Discipline survival guide for the secondary teacher:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
San Francisco, Calif.
Jossey-Bass
2011
|
| Ausgabe: | 2. ed., fully rev. and updated |
| Schriftenreihe: | Jossey-Bass teacher
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | " ... revised and updated edition of Discipline survival kit for the secondary teacher"--P. [4] of cover. - Includes index. - "Grades 7-12"--Cover |
| Beschreibung: | XIX, 348 S. 28 cm |
| ISBN: | 9780470547434 |
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| 245 | 1 | 0 | |a Discipline survival guide for the secondary teacher |c Julia G. Thompson |
| 250 | |a 2. ed., fully rev. and updated | ||
| 264 | 1 | |a San Francisco, Calif. |b Jossey-Bass |c 2011 | |
| 300 | |a XIX, 348 S. |c 28 cm | ||
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| 650 | 4 | |a Education, Secondary | |
| 650 | 4 | |a Teacher effectiveness | |
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Datensatz im Suchindex
| _version_ | 1804143541934358528 |
|---|---|
| adam_text | IMAGE 1
ABOUT THIS BOOK V
ABOUT THE AUTHOR VI
ACKNOWLEDGMENTS VLL
INTRODUCTION XVLL
SECTION ONE: SUCCESSFULDISCIPLINE RESTS WITH YOU 1
YOU CAN MAKE A DIFFERENCE 1
ACCEPT RESPONSIBILITY 2
YOU ARE NOT ALONE 3
WHY PUNISHMENT AND OTHER INEFFECTIVE DISCIPLINE TECHNIQUES DO NOT WORK 4
WHAT YOU SHOULD KNOW ABOUT ADOLESCENTS 5
HOW MUCH AUTONOMY SHOULD YOU ALLOW? 9
THE BEHAVIORS YOU CAN EXPECT FROM YOUR STUDENTS 10
PROACTIVE ATTITUDES THAT CAN HELP YOU CREATE A POSITIVE DISCIPLINE
CLIMATE 12 MAKING POSITIVE CHOICES 14
QUESTIONS FOR REFLECTION 14
SECTION TWO: ADOPT A COMPREHENSIVE APPROACH
FOR A SUCCESSFULDISCIPLINE CLIMATE 15
BEGIN THE PROCESS WITH A BROAD VIEW , 15
THE CHARACTERISTICS OF A WELL-MANAGED TWENTY-FIRST-CENTURY CLASSROOM 16
FIVE COMMONSENSE STEPS TO A PRODUCTIVE CLASSROOM ENVIRONMENT 18
THE MOST COMMON DISCIPLINE MISTAKES THAT SECONDARY TEACHERS MAKE 18
EFFECTIVE MANAGEMENT AND DISCIPLINE PRACTICES 21
TEACHER SELF-ASSESSMENT: HOW WELL-DISCIPLINED IS YOUR CLASS? 23
TEACHER WORKSHEET: DEVELOP YOUR CLASSROOM DISCIPLINE PLAN 24
TEACHER SELF-ASSESSMENT: THINK IT THROUGH: HOW WOULD YOU RATE YOUR NEW
DISCIPLINE PLAN? 27
PUT YOUR HIGH EXPECTATIONS TO WORK 28
IX
IMAGE 2
HOW TO COMMUNICATE YOUR HIGH EXPECTATIONS 30
MAKING POSITIVE CHOICES 30
QUESTIONS FOR REFLECTION 31
SECTION THREE: CULTIVATE YOUR ROLE AS A CLASSROOM LEADER 33
BECOME AN EFFECTIVE CLASSROOM LEADER 33
STUDENTS SHOULD COME FIRST 34
VIEW YOURSELF AS A COACH 34
