A guidance approach for the encouraging classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, Calif.
Wadsworth
2014
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXVI, 547 S. Ill. |
| ISBN: | 9781133943181 1133943187 |
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Datensatz im Suchindex
| _version_ | 1804149524431634432 |
|---|---|
| adam_text | IMAGE 1
PREFAEE XVII
AEKNOWLEDGMENTS XXIV
NTENTS
PART 1 FOUNDATIONS OF 0 GUIDANCE A ROACH PREVIEW
CHAPTER 0 THE GUIDANCE TRADITION 3
BEYOND DISCIPLINE 4 PIONEERS OF THE GUIDANCE TRADITION 5
JOHN AMOS COMENIUS 6 JOHANN PESTALOZZI AND ROBERT OWEN 7 FRIEDRICH
FROEBEL 8
MARIA MONTESSORI 9
JOHN DEWEY 10 MID-20TH-CENTURY INFLUENCES: THE DEVELOPMENTAL AND SELF
PSYCHOLOGISTS 11 JEAN PIAGET 12
ALFRED ADLER AND THE SELF PSYCHOLOGISTS 14
RUDOLPH DREIKURS 15 HAIM GINOTT 18
THE 1980S AND OBEDIENCE-BASED DISCIPLINE 18 EFFECTS ON CHILDREN 19
EFFECTS ON TEACHERS 20
EFFECTS ON PARENTS 20
BEYOND DISCIPLINE TO GUIDANCE 20 DEVELOPMENTALLY APPROPRIATE PRACTICE 21
GUIDANCE DEFINED 22
THE GOALS OF GUIDANCE: DEMOCRATIC LIFE SKILL 22
VII
IMAGE 2
VIII CONTENTS
GUIDANCE AND THE CONFLICT RESOLUTION MOVEMENT 23
CULTURAL RESPONSIVENESS: GUIDANCE AND CULTURAL DIVERSITY 24
THE PROBLEM 24 THE PROMISE 25
FAMILY- TEACHER PARTNERSHIPS: PARENT RELATIONS IN THE GUIDANCE TRADITION
26 FROEBEL S KINDERGARTENS 26
MONTESSORI S CHILDREN S HOUSES 27
THE NURSERY SCHOOL MOVEMENT 27 HEAD START 28
LATER GENERATION PRESCHOOL PRO GRAMS 28
CHAPTER E CHILD DEVELOPMENT, BRAIN DEVELOPMENT, AND GUIDANCE 37
PIAGET: A FOUNDATION FOR THE STUDY OF CHILD DEVELOPMENT 39 DEVELOPMENTAL
EGOCENTRISM 41
PIAGET S CONCEPT OF AUTONOMY 42 VYGOTSKY: HOW THE ADULT GUIDES
DEVELOPMENT 44 ZONE OF PROXIMAL DEVELOPMENT 44
SCAFFOLDING 45 PRIVATE SPEECH 46
ERIKSON: PERSONAL DEVELOPMENT AND THE CLASSROOM 48 TRUST VERSUS
MISTRUST-BIRTH TO 18 MONTHS 48
AUTONOMY VERSUS SHAME AND DOUBT-18 MONTHS TO 42 MONTHS 50 INITIATIVE
VERSUS GUILT-42 MONTHS TO 6YEARS 51
INDUSTRY VERSUS INFERIORITY-6YEARS TO 12YEARS 52
GARDNER S MULTIPLE INTELLIGENCES: EDUCATION FOR HEALTHY DEVELOPMENT 54
MULTIPLE INTELLIGENCES: AN INTEGRATIVE THEORY 55 IMPLICATIONS FOR
EDUCATION 56 THE MATTER OF ASSESSMENT 57
MULTIPLE INTELLIGENCES AND EARLY CHILDHOOD EDUCATION 57 MULTIPLE
INTELLIGENCES AND GUIDANCE 58 EMOTIONAL INTELLIGENCE: DEFINING THE
CENTRAL GUIDANCE ISSUE 59
EMOTIONAL INTELLIGENCE AND CHALLENGING BEHAVIOR 60
BRAIN DEVELOPMENT AND NURTURING RELATIONSHIPS 62
IMAGE 3
BRAIN DEVELOPMENT IN YOUNG CHILDREN 63
BRAIN RESEARCH AND EARLY CHILDHOOD EDUCATION 65
CULTURAL RESPONSIVENESS: GUIDANCE IN A DIVERSE SOCIETY 66
FAMILY- TEACHER PARTNERSHIPS: A CLIMATE FOR PARTNERSHIPS WITH FAMILIES
67
BEFORE SCHOOL BEGINS 68
AFTER START-UP 69
CHAPTER E MISTAKEN BEHAVIOR: UNDERSTANDING CONSSICTS, AGGRESSION, AND
CHALLENGING BEHAVIOR 79
