin (DE-588)4150265-6 gnd rswk-swf Unterrichtsprozess (DE-588)4124363-8 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Unterrichtsprozess (DE-588)4124363-8 s Disziplin (DE-588)4150265-6 s DE-604 Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s 1\p DE-604 Unterricht (DE-588)4062005-0 s 2\p DE-604 Nolan, James F. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014806440&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Levin, James Nolan, James F. Principles of classroom management a professional decision-making model Classes (Éducation) - Conduite - États-Unis - Manuels d'enseignement supérieur Enseignement - États-Unis - Manuels d'enseignement supérieur Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Disziplin (DE-588)4150265-6 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
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| title | Principles of classroom management a professional decision-making model |
| title_auth | Principles of classroom management a professional decision-making model |
| title_exact_search | Principles of classroom management a professional decision-making model |
| title_exact_search_txtP | Principles of classroom management a professional decision-making model |
| title_full | Principles of classroom management a professional decision-making model James Levin, James F. Nolan |
| title_fullStr | Principles of classroom management a professional decision-making model James Levin, James F. Nolan |
| title_full_unstemmed | Principles of classroom management a professional decision-making model James Levin, James F. Nolan |
| title_short | Principles of classroom management |
| title_sort | principles of classroom management a professional decision making model |
| title_sub | a professional decision-making model |
| topic | Classes (Éducation) - Conduite - États-Unis - Manuels d'enseignement supérieur Enseignement - États-Unis - Manuels d'enseignement supérieur Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Disziplin (DE-588)4150265-6 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsführung (DE-588)4187078-5 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
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