Classroom management: a proactive approach
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 272 S. Ill. |
| ISBN: | 9780135010631 0135010632 |
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Datensatz im Suchindex
| _version_ | 1804139927373348864 |
|---|---|
| adam_text | CHAPTER 1 INTRODUCTION TO PROACTIVE CLASSROOMMANAGEMENT 2 CHAPTER
OUCLINE 3 INTRODUCTION 4 THE PURPOSE OF EDUCATION 5 PROACTIVE CLASSROOM
MANAGEMENT 6 CAN-DO ATTITUDE 7 TURNAROUND TEACHERS 8
ACCEPT-NO-EXCUSESMOTTO 9 CLASSROOM MANAGEMENT AND ACHIEVEMENT 10 SODAL
COMPETENCE 10 SCHOOL DISCIPLINE 11 REFLECTION 11 EMOTIONAL RESTRAINT 12
PERSONALNEEDS 12 MINI THEORIES 13 THEORIES AND MODELS 13 BIOPHYSICAL
THEORY 14 PSYCHODYNAMIC THEORY 14 BEHAVIORISM THEORY 15 DEVELOPMENTAL
THEORY 15 MODELS 16 AN INTERACTIONAL PERSPECTIVE 17 STRUCTURE,
INSTRUCTION, AND DISCIPLINE 18 THE BEGINNING TEACHER 18 STRUCTURE 19
INSTRUCTION 19 DISCIPLINE 19 TEXTBOOK ORGANIZATION 20 PART I COMMUNITY
21 PART IL PREVENTION 21 PART III POSITIVE BEHAVIORAL SUPPORTS 21 WHAT
YOU SHOULD KNOW 22 APPLYING EHE CONCEPTS 22 IX X PART I CONTENTS
COMMUNITY 24 CHAPTER BUILDING A CLASSROOM COMMUNITY 26 2 CHAPTER OUCLINE
27 INTRODUCTION 28 FOUR CLASSROOM MANAGEMENT MYTHS 28 MYTH ONE: A
WELL-MANAGED CLASSROOMIS QUIET 28 MYTH TWO: STUDENTS ARE THE MAIN CAUSE
0/ DISEIPLINE PROBLEMS 29 MYTH THREE: PUNISHMENT CHANGESBEHAVIOR 30 MYTH
FOUR: ALL STUDENTS WITH EMOTIONAL PROBLEMS ARE IN SPECIAL EDUEATION 31
THE CLASSROOM COMMUNITY 32 RESPONSIBILITY 33 BENEFITS OF CLASSROOM
COMMUNITY 33 PRODUETIVITY 33 BEHAVIOR 34 CITIZENSHIP 35 ELEMENTS OF THE
CLASSROOM COMMUNITY 36 EMPOWERMENT 37 BELONGING 40 STRUCTURE 42 CHOIEE,
NOT LIEENSE 43 CLASSROOMSPACE 44 CLASSROOMMATERIALS 46
CLASSROOMPROEEDURES 47 MOVEMENT AND TRANSITIONS 50 WHAT YOU SHOULD KNOW
52 APPLYING THE CONCEPTS 52 CHAPTER FOSTERING POSITIVE RELATIONSHIPS 54
3 CHAPTER OUCLINE 55 INTRODUCTION 56 ENHANCING STUDENT- TEACHER
RELATIONSHIPS 56 STUDENTS FEELINGS 56 AUTHENTIE TEAEHER 57 SENSEO/HUMOR
59 RESPEETFOR STUDENTS 60 TRUST 62 BENEFITS 0/ A TRUSTING ENVIRONMENT 62
EMOTIONAL SUPPORT 63 CONTENTS KNOW YOUR STUDENTS 64 DEMOGRAPHICS 65
UNDERSTAND DEVELOPMENTAL NEEDS 65 BASIC NEEDS 66 COGNITION 68 CONNECT
WITH COMMUNITIES AND FAMILIES 69 FAMILY-SCHOOL RELATIONSHIPS 69
COMMUNITY SCHOOLS 70 ADVOCATE FOR YOUTH 72 AT-RISK INDICATORS 72 AVOID
STEREOTYPES 73 EDUCATION LABELING 74 SPECIAL EDUCATION STUDENTS 74
GENDER EQUITY 76 GENDER BIAS 77 CULTURAL DIVERSITY 78 CULTURE AND
BEHAVIOR 79 A CULTURALLY RESPONSIVE CLASSROOM 80 SENSITIVITY TO CULTURAL
DIFFERENCES 81 WHAT YOU SHOULD KNOW 82 APPLYING THE CONCEPTS 82 PART 11
PREVENTION 84 86 CHAPTER 4 MANAGING GROUPS CHAPTER OUTLINE 87
INTRODUCTION 88 GROUP DYNAMICS 88 GROUP PROCESS 89 PEER RELATIONSHIPS 89
PEERACCEPTANCE 90 LOW-STATUS STUDENTS 91 CLIQUES 92 BULLYING 95
SOCIOGRAM 97 MAINTAINING A GROUP FOCUS 99 WITHITNESS AND OVERLAPPING 100
