Solving discipline and classroom management problems: methods and models for today's teachers
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Hoboken, NJ
Wiley
2009
|
| Edition: | 7. ed. |
| Subjects: | |
| Online Access: | Publisher description Table of contents only Contributor biographical information Inhaltsverzeichnis |
| Physical Description: | XV, 381 S. Ill. |
| ISBN: | 9780470129104 |
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MARC
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| _version_ | 1804138097060872192 |
|---|---|
| adam_text | Titel: Solving discipline and classroom management problems
Autor: Wolfgang, Charles H.
Jahr: 2009
CONTENTS
FOREWORD v
CHAPTER 1 DISCIPLINE, MANAGEMENT,
AND TEACHER POWER 1______________
Teacher Behavior Continuum (TBC) 2
A Continuum of Discipline and Management
Models 2
Summary 4
References 4
Beliefs About Discipline Inventory 6
SECTION I
RULES-CONSEQUENCES
CHAPTER 2 THE BEHAVIOR ANALYSIS MODEL 10
Overview 11
Behavior Analysis Techniques 12
Behavioral Objectives 12
Collecting Data 12
Event Recording 14
Graphing 14
Anecdotal Report is
Reinforcement and Other Consequences 19
Positive Reinforcement 20
Punishment 20
Negative Reinforcement 21
Emphasize Positive Reinforcement 21
Types of Reinforcers 22
Thinning Reinforcement by Using Schedules 23
Shaping 24
Decreasing Misbehavior: Steps and Procedures 27
Step 1: Extinction 27
Step 2: Differential Reinforcement 28
Step 3: Response-Cost Procedure (Removal
of Desirable Stimuli) 29
Step 4: Time Out 30
Step 5: Aversive Stimuli 32
Strengths and Limitations of the Model 34
Alfie Kohn s Criticism of Behavior Analysis 35
Key Concepts 36
References 36
CHAPTER 3 THE BEHAVIOR ANALYSIS MODELS:
BEHAVIOR EDUCATION PROGRAMS (BEP)
AND RESPONSE TO INTERVENTION (RTI) 38
Overview 39
Behavior Education Program and Response
to Intervention (BEP-RTI) 40
Three-Tiered Positive Behavior Support 41
Rewards 45
Functional Behavior Assessment (FBA) 46
Motivation Goal: Relational 48
Motivational Goal: Avoidance 49
Data-based Decisions 51
Summary 53
Strengths and Limitations 54
Notes 54
Key Concepts 55
References 55
CHAPTER 4 TOOLS FOR TEACHING: DISCIPLINE,
INSTRUCTION, AND MOTIVATION 56
Overview 58
Limit Setting 59
Fight-or-Flight Response 60
Eye Contact and Proximity 62
Steps in Limit Setting 63
Step 1: Eyes in the Back of Your Head 63
Step 2: Terminate Instruction 64
Step 3: Turn, Look, and Say the Student s Name 65
Step 4: Walk to the Edge of the Student s Desk 67
Step 5: Prompt 68
Step 6: Palms 68
xi
XÜ CONTENTS
Step 7: Camping Out in Front 69
Step 8: Camping Out from Behind 69
Step 9: Moving Out 69
Weaning the Helpless Handraisers 71
Limit Setting on the Wing 71
The Backup System 73
Backup Responses in the Classroom 74
Responsibility Training 80
Penalty 82
Preferred Activity Time (PAT) 83
Omission Training 84
Classroom Structure 85
Teaching Rules and Structure 87
Schoolwide Discipline Management 88
Jones and the Teacher Behavior Continuum 88
Summary 88
Strengths and Limitations of the Model 89
Alfie Kohn s Criticism of Jones Model 90
Key Concepts 90
References 91
CHAPTERS ASSERTIVE DISCIPLINE 92
Overview 93
Establishing a Classroom Discipline Plan 96
Rules 96
Preplanning 97
Supportive Feedback 97
Corrective Actions 100
Teacher Behavior Continuum 102