BEYOND MISBEHAVIOR 80 THE CONCEPT OF MISTAKEN BEHAVIOR 82
RELATIONAL PATTERNS: A MODEL FOR SOCIAL-EMOTIONAL DEVELOPMENT 84
THREE LEVELS OF MISTAKEN BEHAVIOR 86 COMMON SOURCES OF MOTIVATION 87
LEVEL ONE: EXPERIMENTATION MISTAKEN BEHAVIOR 87 LEVEL TWO: SOCIALLY
INFLUENCED MISTAKEN BEHAVIOR 89
LEVEL THREE: STRONG UNMET NEEDS MISTAKEN BEHAVIOR 93
RESPONDING TO LEVEL THREE MISTAKEN BEHAVIOR 97
VISUAL SUMMARY: THREE LEVELS OF MISTAKEN BEHAVIOR 99 MISTAKEN BEHAVIOR,
AGGRESSION, AND CHALLENGING BEHAVIOR 99
CONSIDERATION ONE: MISTAKEN BEHAVIOR CAN BE ON PURPOSE 99 CONSIDERATION
TWO: AGGRESSION IS MISTAKEN BEHAVIOR 102
CONSIDERATION THREE: CHALLENGING BEHAVIOR IS MISTAKEN BEHAVIOR 104
CULTURAL RESPONSIVENESS: CULTURAL FACTORS AND MISTAKEN BEHAVIOR 106
FAMILY PARTNERSHIPS: COMMUNICATING WITH PARENTS AB OUT MISTAKEN BEHAVIOR
107
TIPS FOR TALKING WITH PARENTS ABOUT THEIR CHILDREN 108
CHAPTER 0 GUIDANCE IN THE CLASSROOM 117
A PROFESSIONAL, NOT A TECHNICIAN 118
LEARNING WHILE TEACHING 119
THE N EED FOR POSITIVE TEACHER-CHILD RELATIONSHIPS 120
CONTENTS IX
IMAGE 4
X CONTENTS
PART 2
INSTITUTIONAL DYNAMICS THAT WORK AGAINST RELATIONSHIPS 121
AVOID LABELING 122
BUT I JUST DON T LIKE THAT KID 123
UNCONDITIONAL POSITIVE REGARD-COMMUNICATING TO PROTECT SELF ESTEEM 124
REDUCING THE NEED FOR MISTAKEN BEHAVIOR 126 THE CHALLENGES OF CHILDHOOD
126
THE MATCH OF THE CHILD AND THE PRO GRAM 127 TAKING A SOLUTION
ORIENTATION 131
CONFLICT MANAGEMENT 131
GUIDANCE TALKS 132 CLASS MEETINGS 134
CRISIS MANAGEMENT TECHNIQUES 134 LIBERATION TEACHING 137
ACCEPTING OUR HUMANNESS 139 CULTURAL RESPONSIVENESS: THE INFLUENCE OF
POVERTY 140
FAMILY PARNTERNSHIPS: OVERCOMING OBSTACLES 142
CREATING THE ENCOURAGING CLASSROOM
PREVIEW 151
CHAPTER 0 ORGANIZING THE ENCOURAGING CLASSROOM 153
151
PREVENTING SCHOOL ANXIETY: THE ENCOURAGING CLASSROOM 154 THE ENCOURAGING
CLASSROOM 155
DEVELOPMENTALLY APPROPRIATE PRACTICE TODAY 156
SCHOOL READINESS AND PLAY 158 ACCOMMODATE THE ACTIVE NATURE OFYOUNG
CHILDREN 160
ACTIVE LEARNING IN THE NATURAL WORLD 162
TECHNOLOGY IN THE EARLY CHILDHOOD CLASSROOM 164 DAP IN THE PRIMARY
GRADES 166 LEARNING CENTERS IN THE ENCOURAGING CLASSROOM 169
ORGANIZING LEARNING CENTERS 169
CENTERS AT THE PRIMARY LEVEL 174
IMAGE 5
BUILDING THE CLASSROOM
FOR PROSODAL DEVELOPMENT 177
CULTURAL RESPONSIVENESS: POVERTY, GUIDANEE, AND LINGUISTIE COMPETENEE
179 FAMILY PARLNERSHIPS: ENEOURAGING FAMILY ENGAGEMENT WITH THE PRO GRAM
180
HELPING VOLUNTEERS FEEL COMFORLABLE 183
CHAPTER 8 MANAGING THE ENCOURAGING CLASSROOM 193
THE DAILY PRO GRAM 194 THREE SAMPIE SEHEDULES 195
TRAEKING THE DAILY SEHEDULE 195 THE NEED OFYOUNG CHILDREN FOR PHYSICAL
ACTIVITY 198
THE LIMITS OF LARGE GROUPS 203
TAKING ATTENDANEE 205 CALENDAR AND THE WEATHER 205
SHOW-AND-TELL 208 USING STORIES WITH CHILDREN 208
A PLAEE FOR LARGE GROUPS 212
