Managing classroom behavior: a reflective case-based approach
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 230 S. |
| ISBN: | 9780137056798 0137056796 |
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Datensatz im Suchindex
| _version_ | 1804142812242903040 |
|---|---|
| adam_text | CONTENTS PART 1 DEVELOPING A REFLEDIVE APPROACHTO PROBLEMS 1 CHAPTER 1
ANALYZING CA SES 2 QUESTIONS FOR REFLECTION 2 HOW WILL ANALYZING CASES
HELP ME IN THE DASSROOM? 3 HOW SHOULD I ANALYZE A CASE? 3 WHAT ARE THE
ISSUESTHAT I SHOULD ATTEND TO FIRST? 4 WHAT ACTIONS SHOULD I TAKE TO
RESOLVE THE ISSUES? 5 WHAT KNOWLEDGE WILL I NEED TO FORMULATE AN ACTION
TO RESOLVE THE ISSUES? 6 WHAT ARE THE PERSPECTIVES OF THE PEOPLE
INVOLVED IN THE PLAN, AND WHAT CAN I PREDICT ABOUT THEIR BEHAVIOR? 7 WH
AT MIGHT BE THE CONSEQUENCES OF MY ACTIONS? 8 SUMMARY 10 * CASE
CONNECTION 10 CHAPTER 2 PLANNING FOR THE YEAR AND MANAGING THE PHYSICAL
ENVIRONMENT 11 SUE 11 USA 12 QUESTIONS FOR REFLECTION 13 WHAT DO I NEED
TO KNOW ABOUT MY DASS BEFORE SCHOOL STARTS? 13 GETIING INFORMATION FROM
OTHERS 13 CUMULATIVE FOLDERS 14 WHAT DO I DO WITH THE INFORMATION I
FIND? 15 HOW (AN I PLAN AHEAD FOR BEHAVIOR MANAGEMENT? 16 RULES 17 SPACE
18 SUMMARY 20 * CASE CONNECTION 20 CHAPTER 3 IDENTIFYING BEHAVIOR
PROBLEMS 21 SALLY 21 SAM 22 QUESTIONS FOR REFLECTION 23 COULD THIS
PROBLEM BE A RESULT OF INAPPROPRIATE CURRICULUM OR TEACHING? 23 V VI
CONTENTS WHAT DO I DEMAND AND PROHIBIT, AND WHAT SHOULD I? 24 DEMANOS 26
PROHIBITIONS 26 WHY DO CERTAIN BEHAVIORS BOTHER ME, AND WH AT SHOULD I
DO ABOUT THEM? 27 IS THIS BEHAVIOR DEVELOPMENTALLY SIGNIFICANT? 29
ACAOEMIC FALLURE 29 AGGRESSION 30 DEPRESSION 31 PROBLEMS WITH PEERS 32 A
NOTE ABOUT MULTIPLE PROBLEMS 32 SHOULD I FOCUS ON A BEHAVIORAL EXCESS OR
A DEFICIENCY? 33 WILL RESOLUTION OF THE PROBLEM SOLVE ANYTHING ELSE? 33
SUMMARY 34 * CASE CONNECTION 34 CHAPTER 4 ANALYZING BEHAVIOR PROBLEMS 35
TAMMY 36 TRISHA 36 QUESTIONS FOR REFLECTION 37 WHAT ARE MY ASSUMPTIONS
ABOUT WHY STUDENTS BEHAVE THE WAY THEY DO? 37 WHAT ARE THE MOST
IMPORTANT ALTERNATIVE EXPLANATIONS OF THE MISBEHAVIOR? 38 ARE THERE
CAUSES OF THE MISBEHAVIOR THAT I CAN CONTROL TO A SIGNIFICANT DEGREE? 39
HOW SHOULD 1DEFINE THE BEHAVIOR I AM CONCERNED ABOUT AND IDENTIFY ITS
ANTECEDENTS AND CONSEQUENCES? 40 DEFINING BEHAVIOR 40 IOENTIFYING
ANTECEDENTS 41 IOENTIFYING CONSEQUENCES 42 IOENTIFYING CHAINS OF EVENTS
42 IOENTIFYING COERCIVE INTERACTIONS 44 IOENTIFYING THE PATIERNS ANO
STAGES OF MISBEHAVIOR 45 HOW MIGHT I IDENTIFY THE PROBABLE COGNITIVE AND
AFFECTIVE ASPECTS OF THE MISBEHAVIOR? 47 HOW SHOULD I MEASURE THE
BEHAVIOR PROBLEM AND BEHAVIOR CHANGE? 48 WHAT S A REASONABLE GOAL? 50
HOW DO I ACCOMPLISH A FUNCTIONAL ASSESSMENT OF BEHAVIOR AND WRITE A
POSITIVE BEHAVIOR INTERVENTION PLAN? 50 WHAT IS REQUIRED FOR PREVENTION
AND EARLY INTERVENTION? 51 SUMMARY 52 * CASE CONNECTION 52 CHAPTER 5
CHANGING BEHAVIOR 53 MARY 54 TOM 54 QUESTIONS FOR REFLECTION 55 HAVE
1TRIED THE SIMPLEST AND MOST OBVIOUS STRATEGIES? 55 WHAT APPROACHES TO
HELPING STUDENTS CHANGE THEIR BEHAVIOR ARE MOST IIKELY TO BE SUCCESSFUL?
