A guidance approach for the encouraging classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, CA
Wadsworth Cengage
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 565-578) and index |
| Beschreibung: | XVI, 592 S. Ill. 23 cm |
| ISBN: | 9780495808022 0495808024 |
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Datensatz im Suchindex
| _version_ | 1804145770303062016 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFAEE IX
ACKNOWLEDGMENTS XIV
PART ONE: FOUNDATIONS 0/ A GUIDANCE APPROACH 1
PREVIEW 1
CHAPTER 7: THE GUIDANEE TRADITION 3
GUIDING QUESTIONS 3
KEY CONCEPTS 3
PIONEERS OJTHE GUIDANCE TRADITION 4
MID-20TH-CENTURY INFLUENCES: THE OEVELOPMENTAL AND SELF PSYCHOLOGISTS 11
THE 1980S: GUIDANCE OR OBEDIENCE-BASED OISCIPLINE? 20
BEYOND OISCIPLINE TO GUIDANCE 22
PARENT-TEACHER RELATIONS IN THE GUIDANCE TRADITION 27
SUMMARY 32
FOLLOW-UP ACTIVITIES 33
RECOMMENDED READINGS 35
GUIDANCE MATTERS: THE CASE OJ JEREMIAH 35
CHAPTER 2: CHILD DEVELOPMENT AND GUIDANEE 39
GUIDING QUESTIONS 39
KEY CONCEPTS 39
PIAGET:A FOUNDATIONJOR THE STUDY OJCHILD OEVELOPMENT 41
VYGOTSKY: HOW THE ADULT GUIDES OEVELOPMENT 47
ERIKSON: PERSONAL OEVELOPMENT AND THE CLASSROOM 53
GARDNER S MULTIPLE INTELLIGENCES: GUIDANCE JOR HEALTHY OEVELOPMENT 62
11I
IMAGE 2
IV / CONTENTS
EMOTIONALLNTE/LIGENCE: OEFINING THE CENTRAL GUIDANCE ISSUE 68
THE CONTRIBUTIONS OF BRAIN RESEARCH 72
A C1IMATE FOR PARTNERSHIPS WITH FAMILIES 76
SUMMARY 80
FO/LOW-UP ACTIVITIES 82
RECOMMENDED READINGS 85
GUIDANCE MATTERS COLUMN: COMPETITION: WHAT PLACE IN DUR PROGRAMS 85
CHAPTER 3: MISTAKEN BEHAVIOR: UNDERSTANDING CONFLIETS, AGRESSION, AND
CHALLENGING BEHAVIOR 89
GUIDING QUESTIONS 89
KEY CONCEPTS 89
BEYOND MISBEHAVIOR 90
THE CONCEPT OF MISTAKEN BEHAVIOR 92
RELATIONAL PATTERNS: A MODEL FOR SOCIAL-EMOTIONAL OEVELOPMENT IN THE
C1ASSROOM 94
THREE LEVELS OF MISTAKEN BEHAVIOR 97
MISTAKEN BEHAVIOR, AGGRESSION, AND CHA/LENGING BEHAVIOR 111
COMMUNICATING WITH PARENTS ABOUT MISTAKEN BEHAVIOR 118
SUMMARY 121
FO/LOW-UP ACTIVITIES 123
RECOMMENDED READINGS 126
GUIDANCE MATTERS: SWEARING AND WORDS THAT HURT-THREE ANECDOTES 126
CHAPTER 4: GUIDANEE IN THE CLASSROOM 129
GUIDING QUESTIONS 129
KEY CONCEPTS 129
A PROFESSIONAL, NOT A TECHNICIAN 130
THE NEED FOR POSITIVE TEACHER-CHILD RELATIONSHIPS 132
REDUCING MISTAKEN BEHAVIOR 139
TAKING A SOLUTION DRIENTATION 145
LIBERATION TEACHING 153
BUILDING PARTNERSHIPS WITH PARENTS 156
SUMMARY 157
FO/LOW-UP ACTIVITIES 159
IMAGE 3
CONTENTS / V
RECOMMENDED READINGS 767
GUIDANCE MATTERS: HE DID IT ON PURPOSE 762
PART TWO: CREATING THE ENCOURAGING CLASSROOM 765
PREVIEW 765
CHAPTER 5: ORGANIZING THE ENCOURAGING CLASSROOM 767
GUIDING QUESTIONS 767
KEY CONCEPTS 767
REDUCING SCHOOL ANXIETY: THE ENCOURAGING CLASSROOM 768
DEVELOPMENTALLY APPROPRIATE PRACTICE TODAY 770
LEARNING CENTERS IN THE ENCOURAGING CLASSROOM 782
BUILDING THE CLASSROOMFOR PROSOCIAL DEVELOPMENT 792
ENCOURAGING CLASSROOM VOLUNTEERS 794
SUMMARY 798
FOLLOW-UP ACTIVITIES 200
RECOMMENDED READINGS 202
GUIDANCE MATTERS: PROMOTE PHYSICAL ACTIVITY-IT S PROACTIVE GUIDANCE 203
CHAPTER 6: MANAGING THE ENCOURAGING CLASSROOM 207
GUIDING QUESTIONS 207
KEY CONCEPTS 207
THE DAILY PROGRAM 208