Looking 102
Naming 102
Commanding 102
Modeling/Reinforcing 102
Assertive Command 102
The Who Squad 104
Severity Clause 105
Modeling/Reinforcement 105
Teach the Discipline Plan and Rules 106
Other Suggested Classroom Procedures 106
Summary 107
Strengths and Limitations of the Model 107
Alfie Kohn s Criticism of Canter s Assertive
Discipline 107
Key Concepts 109
References 109
SECTION II
CONFRONTING-CONTRA CT1NG
CHAPTER 6 COOPERATIVE DISCIPLINE:
DREIKURS/ADLERIAN AND ALBERT S
COOPERATIVE DISCIPLINE MODEL 115_______
Overview 116
Albert/Dreikurs and Adler s Social Theory 117
Albert/Dreikurs s Methods and Philosophy 118
The Teacher Behavior Continuum 119
Looking 119
Questions (Covert) 120
Command 121
Questions (Overt) 121
Command 122
Modeling 126
Reinforcement 127
Acting (Physical Intervention) and Isolation 130
Classroom Meetings 131
The Outside Aggressor Phenomenon 133
Social Engineering 135
Disengaging 135
The Most Wanted 136
Summary 138
Strengths and Limitations of the Model 139
Alfie Kohn s Criticism on Albert/Dreikurs 140
Key Concepts 141
References 141
CHAPTER 7 GLASSER S REALITY THERAPY,
CONTROL THEORY, AND THE QUALITY
SCHOOL 142_______________________________
Overview 143
Glasser s Discipline Model 145
Old Wine in New Bottles 146
Glasser s Methods and the Teacher Behavior
Continuum 149
Looking 149
Naming 149
Commanding 150
Questions 150
Modeling 151
Reinforcement 151
Acting and Isolation 153
The Classroom Meeting 155
CONTENTS xiii
Summary 158
Strengths and Limitations of the Model 159
Key Concepts 159
References 160
SECTION IV
PUTTING IT ALL TOGETHER: DESIGN-
ING YOUR OWN MODEL OF DISCIPLINE
CHAPTER 8 LOVE AND LOGIC DISCIPLINE 161
Overview 162
Control and Rules 164
Specific Love and Logic Interventions 170
Summary 176
Strengths and Limitations of the Model 176
Key Concepts 177
References 177
CHAPTER 9 DISCIPLINE WITH DIGNITY 178
Overview 179
The Prevention Dimension 181
The Action Dimension 184
The Resolution Dimension 185
Summary 186
Strengths and Limitations of the Model 187
Key Concepts 187
References 187
SECTION III
RELATIONSHIP-LISTENING
CHAPTER 10 TEACHER EFFECTIVENESS
TRAINING MODEL—T.E.T. 191________________
Overview 192
Rogerian Theory 193
T.E.T. and the Teacher Behavior Continuum 195
Looking 195
Questioning 196
Naming Statements 196
Commands as Directive Statements 204
Reinforcement 205
Three Spheres of Relationships 210
Modeling 211
Action/Physical Intervention and Isolation 212
Summary 212
Strengths and Limitation of the Model 213
Key Concepts 213
References 213
CHAPTER 11 DESIGNING YOUR OWN MODEL OF
DISCIPLINE 217________________________________
Level I: Intuitive-Survival Teacher 217
The Management System 218
Level II: Reflective-Confident Teacher 218
Designing Your Own Discipline Model 218
Level III: Prescriptive-Experienced Teacher 223
Backup System (Staffing) 223
Level IV: Analytical-Professional Teacher 226
Summary 227
Key Concepts 227
References 227
SECTION V
PROACTIVE OR PREVENTIVE MODELS
OF DISCIPLINE
CHAPTER 12 THE PEER MEDIATION MODEL 231
Overview 232
Six Steps of Mediation 232
Understanding Peer Mediation and Discipline 236
Rationale for Peer Mediation 236
Understanding Conflict 237
Program Organization and Operations 238
Steps and Procedures 238
Summary 242
Strengths and Limitations of the Model 242
