Principles of classroom management: a professional decision-making model
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 266 S. Ill. 24 cm |
| ISBN: | 9780205625024 0205625029 |
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Datensatz im Suchindex
| _version_ | 1804141211883143168 |
|---|---|
| adam_text | CONTENTS PREFACE XV ITERATIVE CASE STUDY ANALYSES 1 ITERATIVE CASE STUDY
ANALYSIS: FIRST ANALYSIS 2 SECTION1 FOUNDATIONS CHAPTER 1 THE BASICS 3
PRINCIPLES OF CLASSROOM MANAGEMENT 3 PREREADING QUESTIONS FOR REFLECTION
AND JOURNALING 3 INTRODUCTION 3 DEFINING THE PROCESS OF TEACHING 4 ~
(ASE 1.1 GETTING STUDENTS TO RESPOND 6 ~ (ASE 1.2 WHY STUDY? WE DON T
GET ENOUGH TIME FOR THE TEST ANYWAY! 8 PRINCIPLES OF CLASSROOM
MANAGEMENT 8 PROFESSIONAL DECISION-MAKING HIERARCHY 14 ~ (ASE 1.3 THE
VICE-PRINCIPAL WANTS TO SEEWHOM? 15 SUMMARY 17 REFERENCES 17. EXERCISES
18 CHAPTER 2 NATURE OF THE DISCIPLINE PROBLEM 19 PRINCIPLES OF CLASSROOM
MANAGEMENT 19 PREREADING QUESTIONS FOR REFLECTION AND JOURNALING 19
INTRODUCTION 19 DEFINING A DISCIPLINE PROBLEM 20 ~ (ASE 2.1 CAN A
TEACHER BE A DISCIPLINE PROBLEM? 24 PROBLEM STUDENT BEHAVIOR OUTSIDE THE
DEFINITION 24 ~ (ASE 2.2 SOLVING A MOTIVATIONAL PROBLEM 25 EXTENT OF THE
PROBLEM 26 THE EFFECT OF CLASSROOM DISCIPLINE PROBLEMS ON TEACHING AND
LEARNING 28 ~ (ASE 2.3 DISCIPLINE: A COSTLY WASTE OFTIME 29 ~ (ASE 2.4
THE RIPPLE EFFECT 29 SUMMARY 32. REFERENCES 33. EXERCISES 35 VII VIII
CONTENTS CHAPTER 3 UNDERSTANDING WHY CHILDREN MISBEHAVE 37 PRINDPLES OF
CLASSROOM MANAGEMENT 37 PREREADING QUESTIONS FOR REFLECTION AND
JOURNALING 37 INTRODUCTION 38 SODETAL CHANGES 38 THE KNOWLEDGE EXPLOSION
AND THE EROSION OF RESPECT FOR AUTHORITY 39 THE KNOWLEDGE EXPLOSION,
TEACHER AND STUDENT FEELINGS OF FRUSTRATION, AND THE RELEVANCY OF
SCHOOLING 40 ~ (ASE 3.1 THIS IS THE GREATEST THING THAT HAS HAPPENED TO
ME IN TWENTY YEARS OF TEACHING 40 TELEVISION AND VIOLENCE 41 ~ (ASE 3.2
WHO REALLY CARES? 42 TELEVISION AND ALTERNATIVE ROLE MODELS 44 CHANGES
IN ETHNIDTY 45 FAILURE TO MEET CHILDREN S BASIC NEEDS 46 THE HORNE
ENVIRONMENT 46 ~ (ASE 3.3 HANGING ON THE CORNER 46 ~ (ASE 3.4 MARITAL
CONFLICT 48 THE SCHOOL ENVIRONMENT 49 PHYSIOLOGICAL NEEDS 49 ~ (ASE 3.5
FORGETTING TO SIT DOWN 50 SAFETY AND SECURITY NEEDS 51 ~ (ASE 3.6 THERE
MUST BE A BETTER WAY 51 ~ (ASE 3.7 TOO MUCH NOISE 52 ~ (ASE 3.8 AFRAID
OF GOING TO SCHOOL 52 BELONGING AND AEFFECTION NEEDS 53 ~ (ASE 3.9