MANAGING TRANSITIONS 214 WAITING 215
LEARNING TO LIVE WITH LINES 217
ROUTINES IN THE ENEOURAGING CLASSROOM: A TEAEHER S PERSPECTIVE 218
CULTURAL RESPONSIVENESS: THE GUIDANEE APPROAEH WITH EMERGENT BILINGUAL
LEARNERS 221 FAMILY PARLNERSHIPS: ENEOURAGING
AND SUPPORTING CLASSROOM VOLUNTEERS 222
HELPING VOLUNTEERS FEEL WELCOME 223
CHAPTER 0 LEADERSHIP COMMUNICATION WITH THE GROUP 235
ESTABLISHING LEADERSHIP 236 USING GUIDANEE TO TEAEH ROUTINES 238
GUIDELINES, NOT RULES 239
LOGICAL CONSEQUENEES 240 THE BENEFITS OF GUIDELINES 242
CREATING GUIDELINES 243 ENEOURAGEMENT, MORE THAN PRAISE 244
CONTENTS XI
IMAGE 6
XII CONTENTS
PUBLIC ENCOURAGEMENT/PRIVATE ENCOURAGEMENT 244
ENCOURAGEMENT-WHAT TO SAY 246
STIEKERS AND SMILEY FACES: BASIEALLY BRIBES 247 WHEN PRAISE IS
APPROPRIATE 248
DISCUSSING INCLUSIVELY 249
CLASS MEETINGS: SUSTAINING THE ENCOURAGING CLASSROOM 251 CLASS
MEETINGS/MAGIE CIRCLES 253
HOLDING CLASS MEETINGS 255
MEETING TO SOLVE PROBLEMS 257
MEETINGS WITH TODDLERS- THE BITING ISSUE 257
CLASS MEETINGS AND LEVEL THREE MISTAKEN BEHAVIORS 258 GETTING CLASS
MEETINGS STARTED 259 ENCOURAGING FRIENDLINESS 260 FRIENDSHIPS AND
FRIENDLINESS 260
BEING FRIENDS AND/OR BEING FRIENDLY? 262
HOW ONE TEACHER BROUGHT FRIENDLINESS TO HER CLASSROOM 263
CULTURAL RESPONSIVENESS: TURNING DISCRIMINATORY REMARKS MADE BY CHILDREN
INTO LEARNING EXPERIENCES 264
FAMILY- TEACHER PARTNERSHIPS: LEADERSHIP COMMUNICATION WITH PARENTS 266
WRITTEN NOTES 267
DIGITAL COMMUNIEATION 267
TELEPHONE CALLS 269 FAMILY MEETINGS 270
CHAPTER CI LEADERSHIP COMMUNICATION WITH THE INDIVIDUAL 279
CAREFUL LISTENING 281
LISTENING TO LIFE EXPERIENCES 283
LISTENING BEYOND THE BEHAVIOR 285
USING GREETINGS TO READ CHILDREN S FEELINGS 287 CONTACT TALK 289
CONTACT TALKS AT THE PRESCHOOL LEVEL 291
CONTACTTALKS IN THE PRIMARY GRADES 292
THE COMPLIMENT SANDWICH 294 FRIENDLY HUMOR 295
FRIENDLY TOUCH 297
GUIDANCE MEANS LEADERSHIP WITH OTHER ADULTS 300 TEAM- TEACHING 300
IMAGE 7
PART 3
THE TEACHING TEAM 300 BE THERE FOR THE CHILDREN, BE THERE FOR YOURSELF
302
CULTURAL RESPONSIVENESS: FOSTERING INCLUSIVE SODAL IDENTITIES 304 FAMILY
PARTNERSHIPS: LEADERSHIP COMMUNICATION IN THE PARENT- TEACHER CONFERENCE
305
PREPARING FOR THE CONFERENCE 305
CONDUCTING THE CONFERENCE 306
FOLLOW-UP 308
PREVIEW 317
CHAPTER 0 CONFLICT MANAGEMENT 319
BASICS OF CONFLICT MANAGEMENT 320
BASIC TERM SOUP 321 SIX GUIDELINES FOR CONFLICT MANAGEMENT 323
DEVELOPMENTAL CONSIDERATIONS IN CONFLICT MANAGEMENT 327
PEACE PROPS 328 THE FIVE- FINGER FORMULA 330
MEDIATING BY THE FIVE-FINGER FORMULA 331
TWO POTHOLES 333 TEACHING CONFLICT MANAGEMENT SKILLS 334
ILLUSTRATING THE LEVELS: THREE CONFLICT MANAGEMENT EXAMPLES 336 CULTURAL
RESPONSIVENESS/FAMILY PARTNERSHIPS: UNDERSTANDING FOUR DIMENSIONS OF
DIVERSITY IN
TODAY S FAMILIES 341 SINGLE-FATHER FAMILIES 341
GRANDPARENTS RAISING GRANDCHILDREN 343