59 HOW MIGHT I USE THE FIVE OPERATIONS OF A BEHAVIORAL APPROACH? 60
POSITIVE REINFORCEMENT 60 NEGATIVE REINFORCEMENT 63 EXTINCTION 63
RESPONSE COST PUNISHMENT 64 PUNISHMENT BY PRESENTING AVERSIVES 65 A NOTE
ON CORPORAL PUNISHMENT 66 HOW CAN I CAPITALIZE ON THE COGNITIVE AND
AFFECTIVE ASPECTS OF BEHAVIOR CHANGE? 66 TALKING WITH STUDENTS 67
CHOOSING CONSEQUENCES FOR STUDENTS BEHAVIOR 67 TEACHING SELF-CONTROL
PROCEDURES 67 TEACHING SOCLAL SKILLS 67 IS MY APPROACH POSITIVE AND
SUPPORTIVE OF APPROPRIATE BEHAVIOR? 68 (AN I USE AN INSTRUCTIONAL
APPROACH TO PREVENT THIS BEHAVIOR PROBLEM? 69 PRECORRECTING PROBLEMS 69
INTERRUPTING THE ACTING-OUT CYCLE 71 SPECIAL NOTE ON DIGITAL RESOURCES
73 SUMMARY 74 * CASE CONNECTION 74 CHAPTER 6 TALKINGWITH STUDENTS 75
SARAH 76 NATALIE 76 QUESTIONS FOR REFLECTION 77 HOW DOES C1ASSROOM TALK
DIFFER FROM TALKING IN OTHER PI ACES? 77 HOW IS TALKING WITH STUDENTS
ABOUT THEIR BEHAVIOR RELATED TO MY TEACHING GOALS? 78 HOW CAN I AVOID
UNPRODUCTIVE TALKING WITH STUDENTS ABOUT THEIR BEHAVIOR? 79 WHAT VERBAL
AND NONVERBAL COMMUNICATION SKILLS MUST 1MODEL AND TEACH? 82 LISTENING
82 CONRENRS VII VIII CONTENTS USING PROXIMITY 83 SPEAKING BODY LANGUAGE
83 ESTABLISHING EYE CONTAG AND VARYING FACIAL EXPRESSIONS 83 PAUSING,
REFLEGING, AND PROBING 83 DESCRIBING, NOT JUDGING 84 CHOOSING THE BEST
WORDS 84 USING THE BEST VOICE 84 SETIING THE RIGHT PACE 85 SUMMARIZING
85 QUESTIONING 85 WAITING 86 HOW CAN TALKING WITH STUDENTS TEACH THEM
ABOUT PERSONAL RESPONSIBILITY? 86 HOW SHOULD I TALK WITH STUDENTS ABOUT
APPROPRIATE BEHAVIOR? 88 HOW SHOULD I TALK WITH STUDENTS ABOUT
UNACCEPTABLE BEHAVIOR? 89 HOW SHOULD I TALK WITH ANGRY OR AGGRESSIVE
STUDENTS? 90 HOW SHOULD I TALK WITH STUDENTS WHO ARE WITHDRAWN? 92
SUMMARY 93 * (ASE (ONNECTION 93 CHAPTER 7 USING PEER INFLUENCE 94 SALLY
95 MARCUS 95 QUESTIONS FOR REFLECTION 96 HOW MIGHT I USE
OBSERVATIONALLEARNING AND VICARIOUS CONSEQUENCES TO AFFECT THE BEHAVIOR
OF MY STUDENTS PEERS? 96 MODELS WHO ARE LIKELY TO BE IMITATED 97
REWARDING THE MODEL AND TARGET STUDENT 97 LIMITS OF VICARIOUS EFFEGS 98
WHAT TYPE OF GROUP CONTINGENCY MIGHT I USE TO CREATE DESIRABLE PEER
PRESSURE? 99 INDEPENDENT GROUP CONTINGENCIES 99 DEPENDENT GROUP