Key Concepts 242
References 242
CHAPTER 13 THE JUDICIOUS DISCIPLINE
MODEL: THE CONSTITUTIONAL AMENDMENTS,
STUDENT MISBEHAVIOR, AND ETHICAUMORAL
DEVELOPMENT 243_____________________________
Overview 244
Moral Growth as a Developmental Process 245
Fear of Authority 245
Feelings and Understanding of Social
Responsibility 246
xiv CONTENTS
What Actions Should be Taken When Rules
are Broken? 248
Constitutional Rights 250
The First Amendment 250
The Fourth Amendment 251
The Fourteenth Amendment 251
In Loco Parentis 251
Due Process 252
Grading 254
Rules 255
Judicious Discipline and the Teacher Behavior
Continuum 264
Questions/Directive Statements 264
Summary 266
Strengths and Limitations of the Model 267
Key Concepts 267
References 267
CHAPTER 14 SKILLSTREAMING—
TEACHING PROSOCIAL SKILLS 269___________
Overview 270
Defining Skillstreaming 271
Skillstreaming and Discipline 271
How is the Skillstreaming Model Carried Out? 274
Getting Ready for Skillstreaming 274
Skillstreaming Teaching Procedures 274
Summary 277
Strengths and Limitation of the Model 278
Key Concepts 279
References 279
CHAPTER 15 BULLYING PREVENTION
IN SCHOOLS AND CLASSROOMS 281
Overview 282
Defining Bullying 284
Understanding Anger 285
Bullying Prevention Programs 289
Levels of Intervention in the Olweus Bullying
Prevention Program 289
Help from Neutral Students 296
Understanding Teachers Feelings 297
Helping the Victim 297
Summary 299
Key Concepts 299
References 299
SECTION VI
UNDERSTANDING STUDENT ACTING
OUT BEHAVIOR: DEALING WITH
TODAY S VIOLENT STUDENT
CHAPTER 16 MANAGING STUDENT VIOLENT
ASSAULTS AND BREAKING UP STUDENT FIGHTS
303_______________________________________
Overview 303
Level 1: Potential Crisis—Attention Getting 305
Talk it out (verbal) 307
Level 2: Developing Crisis—Power: (A) Ventilation
and (B) Defiance 308
Assertive and Supportive Demand 309
Level 3: Imminent Crisis—Assault/Revengeful 312
Assault by Choking 312
Assault by Biting 313
Assault by Kicking 314
Assault by Grabbing 314
Assault by Hitting and Throwing 317
Nonviolent Restraining 317
Transporting Techniques 319
Crisis Level 4: Reestablishing Equilibrium 322
Classmates as Onlookers to the Assault 323
Class Meetings (verbal ventilation) 324
Verbal Aggression 326
Swearing 326
Crying to Get One s Own Way/Whining 327
Breaking Up a Fight 327
Summary 329
Notes 329
References 329
SECTION VII
CLASSROOM MANAGEMENT
CHAPTER 17 CLASSROOM MANAGEMENT
AS A DISCIPLINE PREVENTIVE PROCESS 333
Overview 333
Kounin s With-it-ness and Overlapping 334
Summary 343
Strengths and Limitations: Alfie Kohn s Criticism of
Kounin, Evertson, and Emmer 343
Key Concepts 344
References 344
CONTENTS XV
SECTION VIII
DISCIPLINE/MANAGEMENT
AND CULTURAL, REGIONAL
AND ECONOMIC DIFFERENCES
CHAPTER 18 CLASSROOM MANAGEMENT: THE
DIVERSITY LEARNER (CULTURAL, REGIONAL, AND
ECONOMIC) 349
Overview 349
Today s Student and Discipline: Children Sure Have
Changed! 350
Timeliness 352
Spatial Rules 354
Concept of Property 356
Authority and Love—Effective Relationships
with Teachers 357
Cultural Differences and Authority 358
Why Do We Obey Rules? 359
Educational Practices 360
Note 365
References 366
GLOSSARY 367
INDEX 375
|
| adam_txt |
Titel: Solving discipline and classroom management problems
Autor: Wolfgang, Charles H.