TEENS RAISING CHILDREN 344 WHEN FAMILIES ARE HOMELESS 345
CHAPTER G PROBLEM SOLVING MISTAKEN BEHAVIOR 353
THE DEDSION TO INTERVENE 354 WITH-IT-NESS 355
WHEN TO INTERVENE 356
CONTENTS XIII
IMAGE 8
XIV CONTENTS
DEGREES OF FIRMNESS IN THE INTERVENTION 360
FOUR QUICK INTERVENTION STRATEGIES 362
N EGOTIATION REMINDERS 363 HUMOR AS TENSION RELIEVER 364
NONVERBAL TECHNIQUES 366
EXPLAIN CONCISELY 369 BEHAVIORS REPORTED BY OTHER CHILDREN 370
MOTIVES FOR CHILD-REPORTS 370 WHY BOTHER 372
INTERVENTION STRATEGIES WHEN FOLLOW-UP IS NEEDED 372 GUIDANCE TALKS 372
REFLECTIVE LISTENING 374
TEACHER-CHILD NEGOTIATION 375
INCLUDING CHILDREN S IDEAS 375 RECONCILIATION 376 WHYTAKE THETIME? 377
A MATTER OF ETHICS 379
CULTURAL COMPETENCE/FAMILY PARTNERSHIPS 380 BUILDING COOPERATION WITH
TODAY S DIVERSE FAMILIES 380
STEP ONE: MONITORYOUR FEELINGS TOWARD THE FAMILY 382 STEP TWO:
UNDERSTAND PARENT DEVELOPMENT 382
STEP THREE: CHOOSE WORDS THAT AVOID VALUE JUDGMENTS 383 STEP FOUR:
PROBLEM SOLVE WITH FAMILIES 383
STEP FIVE: USE SUPPORT SERVICES 383
CHAPTER 4D GUIDANCE THROUGH INTERVENTION 393
WHEN BOYS HAVE CONFLICTS 395
CULTURE CLASH 395
GENDER GAP IN TEACHERS 396 BOY-FRIENDLY CLASSROOMS 396
INTERVENTION CONSIDERATIONS 397
WHEN CONFLICTS MAKE INTERVENTION NECESSARY 399 TEACHING FUER EMOTIONS
MANAGEMENT 401
CRISIS MANAGEMENT TECHNIQUES 402 FIRST ALTERNATIVE: BEING DIRECT 402
SECOND ALTERNATIVE: COMMANDING A CHOICE 404 THIRD ALTERNATIVE: CALM,
THEN TEACH 406
LAST ALTERNATIVE: PHYSICAL RESTRAINT 410
IMAGE 9
COMPREHENSIVE GUIDANCE/THE INDIVIDUAL
GUIDANCE PLAN 411
COMPREHENSIVE GUIDANCE 413 THE INDIVIDUAL GUIDANCE PLAN 414
RESPONSE FROM THE FIELD 416
WHEN TEACHERS FEEL ANGER 418 MONITOR FEELINGS; MAKE ADJUSTMENTS 419
EXPRESS ANGER CAREFULLY 421 MODEL AND TEACH RECONCILIATION 421
CULTURAL COMPETENCE/FAMILY-PARENT PARTNERSHIPS: WHEN TEACHERS AND
PARENTS DISAGREE 423
CHAPTER E LIBERATION TEACHING: A GUIDANCE RESPONSE TO VIOLENCE IN
SOCIETY 435
SOCIETAL VIOLENCE AND THE CLASSROOM 436
THE VIOLENCE PYRAMID 437
ASSESSING THE EFFECTS OFVIOLENCE, BY THE LEVELS 438 IMPACT OF DIRECT
VIOLENCE ON THE CHILD 441
SOCIALLY RESPONSIVE EDUCATION 442 LIBERATION TEACHING: THE GUIDANCE
RESPONSE 443
STIGMA: NEGATIVE SEPARATION FROM THE GROUP 444
LIBERATING TEACHER RESPONSES 446 LIBERATION TEACHING AND RESILIENCY 447
THE GUIDANCE RESPONSE TO BULLYING 449 BULLYING AS LEVELS OF MISTAKEN
BEHAVIOR 450
BULLYING AND LIBERATION TEACHING 452 LIBERATION TEACHING AND RELATED
EDUCATIONAL PRACTICES 455 THE ENCOURAGING CLASSROOM 455
PEACE EDUCATION 456
ANTIBIAS EDUCATION AND LIBERATION TEACHING 458 CULTURAL
COMPETENCE/FAMILY- TEACHER PARTNERSHIPS: LIBERATION TEACHING AND PARENT
ENGAGEMENT 459
LEVEL ONE-ACCEPTING INFORMATION 460 LEVEL TWO-ACTIVE EDUCATIONAL
ENGAGEMENT 460
LEVEL THREE-PROGRAM PARTICIPATION 461
LEVEL FOUR-PERSONALLPROFESSIONAL DEVELOPMENT 462