CONTINGENCIES 100 INTERDEPENDENT GROUP CONTINGENCIES 100 COOPERATIVE
LEARNING 100 SCHOOL -WIDE PLANS 101 CAUTIONS ABOUT GROUP CONTINGENCIES
101 HOW MIGHT I ENGAGE PEERS AS CONFEDERATES? 102 HOW MIGHT I USE PEER
TUTORS AS A C1ASSROOM RESOURCE? 103 CHOOSING AND TRAINING TUTORS 103
LTMITATIONS OF PEER TUTORING 104 WHAT OPTIONS SHOULD I CONSIDER IN
TEACHING SODAL SKILLS? 104 SUMMARY 105 * (ASE (ONNECTION 106 CHAPTER 8
WORKING WITH OTHER TEACHERSAND OTHER PROFESSIONALS 107 JENNIFER 108
PENNY 110 QUESTIONS FOR REFLECTION 111 WHAT DO I NEED TO KNOW ABOUT
WORKING WITH SOMEONE WHOSE VIEWS ARE MUCH IIKE MINE? 111 HOW DO I WORK
WITH SOMEONE WHO DOESN T SHARE MY VIEWS ABOUT HOW TO SOLVE AN
EDUCATIONAL PROBLEM? 112 FINDING OUT AEBOUT OTHER PEOPLE S VIEWS 112
MAKING YOUR VIEWS CLEAR 112 FINDING MUTUAL OBJECTIVES 113 HOW AND WH AT
CAN I LEARN FROM OTHER TEACHERS? 113 LISTENING AND READING 113 WATCHING
113 LEARNING 114 HOW DO I SHARE MY IDEAS WITH OTHERS MOST EFFECTIVELY?
114 SENSITIVITY AND TACTFULNESS 114 CLARITY AND TERSENESS 114 AECCEPTANCE
114 WHAT DOES IT TAKE TO MAKE COLLABORATION BENEFIT ME AND MY STUDENTS?
115 WH AT ARE THE LIMITS OF COLLABORATION? 116 WHEN AM I BETTER OFF
DOING MY OWN THING ? 116 SUMMARY 117 * CASE CONNECTION 117 CHAPTER 9
WORKING WITH PARENTSAND FAMILIES 118 MISS ADAMS 118 MARIE 119 QUESTI9NS
FOR REFLECTION 120 WHY SHOULD I INVOLVE PARENTS AND FAMILIES? 121 WHO
ARE THE PARENTS OF MY STUDENTS? 122 UNDERSTANDING ECONOMIC STRESSESON
FAMILIES 122 UNDERSTANDING PARENTS FROM DIFFERENT CULTURAL OR ETHNIC
BACKGROUNDS 123 WH AT ARE MY PREJUDICES? 127 WH AT IS THE RECIPROCITY OF
PARENT-CHILD INTERACTION? 128 WHAT ARE THE SCHOOL GUIDELINES FOR
COMMUNICATING WITH PARENTS? 129 WHEN AND HOW SHOULD I INVOLVE PARENTS,
ESPECIALLY PARENTS OF TOUGH KIDS? 130 THE SOONER, THE BETTER 130
CONTENTS IX X CONRENRS LEDERS 131 PARENT CONFERENCES 131 ABUSIVE PARENTS
133 IN WHAT WAYS CAN I INVOLVE PARENTS AND FAMILIES? 134 HOME-NOTE
PROGRAMS 134 WHY IS IT SO HARD TO INVOLVE PARENTS? 134 SUMMARY 136 *
CASE CONNECTION 136 PART 2 CASESFOR ANALYSIS AND DISCUSSIONREFLECTION
137 ALONE IN THE DARK, ALAN STEAN 138 AVOIDING THE ISSUE, JOHNNY S
TEACHERS 141 CAUGHT IN THE MIDDLE, LEANN GROSSLEY 144 CHARLEY, MS.