THE IMPORTANCE OF ASSESSING YOUR PERFORMANCE 35
TEACHER SELF-ASSESSMENT: HOW WEN DO YOU CONVEY YOUR ENTHUSIASM? 36
TEACHER SELF-ASSESSMENT: CLASSROOM LEADERSHIP SELF-ASSESSMENT 37
HOW TO GATHER OTHER DATA ON YOUR CLASSROOM COMPETENCE 38
TEACHER SELF-ASSESSMENT: SAMPLE SELF-RATING RUBRIC 39
TEACHER WORKSHEET: SETTING GOALS FOR IMPROVING YOUR CLASSROOM LEADERSHIP
40
AVOID UNREASONABLE EXPECTATIONS 45
HOW TO MANAGE YOUR STRESSFUL CAREER 45
THE PROMISE OFPROFESSIONALISM 47
HOW TO BE PREPARED FOR CLASS EVERY DAY 50
HOW TO MAKE YOUR STUDENTS PAY ATTENTION TO YOU 51
SHOW RESPECT TO GAIN RESPECT 52
TEACHER SELF-ASSESSMENT: ARE YOU TOO PERMISSIVE? 54
TEACHER SELF-ASSESSMENT: DETERMINE WHAT YOU WANT YOUR STUDENTS TO SAY
ABOUT YOU 57
WATCH YOUR BODY LANGUAGE 58
KNOWYOUR AUDIENCE 59
BE CAREFUL ABOUT YOUR LANGUAGE 61
MAKING POSITIVE CHOICES 61
QUESTIONS FOR REFLECTION 62
SECTION FOUR: FOSTER A POSITIVE CLASSROOM ENVIRONMENT 63
ESTABLISH A POSITIVE CLASSROOM ENVIRONMENT 63
SAFETY MUST COME FIRST 64
HOW TO DETERMINE IFSTUDENTS ARE STRESSED INSTEAD OFCHALLENGED 66
STUDENT WORKSHEET: HOW STRESSED ARE YOU? 67
PROTECT YOUR STUDENTS FROM BULLIES 68
MAKING YOUR CLASSROOM SAFE BY ENFORCING SCHOOL RULES 71
ESTABLISH A PHYSICAL ENVIRONMENT CONDUCIVE TO LEARNING 71
SEATING ARRANGEMENTS 75
SHARING CLASSROOM SPACE 75
OVERCROWDED CLASSROOMS 76
DEALING WITH N OISE LEVELS 78
PROMOTING CLASSROOM OWNERSHIP 79
CREATE A STUDENT-CENTERED CLASS ATMOSPHERE 80
STRUCTURE YOUR CLASS TO USE TIME WISELY 80
QUICK TIPS TO MAKE EVERY MINUTE COUNT 80
THE FIRST TEN MINUTES OF CLASS 81
IMAGE 3
REDUCING DISRUPTIONS THROUGH EFFECTIVE TRANSITIONS
ACTIVITIES TO KEEP STUDENTS ENGAGED IN LEARNING DURING TRANSITION TIMES
THE LAST TEN MINUTES OF CLASS MAKING POSITIVE CHOICES QUESTIONS FOR
REFLECTION
SECTION FIVE: PROMOTE SELF-DISCIPLINE
MOVING BEYOND CROWD CONTROL TO PROMOTE SELF-DISCIPLINE BECOME A
CONSISTENT TEACHER TEACH STUDENTS HOW TO MONITOR THEMSELVES STUDENT
WORKSHEET: YOUR CLASS GOALS
STUDENT WORKSHEET: ASSIGNMENT CHECKLIST STUDENT WORKSHEET: MY GOALS FOR
TODAY STUDENT WORKSHEET: THE PROGRESS OFMY GRADES STUDENT WORKSHEET:
SELF-EVALUATION FORM FOCUS ON YOUR STUDENTS STRENGTHS
INCREASE POSITIVE INTERACTIONS WITH YOUR STUDENTS HOW TO ENCOURAGE
STUDENTS WHO ARE STRUGGLING HOW TO HELP IMPULSIVE STUDENTS HOW TO ASSIST
STUDENTS WITH ATTENTION DEFICIT DISORDERS
HOW TO SUPPORT STUDENTS WHO ARE UNDERACHIEVERS HOW TO HELP STUDENTS MAKE
UP MISSED WORK PROMOTING SELF-DISCIPLINE THROUGH IMPROVED SELF-IMAGE