TURNING OFF STUDENTS 53 ~ (ASE 3.10 I M GOING TO BE 50RRY WHEN FIFTH
GRADE IS OVER 54 CHILDREN S PURSUIT OF SODAL RECOGNITION AND
SELF-ESTEEM 54 SODAL RECOGNITION 54 ~ (ASE 3.11 SEEKING FAULTY GOALS 55
SELF-ESTEEM 57 BULLYING 58 ~ (ASE 3.12 GET OUT OF MY FACE 58
CYBERBULLYING 60 STAGES OF COGNITIVE AND MORAL DEVELOPMENT 60 COGNITIVE
DEVELOPMENT 61 MORAL DEVELOPMENT 61 BEHAVIOR: THE INTERACTION OF
COGNITIVE AND MORAL DEVELOPMENT 62 CONTENTS IX INSTRUETIONAL COMPETENCE
66 ~ (ASE 3.13 NOT BEING ABLE TO TEACH 66 RESILIENCY 67 SUMMARY 69.
REFERENCES 70 EXERCISES 74 CHAPTER 4 PHILOSOPHICAL APPROACHES TO
CLASSROOM MANAGEMENT 76 PRINCIPLES OF CLASSROOM MANAGEMENT 76 PREREADING
QUESTIONS FOR REFLEETION AND JOURNALING 76 INTRODUETION 77 ~ (ASE 4.1
THE TRICKS-OF-THE- TRADE APPROACH 78 TEACHER POWER BASES 79 REFERENT
POWER 80 ~ (ASE 4.2 THE INVOLVED TEACHER 80 EXPERT POWER 81 ~ (ASE 4.3
HER REPUTATION PRECEDES HER 81 LEGITIMATE POWER 82 ~ (ASE 4.4 SCHOOLLS
VOUR JOB 82 REWARD/COERCIVE POWER 83 ~ (ASE 4.5 GOING TO RECESS 83
THEORIES OF CLASSROOM MANAGEMENT 85 STUDENT-DIRECTED MANAGEMENT 87 ~
(ASE 4.6 HANDLING DISRUPTIVE DAVID 87 COLLABORATIVE MANAGEMENT 91
TEACHER-DIREETED MANAGEMENT 93 SUMMARY 96. REFERENCES 96. MANAGEMENT
MODELS ON THE WEB 97. EXERCISES 97 ITERATIVE CASE STUDY ANALYSIS: SECOND
ANALYSIS 100 SECTION 2 PREVENTION CHAPTER 5 THE PROFESSIONAL TEACHER 101
PRINCIPLES OF CLASSROOM MANAGEMENT 101 PREREADING QUESTIONS FOR
REFLEETION AND JOURNALING 102 INTRODUCTION 102 THE BASICS OF EFFEETIVE
TEACHING 103 LESSON DESIGN 103 STUDENT MOTIVATION: TEACHER VARIABLES 106
~ (ASE 5.1 THE POPCORN POPPER 107 ~ (ASE 5.2 TALKING BETWEEN (LASSES 108
~ (ASE 5.3 NONCONSTRUCTIVE FEEDBACK 110 X CONTENTS TEACHER EXPECTATIONS
111 CLASSROOM QUESTIONING 113 MAXIMIZING LEARNING TIME 114 ALLOCATED
TIME 114 TIME-ON-TASK 115 BEYOND THE BASIES 116 TEACHING FOR
UNDERSTANDING 117 AUTHENTIE INSTRUCTION 118 CREATING COMMUNITIES OF
LEARNERS 119 TEACHING TOWARD MULTIPLE INTELLIGENCES 121 ~ (ASE S.4
COOPERATIVE LEARNING IN BIOLOGY 121 DIFFERENTIATING INSTRUCTION 123
STUDENT MOTIVATION: STUDENT COGNITION 125 ~ (ASE 5.5 THREE YEARS OF
HISTORY ROLLED INTO ONE 127 SUMMARY 128. REFERENCES 128. EXERCISES 130
CHAPTER 6 STRUCTURING THE ENVIRONMENT 131 PRINCIPLES OF CLASSROOM
MANAGEMENT 132 PREREADING QUESTIONS FOR REFLECTION AND JOURNALING 132
INTRODUCTION 132 DESIGNING THE PHYSIEAL CLASSROOM ENVIRONMENT 133