THE LIMITS OF LARGE GROUPS 278
MANAGING TRANSITIONS 230
ROUTINES IN THE ENCOURAGING CLASSROOM: A TEACHER S PERSPECTIVE 235
GUIDANCE MEANS TEAMWORK WITH OTHER ADULTS 237
ENCOURAGING FAMILY MEMBERS AND OTHER CLASSROOM VOLUNTEERS 247
SUMMARY 247
FOLLOW-UP ACTIVITIES 249
RECOMMENDED READINGS 257
GUIDANCE MATTERS: A CONCERNED DIRECTOR WRITES 252
CHAPTER 7: LEADERSHIP COMMUNICATION WITH THE GROUP 255
GUIDING QUESTIONS 255
KEY CONCEPTS 255
IMAGE 4
VI / CONTENTS
ESTABLISHING LEADERSHIP 256
GUIDELINES, NOT RULES 259
ENCOURAGEMENT. 264
DISCUSSING INC1USIVE/Y 270
CLASS MEETINGS: SUSTAINING THE ENCOURAGING CLASSROOM 272
ENCOURAGING FRIENDLINESS 283
LEADERSHIP COMMUNICATION WITH PARENTS 287
SUMMARY 295
FOLLOW-UP ACTIVITIES 297
RECOMMENDED READINGS 299
GUIDANCE MATTEN: CLASS MEETINGS 299
CHAPTER 8:LEADERSHIP COMMUNKATION WITH THE INDIVIDUAL 303
GUIDING QUESTIONS 303
KEY CONCEPTS 303
LISTENING TECHNIQUES 304
CONTACT TALK 312
THE COMPLIMENT SANDWICH 317
FRIEND/Y HUMOR 318
FRIEND/Y TOUCH 321
BE THERE FOR THE CHILDREN, BE THERE FOR YOURSE1J 324
LEADERSHIP COMMUNICATION IN THE PARENT- TEACHER CONFERENCE 326
SUMMARY 329
FOLLOW-UP ACTIVITIES 331
RECOMMENDED READINGS 333
GUIDANCE MATTEN: BUILD RELATIONSHIPS THROUGH TALK 334
PART THREE:SOLVINGPROBLEMSIN THE ENCOURAGING CLASSROOM 337
PREVIEW 337
CHAPTER 9: CON/UCT MANAGEMENT 339
GUIDING QUESTIONS 339
KEY CONCEPTS 339
BASICS OF CONFLICT MANAGEMENT. 340
DEVELOPMENTAL CONSIDERATIONS IN CONFLICT MANAGEMENT 346
IMAGE 5
CONTENTS / VII
THE FIVE-FINGER FORMULA 349
TEACHING CONFLICT MANAGEMENT SKILLS 354
UNDERSTANDING DIVERSITY IN FAMILY STRUCTURES 361
SUMMARY 366
FOLLOW-UP ACTIVITIES 367
RECOMMENDED READINGS 369
GUIDANCE MATTERS: CONFLICT MEDIATION 370
CHAPTER 70: PROBLEM SOLV;NG M;STAKEN BEHAV;OR 373
GUIDING QUESTIONS 373
KEY CONCEPTS 373
THE DECISION TO INTERVENE 374
FOUR QUICK INTERVENTION STRATEGIES , 382
BEHAVIORS REPORTED BY OTHER CHILDREN 390
INTERVENTION STRATEGIES WHEN FOLLOW-UP 15NEEDED 392
WHY TAKE THE TIME? 398
BUILDING COOPERATION WITH TODAY S DIVERSE FAMILIES 402
SUMMARY 407
FOLLOW-UP ACTIVITIES 409
RECOMMENDED READINGS 411
GUIDANCE MATTEN: BOYS AND MEN TEACHERS 411
CHAPTER 77: GU;DANCE THROUGH INTERVENTION 415
GUIDING QUESTIONS 415
KEY CONCEPTS 415
WHEN BOYS HAVE CONFLICTS 417
CONDITIONS THAT MAKE INTERVENTION NECESSARY 421
CRISIS MANAGEMENT 424
COMPREHENSIVE GUIDANCE/THE INDIVIDUAL GUIDANCE PLAN 434
WHEN TEACHERS FEEL ANGER 445
WHEN TEACHERS AND PARENTS DISAGREE 450
SUMMARY 454
FOLLOW-UP ACTIVITIES 456
RECOMMENDED READINGS 458
GUIDANCE MATTERS: COMPREHENSIVE GUIDANCE 459
IMAGE 6
VIII / CONTENTS
CHAPTER 12: LIBERATION TEACHING: A GUIDANCE RESPONSE
TO VIOLENCE IN SOCIETY 463
GUIDING QUESTIONS 463
KEY CONCEPTS 463
SOCIETAL VIOLENCE AND THE CLASSROOM 464
LIBERATION TEACHING: THE GUIDANCE RESPONSE 470
THE GUIDANCE RESPONSE TO BULLYING 477
LIBERATION TEACHING AND RELATED EDUCATIONAL PRACTICES 483
LIBERATION TEACHING AND PARENT LNVOLVEMENT 490
SUMMARY 495
FOLLOW-UP ACTIVITIES 497
RECOMMENDED READINGS 499
GUIDANCE MATTERS: UNDERSTAND BULLYING 500
APPENDICES 505
A. THE NAEYCCODE OF ETH IEA I CONDUCT 505
B. SAMPIE GREETING LETTERS AND SURVEYS TO CHILDREN AND THEIR FAMILIES
515