TEACH YOUR STUDENTS TO SET ANDACHIEVE GOALS
STUDENT WORKSHEET: SETTING LONG-TERM GOALS STUDENT WORKSHEET: SETTING
MID-TERM GOALS STUDENT WORKSHEET: SETTING SHORT-TERM GOALS TEACH
STUDENTS TO MAKE GOOD DECISIONS
CREATING SELF-DISCIPLINED STUDENTS THROUGH PROBLEM-SOLVING ACTIVITIES
BEHAVIOR MODELING THAT CAN TRANSFORM YOUR CLASS TEACHER WORKSHEET:
BEHAVIOR MODELING CHART USE BEHAVIOR CONTRACTS TO PROMOTE RESPONSIBILITY
TEACHER WORKSHEET: SAMPIE ASSIGNMENT CONTRAET TEACHER WORKSHEET: SAMPIE
BEHAVIOR CONTRAET 1 TEACHER WORKSHEET: SAM PIE BEHAVIOR CONTRACT2
STUDENT WORKSHEET: SAMPIE GROUP CONTRACT HOLD STUDENTS ACCOUNTABLE FOR
THEIR OWN SUCCESS
MAKING POSITIVE CHOICES QUESTIONS FOR REFLECTION
SECTION SIX: USE CLASSROOM MANAGEMENT SYSTEMS
CLASSROOM MANAGEMENT DECISIONS YOU WILL HAVE TO MAKE HOW CLASSROOM
RULES, POLICIES, AND PROCEDURES PROMOTE SELF-DISCIPLINE A SIMPLE
TECHNIQUE TO MAKE RULES, PROCEDURES, AND POLICIES EASY TO REMEMBER
SETTING LIMITS AND ABIDING BY THEM
HOW TO SAY NO WITHOUT BEING NEGATIVE
83 84 86 88
89
91
91 93 94 96
97 98 99 100 101 102 102 104 104 105 106 107 109 111 113 114 115 116 118
119 120 121 124 125 127 128 130 130
131
131 132 133 133
134
IMAGE 4
CREATE CLASSROOM RULES 135
HOW TO TEACH CLASSROOM RULES SUCCESSFULLY 138
ENFORCE CLASSROOM RULES 139
POLICIES THAT GUIDE YOUR STUDENTS 140
ESTABLISH CONTROL THROUGH CLASS PROCEDURES 141
TEACHER WORKSHEET: STUDENT SIGN-OUT SHEET 144
STUDENT WORKSHEET: MISSING WORK REMINDER LIST 146
MAKING POSITIVE CHOICES 147
QUESTIONS FOR REFLECTION 148
SECTION SEVEN: CREATE AND MAINTAIN A PARTNERSHIP
WITH STUDENTS FAMILIES 149
WHY ALL TEACHERS NEED THIS POSITIVE RELATIONSHIP 149
POSITIVE ATTITUDES TO HELP YOU WORK WITH PARENTS AND GUARDIANS 150
AVOID CONFRONTATION WITH A TRANSPARENT CLASSROOM 151
HOW TO GENERATE A POSITIVE WORKING RELATIONSHIP 151
TEACHER WORKSHEET: SAMPIE INTRODUCTORY LETTER 152
STUDENT WORKSHEET: STUDENT PROGRESS CHECKUP FORM 154
WHAT YOU CAN EXPECT FROM YOUR STUDENTS PARENTS AND GUARDIANS 156
WHAT YOUR STUDENTS PARENTS AND GUARDIANS SHOULD EXPECT FROM YOU 156
HOLD BENEFICIAL CONFERENCES 157
DOCUMENTING HORNE CONTAETS 160
TEACHER WORKSHEET: CONTACT DOCUMENTATION FORM 161
MANAGE ELECTRONIC CORRESPONDENCE 162
MAKE PRODUCTIVE PHONE CALLS 162
MAINTAIN A CLASS WEB PAGE 163
HOW TO MAINTAIN STUDENT PRIVACY 164
MAKING POSITIVE CHOICES 165
QUESTIONS FOR REFLECTION 166
SECTION EIGHT: ESTABLISHA COOPERATIVE CLASSROOM CLIMATE 167
THE SYNERGY OF A COOPERATIVE CLASSROOM CLIMATE 167
WHAT TO DO WHEN YOUR SCHOOL S CLIMATE 1S NOT POSITIVE 168