ENVIRONMENTAL CONDITIONS 133 USE OF SPACE 133 SEATINGARRANGEMENTS 133
BULLETIN BOARDS AND DISPLAYAREAS 134 ~ (ASE 6.1 FOURTEEN TO TEN, MUSIC
WINS 134 ~ (ASE 6.2 HAVING YOUR NAME PLACED ON THE BOARD ISN T ALWAYS
BAD 135 ESTABLISHING CLASSROOM GUIDELINES 135 CLASSROOM PROCEDURES 135
CLASSROOM RULES 137 THE NEED FOR RULES 137 DETERMINING NECESSARY RULES
.137 DEVELOPING CONSEQUENCES 138 COMMUNICATING RULES 141 OBTAINING
COMMITMENTS 142 ~ (ASE 6.3 I DON T KNOW IF I CAN REMEMBER 143 ~ (ASE
6.4 TM NOT PROMISING ANYTHING 143 ~ (ASE 6.5 CALLING OUT CORRECT
ANSWERS 144 ~ (ASE 6.6 THE SMILEY FACE SELF-ANALYSIS 145 TEACHING AND
EVALUATING 145 CONTENTS XI THE CULTURAL EMBEDDEDNESS OF RULES AND
GUIDELINES 148 ~ (ASE 6.7 BELIEVING WHAT YOU WANTTO 149 ~ (ASE 6.8 NO
ONE LOOKS LIKE ME 151 CREATING GROUP NORMS TO STRUCTURE APPROPRIATE
BEHAVIOR 152 SUMMARY 153. REFERENCES 154. EXERCISES 156 ITERATIVE CASE
STUDY ANALYSIS: THIRD ANALYSIS 158 SECTION 3 INTERVENTIONS FOR COMMON
BEHAVIOR PROBLEMS CHAPTER 7 COPING WITH COMMON BEHAVIOR PROBLEMS:
NONVERBAL INTERVENTIONS 159 PRINCIPLES OF CLASSROOM MANAGEMENT 160
PREREADING QUESTIONS FOR REFLECTION AND JOURNALING 160 INTRODUCTION 160
PREREQUISITES TO MANAGEMENT 160 SURFACE BEHAVIORS 162 ~ (ASE 7.1 ...
3, 2, 1, BLAST OFF 162 PROACTIVE INTERVENTION SKILLS 163 REMEDIAL
INTERVENTION SKILLS 164 PLANNED IGNORING 166 SIGNAL INTERFERENCE 167
PROXIMITYLNTERFERENCE 167 TOUCH INTERFERENCE 168 EFFECTIVENESS OF
NONVERBAL INTERVENTION SKILLS 169 ~ (ASE 7.2 NOTES VERSUS MATH 169 ~
(ASE 7.3 LET YOUR FINGERS DO THE WALKING 170 SUMMARY 170 REFERENCES
171 EXERCISES 171 CHAPTER 8 COPING WITH COMMON BEHAVIOR PROBLEMS:
VERBAL INTERVENTIONS AND USE OF LOGICAL CONSEQUENCES 173 PRINCIPLES OF
CLASSROOM MANAGEMENT 174 PREREADING QUESTIONS FOR REFLECTION AND
JOURNALING 174 INTRODUCTION 174 ~ (ASE 8.1 BLOWING HIS STACK 174
CLASSROOM VERBAL INTERVENTION 175 ~ (ASE 8.2 JIMMY, THE LITTLE SNEAK 176
ADJACENT (PEER) REINFORCEMENT 178 CALLING ON THE STUDENT/NAME-DROPPING
179 HUMOR 180 XII CONTENTS QUESTIONING AWARENESS OF EFFECT 180 SENDING
AN I MESSAGE 181 DIRECT APPEAL 182 POSITIVE PHRASING 182 ARE NOT
FOR S 182 REMINDER OF THE RULES 182 GLASSER S TRIPLETS 183 EXPLICIT
REDIRECTION 183 CANTER S BROKEN RECORD 183 COMPLY OR FACE THE LOGIEAL
CONSEQUENCES: YOU HAVE A CHOIEE 184 ~ CASE 8.3 DOING NOTHIN 186
WHEN YOU HAVE A CHOIEE DOESN T WORK 186 SUMMARY 188 REFERENCES 189.