ACCOUNTABILITY 101 TRANSITIONS 102 SUPPORT NETWORKS 103 132 XII CHAPTER
5 CHAPTER 6 CONTENTS GROUP COHESION 103 LEADERSHIP 104 FOSTERING
COHESION 104 STAGES 0/ GROUP DEVELOPMENT 106 WHAT YOU SHOULD KNOW 108
APPLYING THE CONCEPTS 109 ENHANCING STUTLENT MOTIVATION CHAPTER OUCLINE
111 INTRODUCTION 112 MOTIVATION 112 SEHOOL DROPOUTS 113 FAILURE SYNDROME
114 SELFHANDIEAPPING BEHAVIORS 114 AFRAID 0/ FAILURE 116 WHAT STUDENTS
THINK 116 STUDENT VOIEES 117 MOTIVATION APPROACHES 117 EXTRINSIE
MOTIVATION 118 INTRINSIE MOTIVATION 120 SOCIAL LEARNING THEORY 122
SELF-EFFICACY 123 OPTIMISM 125 THE ABC MODEL 125 ENCOURAGE EFFORT 126
ATTRIBUTION TRAINING 128 FLOW 128 MOTIVATIONAL GUIDELINES 129 WHAT YOU
SHOULD KNOW 130 APPLYING THE CONCEPTS 131 INSTRUCTING CLASSES CHAPTER
OUTLINE 133 INTRODUCTION 134 ENGAGED LEARNING 135 ORGANIZE INSTRUETION
135 BOREDOM BUSTERS 136 DIFFERENTIATED INSTRUCTION 137 COMMUNITY-BASED
LEARNING 138 COOPERATIVELEARNING 138 110 CONTENTS XIUE PEER TUTORING 140
THEME-BASED LEARNING 141 ENTREPRENEURIAL PROJECTS 143 LEARNING PROBLEMS
143 DISORGANIZED 144 UNCOMPLETED TASKS 144 UNFINISHED HOMEWORK 145 LACK
0/ EFFORT 145 TEACHING SOCIAL SKILLS 146 SOCIAL SKILLS PROGRAMS 141 HOW
TO TEACHSOCIAL SKILLS 148 CHARACTER EDUCATION 151 WHAT YOU SHOULD KNOW
152 APPLYING THE CONCEPTS 152 PART 111 POSITIVE BEHAVIOR SUPPORTS 154
CHAPTER PROACTIVE BEHAVIOR INTERVENTIONS 156 7 CHAPTER OUCLINE 157
INTRODUCEION 158 THE PROPER TOOL 158 FLEXIBILITY 159 DISCIPLINE WITH
DIGNIEY 159 GUIDELINES 160 MISBEHAVIOR 160 WHEN TO INTERVENE 160
VERBALINTERVENTIONS 162 NONVERBALINTERVENTIONS 161 BENEFITS 0/ NONVERBAL
INTERVENTIONS 161 A CAVEAT 110 SANCEIONS 170 CONSEQUENCES 110 THREATS
113 182 182 176 111 180 BEHAVIOR MODIFICATION POSITIVE REINFORCEMENT
NEGATIVE REINFORCEMENT MODELING 180 WHAT YOU SHOULD KNOW APPLYING EHE
CONCEPTS XIV CHAPTER 8 CONTENTS MANAGING PROBLEM BEHAVIORS CHAPTER
OUCLINE 185 INTRODUCTION 186 PROBLEM BEHAVIOR DEFINED 186 SETTING 186
DURATION 187 INTENSITY 187 ANALYZING PROBLEM BEHAVIORS 187 CLASSROOM
INTERACTIONS 187 PET PEEVES 189 THE CONFLICT CYCLE 190 POSITIVE
BEHAVIORAL SUPPORTS 192 BASIC NEEDS 193 SOCIAL SKILLS 193 ENVIRONMENTAL
SUPPORT 194 FUNCTIONAL BEHAVIOR ASSESSMENT 195 ADVANTAGES O/FBA 195 FBA
PROCEDURE 196 BEHAVIOR MANAGEMENT PLAN 198 PROMISING PRACTICES 198 LIFT
SPACE CRISU INTERVENTION 198 BIBLIOTHERAPY 200 COGNITIVE STRATEGIES 201
CONTROVERSIAL PRACTICES 203 TIME-OUT 203 POINT AND LEVEL 204 WHAT YOU
SHOULD KNOW 204 APPLYING THE CONCEPTS 205 184 CHAPTER STUTLENTS WITH
EMOTIONAL PROBLEMS 206 9 CHAPTER OUCLINE 207 INTRODUCTION 208 EMOTIONAL
PROBLEMS 208 UNDETECTED EMOTIONAL PROBLEMS 208 1]PES 0/ EMOTIONAL
PROBLEMS 209 FEDERAL DEFINITION 0/ EMOTIONAL DUTURBANCE 210 FIVE PROBLEM
BEHAVIORS 215 AGGRESSIVE BEHAVIOR 215 PASSIVE-AGGRESSIVE BEHAVIOR 216
CONUNU XV ATTENTION DEFIEIT HYPERACTIVITY DISORDER 218 ISOLATING
BEHAVIORS 221 NONVERBAL LEARNING DISABILITIES 221 DISCIPLINE AND IDEA