CONNECT WITH YOUR STUDENTS 169
THE BASICS OF A GOOD TEACHER-STUDENT RELATIONSHIP 171
HOW TO GET TO KNOW YOUR STUDENTS 172
STUDENT WORKSHEET: STUDENT 1NVENTORY: 1MPRESSIONS 173
STUDENT WORKSHEET: STUDENT 1NVENTORY: ATTITUDES 175
STUDENT WORKSHEET: STUDENT 1NVENTORY: REACTIONS OF OTHERS 178
TEACHER WORKSHEET: PARENT OR GUARDIAN 1NVENTORY 179
HOW TO LET YOUR STUDENTS KNOW THAT YOU CARE 180
BOUNDARIES IN TEACHER-STUDENT RELATIONSHIPS 181
SEEKING FEEDBACK FROM YOUR STUDENTS 182
TEACH SOCIAL SKILLS 183
TEACHER WORKSHEET: CHECKLIST OF SOCIAL SKILLS ALL SECONDARY STUDENTS
SHOULD MASTER 184
IMAGE 5
WHAT TO DO WHEN A STUDENT CONFIDES IN YOU
THE IMPORTANCE OFMODELING COURTESY USE CONFLICT RESOLUTION STRATEGIES TO
CREATE A PRODUCTIVE CLASSROOM ARMING OUR STUDENTS: TEACHING THE ART OF
THE ALTERNATIVE RESPONSE TO RUDE CLASSMATES
CREATE A SENSE OF COMMUNITY BY HELPING STUDENTS LEARN ABOUT EACH OTHER
USE INTERVIEW PROJECTS TO HELP STUDENTS LEARN ABOUT EACH OTHER ENJOY THE
BENEFITS OF A DIVERSE CLASSROOM BUILD A POSITIVE CLASSROOM CULTURE
MAKING POSITIVE CHOICES QUESTIONS FOR REFLECTION
SECTION NINE: MAINTAIN ORDER WITH EFFECTIVE INSTRUCTION
THE RELATIONSHIP BETWEEN INSTRUCTION AND DISCIPLINE PROVIDE ENGAGING
INSTRUCTION ACTIVITIES TO ENGAGE STUDENTS BUILD IN RELEVANCE
PACE INSTRUCTION TO KEEP EVERY STUDENT ON TASK WHAT TO DO WHEN WASTED
TIME CAUSES PROBLEMS DIFFERENTIATE INSTRUCTION TO ENGAGE YOUR STUDENTS
HOW TO HAVE SUCCESSFUL HOMEWORK ASSIGNMENTS
STUDENT WORKSHEET: HOMEWORK QUESTIONNAIRE FOR STUDENTS TEACHER
WORKSHEET: SAMPIE SYLLABUS STUDENT WORKSHEET: PARENT-TEACHER-STUDENT
HOMEWORK NOTIFICATION FORM STUDENT WORKSHEET: MISSING HOMEWORK
EXPLANATION FORM TEACH THE PROCESS OFLONG-TERM RROJECTS .
STUDENT NOTEBOOKS: ORGANIZING FOR SUCCESS ASK PRODUCTIVE QUESTIONS PLAY
GAMES WITH YOUR STUDENTS HOW TO USE TECHNOLOGY TO ENHANCE INSTRUCTION
HELP STUDENTS STAY ON TASK WHEN WORKING WITH COMPUTERS TEACHING STUDENTS
TO WORK WEIL TOGETHER TEACHER WORKSHEET: GROUP MONITORING FORM SOME
QUICK COLLABORATIVE ACTIVITIES WITHOUT TECHNOLOGY SUPPORT
SOME QUICK COLLABORATIVE ACTIVITIES WITH TECHNOLOGY SUPPORT MONITORING
STUDENTS BEHAVIOR QUICK MONITORING TECHNIQUES USE A SYLLABUS TO PREVENT
PROBLEMS
~EN YOU NEED A SUBSTITUTE MAKING POSITIVE CHOICES QUESTIONS FOR
REFLECTION
SECTION TEN: PROMOTE ACHIEVEMENT AND LEARNING
THE ROLE MOTIVATION PLAYS IN A POSITIVE DISCIPLINE PLAN MAKE SURE
STUDENTS KNOW HOW TO DO THEIR WORK TEACHER SELF-ASSESSMENT: HOW WEIL DO
YOU GIVE INSTRUCTIONS?