EXERCISES 190 SECTION 4 INTERVENTIONS FOR CHRONIC BEHAVIOR PROBLEMS
CHAPTER 9 CLASSROOM INTERVENTIONS TOR CHRONIC BEHAVIOR PROBLEMS 191
PRINCIPLES OF CLASSROOM MANAGEMENT 192 PREREADING QUESTIONS FOR
REFLECTION AND JOURNALING 192 INTRODUCTION 192 ~ CASE 9.1 I JUST
DROPPED MY BOOK 193 LONG-TERM PROBLEM-SOLVING STRATEGIES 195
RELATIONSHIP BUILDING 195 ~ CASE 9.2 DAMELL 197 ~ CASE 9.3 RELATING TO
CINDY 197 BREAKING THE CYCLE OF DISCOURAGEMENT 199 TALKING TO SOLVE
PROBLEMS 203 RECEIVING SKILLS 204 SENDING SKILLS 204 ASKING AUTHENTIE
QUESTIONS 205 SPECIFIE SHORT- TERM PROBLEM-SOLVING STRATEGIES 206
SELF-MONITORING 207 ANECDOTAL RECORD KEEPING 209 FUNCTIONAL BEHAVIOR
ASSESSMENT 214 BEHAVIOR CONTRACTING 218 SUMMARY 222. REFERENCES 223.
EXERCISES 223 CONTENTS XIII CHAPTER 10 SEEKING OUTSIDE ASSISTANCE 225
PRINCIPLES OF CLASSROOM MANAGEMENT 226 PREREADING QUESTIONS FOR
REFLECTION AND JOURNALING 226 INTRODUCTION 226 THE NATURE OF PERSISTING
MISBEHAVIOR 227 FAILURE IN THE CLASSROOM ENVIRONMENT 228 FAILURE OUTSIDE
THE CLASSROOM ENVIRONMENT 228 FAILURE AS A RESULT OF PRIMARY MODE OF
CONDUCT 228 WHEN OUTSIDE ASSISTANCE IS NEEDED 229 THE REFERRAL PROCESS
229 THE ROLE OF THE COUNSELOR 229 THE ROLE OF THE ADMINISTRATOR 230 THE
ROLE OF THE SCHOOL PSYCHOLOGIST 230 THE CONSULTATION TEAM 230 WORKING
WITH PARENTS 231 WHEN PARENTS SHOULD BE CONTACTED 231 THE IMPORTANCE OF
WORKING WITH PARENTS 232 ~ (ASE 10.1 TO DRIVE, YOU MUST SPEAK SPANISH
233 UNDERSTANDING PARENTS 233 CONDUCTING PARENT CONFERENCES 234 ~ (ASE
10.2 WON T BE MUCH HELP 236 SYMPTOMS OF SERIOUS PROBLEMS 236 LEGAL
ASPECTS OF SEEKING OUTSIDE ASSISTANCE 237 SUMMARY 238. REFERENCES 238.