223 KEY PROVISIONSO/IDEA 223 RECLAMATION OF ME STUDENT-TEACHER
RELATIONSHIP 224 FOSTERINGRESILIENCE 225 PROACTIVE SCHOOLS IN ACTION:
MODEL PROGRAMS 226 PLAEES 226 PROGRAMS 228 PEOPK AS PARTNERS 230 WHAT
YOU SHOULD KNOW 232 APPLYING THE CONCEPTS 232 APPENDIX A: THE
SELF-CONTROL INVENTORY 235 APPENDIX B: THE PROACTIVE CLASSROOM
MANAGEMENT CHECKLIST 241 REFERENCES 243 NAME INDEX 261 SUBJECT INDEX 267
|
| any_adam_object | 1 |
| author | Henley, Martin |
| author_facet | Henley, Martin |
| author_role | aut |
| author_sort | Henley, Martin |
| author_variant | m h mh |
| building | Verbundindex |
| bvnumber | BV035717834 |
| callnumber-first | L - Education |
| callnumber-label | LB3013 |
| callnumber-raw | LB3013 |
| callnumber-search | LB3013 |
| callnumber-sort | LB 43013 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DO 1240 DP 1740 |
| ctrlnum | (OCoLC)268789027 (DE-599)BVBBV035717834 |
| 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 |
| edition | 2. ed. |
| format | Book |
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| spelling | Henley, Martin Verfasser aut Classroom management a proactive approach Martin Henley 2. ed. Boston; Munich [u.a.] Pearson 2010 XV, 272 S. Ill. txt rdacontent n rdamedia nc rdacarrier Classroom management Unterrichtsprozess (DE-588)4124363-8 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Disziplin (DE-588)4150265-6 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Unterrichtsprozess (DE-588)4124363-8 s Disziplin (DE-588)4150265-6 s 1\p DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017994666&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 |
| spellingShingle | Henley, Martin Classroom management a proactive approach Classroom management Unterrichtsprozess (DE-588)4124363-8 gnd Unterrichtsführung (DE-588)4187078-5 gnd Disziplin (DE-588)4150265-6 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| subject_GND | (DE-588)4124363-8 (DE-588)4187078-5 (DE-588)4150265-6 (DE-588)4078635-3 |
| title | Classroom management a proactive approach |
| title_auth | Classroom management a proactive approach |
| title_exact_search | Classroom management a proactive approach |
| title_full | Classroom management a proactive approach Martin Henley |
| title_fullStr | Classroom management a proactive approach Martin Henley |
| title_full_unstemmed | Classroom management a proactive approach Martin Henley |
| title_short | Classroom management |
| title_sort | classroom management a proactive approach |
| title_sub | a proactive approach |
| topic | Classroom management Unterrichtsprozess (DE-588)4124363-8 gnd Unterrichtsführung (DE-588)4187078-5 gnd Disziplin (DE-588)4150265-6 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| topic_facet | Classroom management Unterrichtsprozess Unterrichtsführung Disziplin Unterrichtsdisziplin |
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