185 186 187
189 190 192 192
194 196 196
197
197 198 199 201 201 202 204 207 209 211 213 214 215 217 218 220 224 228
229 230 234 235 235 237 238 239 241 241
243
243 244 245
CONTENTS XIII
IMAGE 6
STUDY SKILLS APPROPRIATE FOR SECONDARY STUDENTS
POSITIVE REINFORCEMENT MAKES THE DIFFERENCE USE ENCOURAGEMENT AND PRAISE
HOW TO USE ENCOURAGEMENT AND PRAISE EFFECTIVELY . EMPLOY EXTRINSIC
MOTIVATION
TECHNIQUES FOR INCREASING INTRINSIC MOTIVATION AROUSE STUDENT CURIOSITY
BUILD CRITICAL-THINKING SKILLS QUESTIONS THAT SPARK CRITICAL THINKING
TASK STERNS TO MOTIVATE STUDENTS THROUGH CRITICAL-THINKING ACTIVITIES
ACTIVE LEARNING STRATEGIES FOR ACTIVE STUDENTS USE INDUCTIVE LEARNING TO
ENGAGE STUDENTS ANOTHER USEFUL METHOD OFUSING INDUCTIVE TEACHING: CASE
STUDIES APPEAL TO YOUR STUDENTS ALTRUISM
INTERNET RESOURCES FOR SERVICE PROJECTS IN YOUR CLASSROOM SHOW STUDENTS
HOW TO BENEFIT FROM FORMATIVE ASSESSMENTS STUDENT WORKSHEET: WHAT DID
YOU LEARN FROM THIS ASSIGNMENT? STUDENT WORKSHEET: REFLECTION SHEET FOR
FORMATIVE ASSESSMENTS ENLARGE THE LEARNING ENVIRONMENT CREATE A CULTURE
OFEXCELLENCE.IN YOUR CLASSROOM
MAKING POSITIVE CHOICES QUESTIONS FOR REFLECTION
SECTION ELEVEN: PREVENT DISCIPLINE PROBLEMS
CREATE A POSITIVE CLASSROOM WHEN YOU PREVENT DISCIPLINE PROBLEMS WHEN
YOU ARE THE CAUSE OF THE PROBLEM WHEN WHAT YOU SAY CAUSES PROBLEMS
CONDUCTING USEFUL STUDENT CONFERENCES STRATEGIES FOR SUCCESSFUL STUDENT
CONFERENCES MAKING DETENTIONS BENEFICIAL FOR YOUR STUDENTS ESSAY
QUESTIONS THAT WILL HELP SOLVE DISCIPLINE PROBLEMS
HOW TO HANDLE THE DIFFICULT CLASS WIN OVER YOUR DIFFICULT STUDENTS HOW
TO INCREASE THE POSITIVE BEHAVIOR IN YOUR CLASS HOW TO DECREASE THE
NEGATIVE BEHAVIOR IN YOUR CLASS
MAKING POSITIVE CHOICES QUESTIONS FOR REFLECTION
SECTION TWELVE: COPE SUCCESSFULLY WITH DISCIPLINE
PROBLEMS ONCE THEY OCCUR THE DIFFICULT TASK OFRESPONDING TO DISCIPHNE
PROBLEMS HOW TO SUCCESSFULLY INVESTIGATE A ~EHAVIOR PROBLEM EMPLOY THE
STEPS OF THE PROBLEM-SOLVING APPROACH
THE IMPORTANCE OF EARLY INTERVENTION TEACHER WORKSHEET: BEHAVIORS AND
INTERVENTIONS CHECKLIST
246 249 249 250
250 252 255 256
258 260 261 263
264 264 266 266
269 270 271 272
274 274
275
275 276 279 280
280 281 283 284
288 289 292 294
294
295
295 296 297 297
299
IMAGE 7
THE CHOICES TEACHERS HAVE WHEN DEALING WITH DISCIPLINE PROBLEMS
TEACHER SELF-ASSESSMENT: HOW YOU CAN DETERMINE IF A DISCIPLINE ACTION IS
APPROPRIATE HOW TO REFUR A STUDENT TO THE OFFICE THE IMPORTANCE OF
ANECDOTAL BEHAVIOR RECORDS
TEACHER WORKSHEET: BEHAVIOR RECORD FORM TEACHER WORKSHEET: BEHAVIOR
ANALYSIS LOG HOW TO PRESERVE YOUR STUDENTS DIGNITY HOW TO HANDLE
CHRONIC MISBEHAVIOR HOW TO MANAGE STUDENTS WHO WANT TO SLEEP INSTEAD
OFPARTICIPATE IN CLASS WHAT TO DO WHEN STUDENTS LACK MATERIALS HOW TO
HELP STUDENTS WHO DAYDREAM HOW TO MANAGE STUDENT CELL PHONE USE IN CLASS
HOW TO MANAGE HALLWAY MISBEHAVIOR HOW TO HANDLE REQUESTS TO SEE THE
SCHOOL NURSE HOW TO HANDLE VANDALISM HOW TO MANAGE PROFANITY HOW TO
INTERVENE WHEN STUDENTS ARE TARDY HOW TO INTERVENE WHEN STUDENTS ARE
TRUANT HOW TO REDUCE EXCESSIVE TALKING HOW TO AVOID POWER STRUGGLES HOW
TO INTERVENE WHEN STUDENTS CHEAT HOW TO COPE WHEN STUDENTS STEAL WHAT TO
DO WHEN STUDENTS ARE DEFIANT SUBSTANCE ABUSE WHAT TO DO WHEN STUDENTS
ARE VIOLENT WAMING SIGNS YOU SHOULD NOT IGNORE
MAKING POSITIVE CHOICES QUESTIONS FOR REFLECTION
INDEX
304