EXERCISES 239 ITERATIVE CASE STUDY ANALYSIS: FOURTH ANALYSIS 241
APPENDIX A THE OISCIPLINE PROBLEM ANALYSIS INVENTORY (OPAL) 243 PART I:
HAVE I DONE ALL I CAN TO PREVENT MISBEHAVIOR? 243 CHAPTER 1: THE BASICS
243 CHAPTER 2: NATURE OF THE DISCIPLINE PROBLEM 243 CHAPTER 3:
UNDERSTANDING WHY CHILDREN MISBEHAVE 243 CHAPTER 4: PHILOSOPHICAL
APPROACHES TO CLASSROOM MANAGEMENT 244 CHAPTER 5: THE PROFESSIONAL
TEACHER 244 CHAPTER 6: STRUCTURING THE ENVIRONMENT 245 PART 11: AM I
EFFECTIVELY RESOLVING MISBEHAVIOR? 245 CHAPTER 7: COPING WITH COMMON
BEHAVIOR PROBLEMS: NONVERBAL NTERVENTIONS 245 XIV CONTENTS CHAPTER 8:
COPING WITH COMMON BEHAVIOR PROBLEMS: VERBAL INTERVENTIONS AND USE OF
LOGICAL CONSEQUENCES 246 CHAPTER 9: CLASSROOM INTERVENTIONS FOR CHRONIC
BEHAVIOR PROBLEMS 246 CHAPTER 10: SEEKING OUTSIDE ASSISTANCE 247
APPENDIX B: GENERAL GUIDELINES FOR WORKING WITH SPECIAL NEEDS STUDENTS
249 APPENDIX C: DECISIONS AND TASKS FOR BEGINNING THE SCHOOL YEAR 253
INDEX 255
|
| any_adam_object | 1 |
| author | Levin, James |
| author_facet | Levin, James |
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| bvnumber | BV036110911 |
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| callnumber-label | LB3013 |
| callnumber-raw | LB3013 |
| callnumber-search | LB3013 |
| callnumber-sort | LB 43013 |
| callnumber-subject | LB - Theory and Practice of Education |
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| ctrlnum | (OCoLC)268788732 (DE-599)BVBBV036110911 |
| dewey-full | 371.102/4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
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| dewey-search | 371.102/4 |
| dewey-sort | 3371.102 14 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV036110911 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:12:16Z |
| institution | BVB |
| isbn | 9780205625024 0205625029 |
| language | English |
| lccn | 2009019084 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-019001101 |
| oclc_num | 268788732 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVI, 266 S. Ill. 24 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Pearson |
| record_format | marc |
| spelling | Levin, James Verfasser aut Principles of classroom management a professional decision-making model James Levin, James F. Nolan 6. ed. Boston ; Munich [u.a.] Pearson 2010 XVI, 266 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterrichtsprozess (DE-588)4124363-8 gnd rswk-swf Disziplin (DE-588)4150265-6 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 USA (DE-588)4078704-7 g Unterrichtsprozess (DE-588)4124363-8 s Disziplin (DE-588)4150265-6 s 1\p DE-604 Unterricht (DE-588)4062005-0 s 2\p DE-604 Nolan, James F. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019001101&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 Principles of classroom management a professional decision-making model Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Unterrichtsführung (DE-588)4187078-5 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Disziplin (DE-588)4150265-6 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4062005-0 (DE-588)4124363-8 (DE-588)4150265-6 (DE-588)4078635-3 (DE-588)4078704-7 |
| 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_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 | Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Unterrichtsführung (DE-588)4187078-5 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsprozess (DE-588)4124363-8 gnd Disziplin (DE-588)4150265-6 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| topic_facet | Classroom management United States Problems, exercises, etc Teaching United States Problems, exercises, etc Unterrichtsführung Unterricht Unterrichtsprozess Disziplin Unterrichtsdisziplin USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019001101&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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