Jahr: 2009
CONTENTS
FOREWORD v
CHAPTER 1 DISCIPLINE, MANAGEMENT,
AND TEACHER POWER 1_
Teacher Behavior Continuum (TBC) 2
A Continuum of Discipline and Management
Models 2
Summary 4
References 4
Beliefs About Discipline Inventory 6
SECTION I
RULES-CONSEQUENCES
CHAPTER 2 THE BEHAVIOR ANALYSIS MODEL 10
Overview 11
Behavior Analysis Techniques 12
Behavioral Objectives 12
Collecting Data 12
Event Recording 14
Graphing 14
Anecdotal Report is
Reinforcement and Other Consequences 19
Positive Reinforcement 20
Punishment 20
Negative Reinforcement 21
Emphasize Positive Reinforcement 21
Types of Reinforcers 22
Thinning Reinforcement by Using Schedules 23
Shaping 24
Decreasing Misbehavior: Steps and Procedures 27
Step 1: Extinction 27
Step 2: Differential Reinforcement 28
Step 3: Response-Cost Procedure (Removal
of Desirable Stimuli) 29
Step 4: Time Out 30
Step 5: Aversive Stimuli 32
Strengths and Limitations of the Model 34
Alfie Kohn's Criticism of Behavior Analysis 35
Key Concepts 36
References 36
CHAPTER 3 THE BEHAVIOR ANALYSIS MODELS:
BEHAVIOR EDUCATION PROGRAMS (BEP)
AND RESPONSE TO INTERVENTION (RTI) 38
Overview 39
Behavior Education Program and Response
to Intervention (BEP-RTI) 40
Three-Tiered Positive Behavior Support 41
Rewards 45
Functional Behavior Assessment (FBA) 46
Motivation Goal: Relational 48
Motivational Goal: Avoidance 49
Data-based Decisions 51
Summary 53
Strengths and Limitations 54
Notes 54
Key Concepts 55
References 55
CHAPTER 4 TOOLS FOR TEACHING: DISCIPLINE,
INSTRUCTION, AND MOTIVATION 56
Overview 58
Limit Setting 59
Fight-or-Flight Response 60
Eye Contact and Proximity 62
Steps in Limit Setting 63
Step 1: Eyes in the Back of Your Head 63
Step 2: Terminate Instruction 64
Step 3: Turn, Look, and Say the Student's Name 65
Step 4: Walk to the Edge of the Student's Desk 67
Step 5: Prompt 68
Step 6: Palms 68
xi
XÜ CONTENTS
Step 7: Camping Out in Front 69
Step 8: Camping Out from Behind 69
Step 9: Moving Out 69
Weaning the Helpless Handraisers 71
Limit Setting on the Wing 71
The Backup System 73
Backup Responses in the Classroom 74
Responsibility Training 80
Penalty 82
Preferred Activity Time (PAT) 83
Omission Training 84
Classroom Structure 85
Teaching Rules and Structure 87
Schoolwide Discipline Management 88
Jones and the Teacher Behavior Continuum 88
Summary 88
Strengths and Limitations of the Model 89
Alfie Kohn's Criticism of Jones' Model 90
Key Concepts 90
References 91
CHAPTERS ASSERTIVE DISCIPLINE 92
Overview 93
Establishing a Classroom Discipline Plan 96
Rules 96
Preplanning 97
Supportive Feedback 97
Corrective Actions 100
Teacher Behavior Continuum 102
Looking 102
Naming 102
Commanding 102
Modeling/Reinforcing 102
Assertive Command 102
The Who Squad 104
Severity Clause 105
Modeling/Reinforcement 105
Teach the Discipline Plan and Rules 106
Other Suggested Classroom Procedures 106
Summary 107
Strengths and Limitations of the Model 107
Alfie Kohn's Criticism of Canter's Assertive
Discipline 107
Key Concepts 109
References 109
SECTION II
CONFRONTING-CONTRA CT1NG
CHAPTER 6 COOPERATIVE DISCIPLINE:
DREIKURS/ADLERIAN AND ALBERT'S
COOPERATIVE DISCIPLINE MODEL 115_
Overview 116
Albert/Dreikurs' and Adler's Social Theory 117
Albert/Dreikurs's Methods and Philosophy 118
The Teacher Behavior Continuum 119
Looking 119
Questions (Covert) 120
Command 121
Questions (Overt) 121
Command 122
Modeling 126
Reinforcement 127
Acting (Physical Intervention) and Isolation 130
Classroom Meetings 131
The "Outside Aggressor" Phenomenon 133
Social Engineering 135
Disengaging 135
The Most Wanted 136
Summary 138
Strengths and Limitations of the Model 139
Alfie Kohn's Criticism on Albert/Dreikurs 140
Key Concepts 141
References 141
CHAPTER 7 GLASSER 'S REALITY THERAPY,
CONTROL THEORY, AND THE QUALITY
SCHOOL 142_
Overview 143
Glasser's Discipline Model 145
Old Wine in New Bottles 146
Glasser's Methods and the Teacher Behavior
Continuum 149
Looking 149
Naming 149
Commanding 150
Questions 150
Modeling 151
Reinforcement 151
Acting and Isolation 153
The Classroom Meeting 155
CONTENTS xiii
Summary 158
Strengths and Limitations of the Model 159