307 308 310
311 312 313 313 314 315 316 317 317 319 320 321
322 324 325 327
329 333 334 336
338 341 342 342
343
|
| any_adam_object | 1 |
| author | Thompson, Julia G. |
| author_facet | Thompson, Julia G. |
| author_role | aut |
| author_sort | Thompson, Julia G. |
| author_variant | j g t jg jgt |
| building | Verbundindex |
| bvnumber | BV036848432 |
| classification_rvk | DP 3150 DP 3400 |
| ctrlnum | (OCoLC)706025119 (DE-599)BVBBV036848432 |
| discipline | Pädagogik |
| edition | 2. ed., fully rev. and updated |
| format | Book |
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| id | DE-604.BV036848432 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:49:19Z |
| institution | BVB |
| isbn | 9780470547434 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020764441 |
| oclc_num | 706025119 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XIX, 348 S. 28 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Jossey-Bass |
| record_format | marc |
| series2 | Jossey-Bass teacher |
| spelling | Thompson, Julia G. Verfasser aut Discipline survival guide for the secondary teacher Julia G. Thompson 2. ed., fully rev. and updated San Francisco, Calif. Jossey-Bass 2011 XIX, 348 S. 28 cm txt rdacontent n rdamedia nc rdacarrier Jossey-Bass teacher " ... revised and updated edition of Discipline survival kit for the secondary teacher"--P. [4] of cover. - Includes index. - "Grades 7-12"--Cover Classroom management Education, Secondary Teacher effectiveness Teacher-student relationships Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf Lehrer (DE-588)4035088-5 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 s Lehrer (DE-588)4035088-5 s Unterrichtsführung (DE-588)4187078-5 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020764441&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Thompson, Julia G. Discipline survival guide for the secondary teacher Classroom management Education, Secondary Teacher effectiveness Teacher-student relationships Unterrichtsführung (DE-588)4187078-5 gnd Sekundarstufe (DE-588)4077347-4 gnd Lehrer (DE-588)4035088-5 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4077347-4 (DE-588)4035088-5 |
| title | Discipline survival guide for the secondary teacher |
| title_auth | Discipline survival guide for the secondary teacher |
| title_exact_search | Discipline survival guide for the secondary teacher |
| title_full | Discipline survival guide for the secondary teacher Julia G. Thompson |
| title_fullStr | Discipline survival guide for the secondary teacher Julia G. Thompson |
| title_full_unstemmed | Discipline survival guide for the secondary teacher Julia G. Thompson |
| title_short | Discipline survival guide for the secondary teacher |
| title_sort | discipline survival guide for the secondary teacher |
| topic | Classroom management Education, Secondary Teacher effectiveness Teacher-student relationships Unterrichtsführung (DE-588)4187078-5 gnd Sekundarstufe (DE-588)4077347-4 gnd Lehrer (DE-588)4035088-5 gnd |
| topic_facet | Classroom management Education, Secondary Teacher effectiveness Teacher-student relationships Unterrichtsführung Sekundarstufe Lehrer |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020764441&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT thompsonjuliag disciplinesurvivalguideforthesecondaryteacher |