04729nam 2200637 450 991048025520332120211025042053.09781483363851(CKB)3710000000458734(EBL)1659084(OCoLC)932344395(SSID)ssj0001531651(PQKBManifestationID)12581627(PQKBTitleCode)TC0001531651(PQKBWorkID)11463681(PQKB)10341221(MiAaPQ)EBC1994338(EXLCZ)99371000000045873420150818h20072007 uy 0engur|n|---|||||txtccrYou can't make me! from chaos to cooperation in the elementary classroom /Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa MillerThousand Oaks, California :Corwin Press,2007.©20071 online resource (321 p.)Description based upon print version of record.9781412916622 9781412916615 Includes bibliographical references and index.Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - Foundations and Frameworks; Introduction; Foundational Principles; Foundational Principle 1: The only Person I can Control is Myself; Foundational Principle 2: Behavior is Purposeful; Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated; Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated; Foundational Principle 5: All People Have the Same Basic NeedsFoundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular NeedFoundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions; Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions; Foundational Principle 9: Human Beings Work to Maintain a Sense of Control; Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability; Human beings Work to Avoid ShameFoundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions Interventions Need to Address all Four; Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects; Theoretical Approaches to Behavior Management; The Behavioral Approach; The Biophysical Approach; The Ecological Approach; The Cognitive-Behavioral Approach; A Rationale for Integrating the Theoretical Approaches; Conclusion; Chapter 2 - Typical and Atypical Development; Introduction; Typical DevelopmentAtypical DevelopmentAssessment; Understanding the Whole Child: Essential Research Topics; Temperament versus Learned Behavior; Externalizing and Internalizing Disorders: The Question of Blame; Neurodevelopmental Constructs; Assessment Tools: Expanding and Enhancing Their Application; Triage: A Rationale for Decision Making; Conclusion; Chapter 3 - Group Development; Introduction; Group Formation: Characteristics and Processes; Stages of Group Development; Stage 1; Stage 2; Stage 3; Roles That Students Play; Roles That Teachers Play; The Pecking Order; Strategies for Building CommunityConclusionChapter 4 - Classwide Behavior Management; Introduction; Conditions; Physical Environment; Schedule; Climate; Consequences; Expectations; Rules; Procedures; Reinforcement and Punishment; Curriculum; Teaching Rules; Teaching Social Skills; Teaching Optimism; Conclusion; Chapter 5 - The Behavior-Achievement Connection; Introduction; Learners Who are at Risk; A Strategy Selection Framework; A Multifaceted Approach in Action; The Role of Assessment; Standardized Assessments; Informal Assessments; Reading Instruction; Essential Elements for Effective Reading InstructionAlgebraic ThinkingProblem childrenEducation (Elementary)Problem childrenBehavior modificationClassroom managementElectronic books.Problem childrenEducation (Elementary)Problem childrenBehavior modification.Classroom management.372.139/3Rockwell Sylvia1054458VanHuss PamMiller LisaMiAaPQMiAaPQMiAaPQBOOK9910480255203321You can't make me2487062UNINA