C. SAMPIE GUIDEBOOK: THE EDUEATION PROGRAM IN DUR CLASS 523
D. DEVELOPMENTALLY APPROPRIATE GUIDANCE OFYOUNG CHILDREN 531
E./NDIVIDUAL GUIDANCE PLAN WORKSHEET 555
GLOSSARY 557
REFERENCES 565
INDEX 579
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| publisher | Wadsworth Cengage |
| record_format | marc |
| spelling | Gartrell, Daniel Verfasser aut A guidance approach for the encouraging classroom Dan Gartrell 5. ed. Belmont, CA Wadsworth Cengage 2011 XVI, 592 S. Ill. 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 565-578) and index School discipline United States Child psychology United States Problem solving in children Interpersonal relations in children United States Konfliktregelung (DE-588)4164958-8 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Unterrichtsdisziplin (DE-588)4078635-3 s Unterrichtsführung (DE-588)4187078-5 s DE-604 Schuldisziplin (DE-588)4180119-2 s Konfliktregelung (DE-588)4164958-8 s 1\p DE-604 Schüler (DE-588)4053369-4 s 2\p DE-604 Lernmotivation (DE-588)4074164-3 s 3\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022616534&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 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gartrell, Daniel A guidance approach for the encouraging classroom School discipline United States Child psychology United States Problem solving in children Interpersonal relations in children United States Konfliktregelung (DE-588)4164958-8 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Lernmotivation (DE-588)4074164-3 gnd Schuldisziplin (DE-588)4180119-2 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| subject_GND | (DE-588)4164958-8 (DE-588)4078635-3 (DE-588)4074164-3 (DE-588)4180119-2 (DE-588)4053369-4 (DE-588)4187078-5 (DE-588)4078704-7 |
| title | A guidance approach for the encouraging classroom |
| title_auth | A guidance approach for the encouraging classroom |
| title_exact_search | A guidance approach for the encouraging classroom |
| title_full | A guidance approach for the encouraging classroom Dan Gartrell |
| title_fullStr | A guidance approach for the encouraging classroom Dan Gartrell |
| title_full_unstemmed | A guidance approach for the encouraging classroom Dan Gartrell |
| title_short | A guidance approach for the encouraging classroom |
| title_sort | a guidance approach for the encouraging classroom |
| topic | School discipline United States Child psychology United States Problem solving in children Interpersonal relations in children United States Konfliktregelung (DE-588)4164958-8 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Lernmotivation (DE-588)4074164-3 gnd Schuldisziplin (DE-588)4180119-2 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsführung (DE-588)4187078-5 gnd |
| topic_facet | School discipline United States Child psychology United States Problem solving in children Interpersonal relations in children United States Konfliktregelung Unterrichtsdisziplin Lernmotivation Schuldisziplin Schüler Unterrichtsführung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022616534&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT gartrelldaniel aguidanceapproachfortheencouragingclassroom |