Key Concepts 159
References 160
SECTION IV
PUTTING IT ALL TOGETHER: DESIGN-
ING YOUR OWN MODEL OF DISCIPLINE
CHAPTER 8 LOVE AND LOGIC DISCIPLINE 161
Overview 162
Control and Rules 164
Specific Love and Logic Interventions 170
Summary 176
Strengths and Limitations of the Model 176
Key Concepts 177
References 177
CHAPTER 9 DISCIPLINE WITH DIGNITY 178
Overview 179
The Prevention Dimension 181
The Action Dimension 184
The Resolution Dimension 185
Summary 186
Strengths and Limitations of the Model 187
Key Concepts 187
References 187
SECTION III
RELATIONSHIP-LISTENING
CHAPTER 10 TEACHER EFFECTIVENESS
TRAINING MODEL—T.E.T. 191_
Overview 192
Rogerian Theory 193
T.E.T. and the Teacher Behavior Continuum 195
Looking 195
Questioning 196
Naming Statements 196
Commands as Directive Statements 204
Reinforcement 205
Three Spheres of Relationships 210
Modeling 211
Action/Physical Intervention and Isolation 212
Summary 212
Strengths and Limitation of the Model 213
Key Concepts 213
References 213
CHAPTER 11 DESIGNING YOUR OWN MODEL OF
DISCIPLINE 217_
Level I: Intuitive-Survival Teacher 217
The Management System 218
Level II: Reflective-Confident Teacher 218
Designing Your Own Discipline Model 218
Level III: Prescriptive-Experienced Teacher 223
Backup System (Staffing) 223
Level IV: Analytical-Professional Teacher 226
Summary 227
Key Concepts 227
References 227
SECTION V
PROACTIVE OR PREVENTIVE MODELS
OF DISCIPLINE
CHAPTER 12 THE PEER MEDIATION MODEL 231
Overview 232
Six Steps of Mediation 232
Understanding Peer Mediation and Discipline 236
Rationale for Peer Mediation 236
Understanding Conflict 237
Program Organization and Operations 238
Steps and Procedures 238
Summary 242
Strengths and Limitations of the Model 242
Key Concepts 242
References 242
CHAPTER 13 THE JUDICIOUS DISCIPLINE
MODEL: THE CONSTITUTIONAL AMENDMENTS,
STUDENT MISBEHAVIOR, AND ETHICAUMORAL
DEVELOPMENT 243_
Overview 244
Moral Growth as a Developmental Process 245
Fear of Authority 245
Feelings and Understanding of Social
Responsibility 246
xiv CONTENTS
What Actions Should be Taken When Rules
are Broken? 248
Constitutional Rights 250
The First Amendment 250
The Fourth Amendment 251
The Fourteenth Amendment 251
In Loco Parentis 251
Due Process 252
Grading 254
Rules 255
Judicious Discipline and the Teacher Behavior
Continuum 264
Questions/Directive Statements 264
Summary 266
Strengths and Limitations of the Model 267
Key Concepts 267
References 267
CHAPTER 14 SKILLSTREAMING—
TEACHING PROSOCIAL SKILLS 269_
Overview 270
Defining Skillstreaming 271
Skillstreaming and Discipline 271
How is the Skillstreaming Model Carried Out? 274
Getting Ready for Skillstreaming 274
Skillstreaming Teaching Procedures 274
Summary 277
Strengths and Limitation of the Model 278
Key Concepts 279
References 279
CHAPTER 15 BULLYING PREVENTION
IN SCHOOLS AND CLASSROOMS 281
Overview 282
Defining Bullying 284
Understanding Anger 285
Bullying Prevention Programs 289
Levels of Intervention in the Olweus Bullying
Prevention Program 289
Help from "Neutral" Students 296
Understanding Teachers' Feelings 297
Helping the Victim 297
Summary 299
Key Concepts 299
References 299
SECTION VI
UNDERSTANDING STUDENT ACTING
OUT BEHAVIOR: DEALING WITH
TODAY'S VIOLENT STUDENT
CHAPTER 16 MANAGING STUDENT VIOLENT
ASSAULTS AND BREAKING UP STUDENT FIGHTS
303_
Overview 303
Level 1: Potential Crisis—Attention Getting 305
'Talk it out" (verbal) 307
Level 2: Developing Crisis—Power: (A) Ventilation
and (B) Defiance 308
Assertive and Supportive Demand 309
Level 3: Imminent Crisis—Assault/Revengeful 312
Assault by Choking 312
Assault by Biting 313
Assault by Kicking 314
Assault by Grabbing 314
Assault by Hitting and Throwing 317
Nonviolent Restraining 317
Transporting Techniques 319
Crisis Level 4: Reestablishing Equilibrium 322
Classmates as Onlookers to the Assault 323
Class Meetings (verbal ventilation) 324
Verbal Aggression 326
Swearing 326
Crying to Get One's Own Way/Whining 327
Breaking Up a Fight 327
Summary 329
Notes 329
References 329
SECTION VII
CLASSROOM MANAGEMENT
CHAPTER 17 CLASSROOM MANAGEMENT
AS A DISCIPLINE PREVENTIVE PROCESS 333