RUSSELL 149 GRANDMA S BOY, HELEN JAMISON 154 JAMES S UNCERTAIN FUTURE,
DAN PARKER 160 LENNY, SARA OLSON 163 ONE BAD APPLE, ELAINE BROWN 167
RICHARD S MOTHER, POLLY DUDLEY 171 STEALING TIME, ROBERT CARTER 175 THE
CONTRAET WITH PARRISH AND SON, REBECCA PHILLIPS 180 THE FIRST PARENT
CONFERENCE, CHRISTINE WALKER 184 THE ONE THAT GOT AWAY, CHARIES ALLEN
189 THE TRUTH ABOUT ALICE, JANET LANE 193 THEY FAILED DERRICK, MELINDA
SMITH 196 WHAT YOU DON T KNOW CAN HURT YOU! JOHN MCCULLUM 203 WHAT S
INDUSION GOT TO 00 WITH IT? ANITA ATKINSON 206 WHEN SECRETS DISABLE,
CATHY SCHRECK 211 WHERE TO NOW? CONNIE BALLARD 215 WINNIE, PATTY GRAY
219 REFERENCES 226 INDEX 229
|
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| publisher | Pearson |
| record_format | marc |
| spelling | Managing classroom behavior a reflective case-based approach James M. Kauffman ... [et al.] 5. ed. Boston ; Munich [u.a.] Pearson 2011 X, 230 S. txt rdacontent n rdamedia nc rdacarrier Classroom management Classroom management Case studies Case method Schülerverhalten (DE-588)4180058-8 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lehrerverhalten (DE-588)4074110-2 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf (DE-588)4522595-3 Fallstudiensammlung gnd-content Unterrichtsführung (DE-588)4187078-5 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Schülerverhalten (DE-588)4180058-8 s Lehrerverhalten (DE-588)4074110-2 s 1\p DE-604 Verhaltensmodifikation (DE-588)4062871-1 s Unterricht (DE-588)4062005-0 s 2\p DE-604 Kauffman, James M. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020218573&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 | Managing classroom behavior a reflective case-based approach Classroom management Classroom management Case studies Case method Schülerverhalten (DE-588)4180058-8 gnd Unterricht (DE-588)4062005-0 gnd Lehrerverhalten (DE-588)4074110-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| subject_GND | (DE-588)4180058-8 (DE-588)4062005-0 (DE-588)4074110-2 (DE-588)4078635-3 (DE-588)4062871-1 (DE-588)4187078-5 (DE-588)4522595-3 |
| title | Managing classroom behavior a reflective case-based approach |
| title_auth | Managing classroom behavior a reflective case-based approach |
| title_exact_search | Managing classroom behavior a reflective case-based approach |
| title_full | Managing classroom behavior a reflective case-based approach James M. Kauffman ... [et al.] |
| title_fullStr | Managing classroom behavior a reflective case-based approach James M. Kauffman ... [et al.] |
| title_full_unstemmed | Managing classroom behavior a reflective case-based approach James M. Kauffman ... [et al.] |
| title_short | Managing classroom behavior |
| title_sort | managing classroom behavior a reflective case based approach |
| title_sub | a reflective case-based approach |
| topic | Classroom management Classroom management Case studies Case method Schülerverhalten (DE-588)4180058-8 gnd Unterricht (DE-588)4062005-0 gnd Lehrerverhalten (DE-588)4074110-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Verhaltensmodifikation (DE-588)4062871-1 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| topic_facet | Classroom management Classroom management Case studies Case method Schülerverhalten Unterricht Lehrerverhalten Unterrichtsdisziplin Verhaltensmodifikation Unterrichtsführung Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020218573&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kauffmanjamesm managingclassroombehaviorareflectivecasebasedapproach |