CONTENTS XV
IMAGE 10
XVI I CONTENTS
APPENDICES 473
A. THE NAEYC CODE OF ETHICAL CONDUCT 473 B. TECHNOLOGY AND INTERACTIVE
MEDIA AS TOOLS IN EARLY CHILDHOOD PRO GRAMS SERVING CHILDREN FROM BIRTH
THROUGH AGE 8 483
C. INDIVIDUAL GUIDANCE PLAN WORKSHEET 509
GLOSSARY 511
REFERENCES 521
INDEX 537
|
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| author | Gartrell, Daniel |
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| building | Verbundindex |
| bvnumber | BV040459844 |
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| discipline | Pädagogik |
| edition | 6. ed. |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV040459844 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:24:24Z |
| institution | BVB |
| isbn | 9781133943181 1133943187 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025307310 |
| oclc_num | 815945470 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXVI, 547 S. Ill. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Wadsworth |
| record_format | marc |
| spelling | Gartrell, Daniel Verfasser aut A guidance approach for the encouraging classroom Dan Gartrell 6. ed. Belmont, Calif. Wadsworth 2014 XXVI, 547 S. Ill. txt rdacontent n rdamedia nc rdacarrier School discipline / United States Child psychology / United States Problem solving in children Interpersonal relations in children / United States Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf Konfliktregelung (DE-588)4164958-8 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schuldisziplin (DE-588)4180119-2 s Konfliktregelung (DE-588)4164958-8 s DE-604 Unterrichtsdisziplin (DE-588)4078635-3 s Unterrichtsführung (DE-588)4187078-5 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 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307310&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 Schuldisziplin (DE-588)4180119-2 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lernmotivation (DE-588)4074164-3 gnd Konfliktregelung (DE-588)4164958-8 gnd |
| subject_GND | (DE-588)4180119-2 (DE-588)4053369-4 (DE-588)4078635-3 (DE-588)4187078-5 (DE-588)4074164-3 (DE-588)4164958-8 (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 Schuldisziplin (DE-588)4180119-2 gnd Schüler (DE-588)4053369-4 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd Lernmotivation (DE-588)4074164-3 gnd Konfliktregelung (DE-588)4164958-8 gnd |
| topic_facet | School discipline / United States Child psychology / United States Problem solving in children Interpersonal relations in children / United States Schuldisziplin Schüler Unterrichtsdisziplin Unterrichtsführung Lernmotivation Konfliktregelung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307310&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT gartrelldaniel aguidanceapproachfortheencouragingclassroom |