Overview 333
Kounin's With-it-ness and Overlapping 334
Summary 343
Strengths and Limitations: Alfie Kohn's Criticism of
Kounin, Evertson, and Emmer 343
Key Concepts 344
References 344
CONTENTS XV
SECTION VIII
DISCIPLINE/MANAGEMENT
AND CULTURAL, REGIONAL
AND ECONOMIC DIFFERENCES
CHAPTER 18 CLASSROOM MANAGEMENT: THE
DIVERSITY LEARNER (CULTURAL, REGIONAL, AND
ECONOMIC) 349
Overview 349
Today's Student and Discipline: "Children Sure Have
Changed!" 350
Timeliness 352
Spatial Rules 354
Concept of Property 356
Authority and Love—Effective Relationships
with Teachers 357
Cultural Differences and Authority 358
Why Do We Obey Rules? 359
Educational Practices 360
Note 365
References 366
GLOSSARY 367
INDEX 375 |
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| edition | 7. ed. |
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| id | DE-604.BV035119786 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:20:57Z |
| indexdate | 2024-07-09T21:22:46Z |
| institution | BVB |
| isbn | 9780470129104 |
| language | English |
| lccn | 2008016820 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016787474 |
| oclc_num | 225534285 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XV, 381 S. Ill. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Wiley |
| record_format | marc |
| spelling | Wolfgang, Charles H. Verfasser aut Solving discipline and classroom management problems methods and models for today's teachers Charles H. Wolfgang 7. ed. Hoboken, NJ Wiley 2009 XV, 381 S. Ill. txt rdacontent n rdamedia nc rdacarrier School discipline Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Lehrer (DE-588)4035088-5 s 1\p DE-604 2\p DE-604 http://www.loc.gov/catdir/enhancements/fy0829/2008016820-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy0829/2008016820-t.html Table of contents only http://www.loc.gov/catdir/enhancements/fy0835/2008016820-b.html Contributor biographical information HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016787474&sequence=000002&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 | Wolfgang, Charles H. Solving discipline and classroom management problems methods and models for today's teachers School discipline Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd Lehrer (DE-588)4035088-5 gnd Schuldisziplin (DE-588)4180119-2 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4035088-5 (DE-588)4180119-2 |
| title | Solving discipline and classroom management problems methods and models for today's teachers |
| title_auth | Solving discipline and classroom management problems methods and models for today's teachers |
| title_exact_search | Solving discipline and classroom management problems methods and models for today's teachers |
| title_exact_search_txtP | Solving discipline and classroom management problems methods and models for today's teachers |
| title_full | Solving discipline and classroom management problems methods and models for today's teachers Charles H. Wolfgang |
| title_fullStr | Solving discipline and classroom management problems methods and models for today's teachers Charles H. Wolfgang |
| title_full_unstemmed | Solving discipline and classroom management problems methods and models for today's teachers Charles H. Wolfgang |
| title_short | Solving discipline and classroom management problems |
| title_sort | solving discipline and classroom management problems methods and models for today s teachers |
| title_sub | methods and models for today's teachers |
| topic | School discipline Classroom management Unterrichtsdisziplin (DE-588)4078635-3 gnd Lehrer (DE-588)4035088-5 gnd Schuldisziplin (DE-588)4180119-2 gnd |
| topic_facet | School discipline Classroom management Unterrichtsdisziplin Lehrer Schuldisziplin |
| url | http://www.loc.gov/catdir/enhancements/fy0829/2008016820-d.html http://www.loc.gov/catdir/enhancements/fy0829/2008016820-t.html http://www.loc.gov/catdir/enhancements/fy0835/2008016820-b.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016787474&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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