02630nam 2200589Ia 450 991078539430332120230725025230.01-4411-8874-61-282-82185-797866128218511-4411-4750-0(CKB)2670000000052269(EBL)592426(OCoLC)670412104(SSID)ssj0000412639(PQKBManifestationID)11277842(PQKBTitleCode)TC0000412639(PQKBWorkID)10367711(PQKB)11329098(MiAaPQ)EBC592426(Au-PeEL)EBL592426(CaPaEBR)ebr10422450(CaONFJC)MIL282185(MiAaPQ)EBC6162380(EXLCZ)99267000000005226920100224d2010 uy 0engur|n|---|||||txtccrThe behaviour guru[electronic resource] behaviour management solutions for teachers /Tom BennettNew York, NY Continuum International Pub. Groupc20101 online resource (241 p.)Description based upon print version of record.1-4411-2860-3 Includes bibliographical references and index.Contents; Preface; Introduction; 1 What you need to know; 2 Dealing with low-level disruption; 3 Behaviour for new teachers; 4 Everyday behaviour management; 5 School issues; 6 Extreme teaching; 7 Dealing with other grown-ups; 8 Being a teacher: how to cope with pressure; Further Reading; IndexTeaching isn't all about teaching; new teachers quickly realise that they need to be lion tamers too. Controlling a class isn't something that comes naturally to everyone - but it can be learned. This no-nonsense guide tells teachers what the teacher training didn't, and offers instant strategies for dealing with the most common, and extreme, classroom scenarios. Using his experiences of teaching in inner-city schools, as Behaviour Guru on the TES advice forum and working as a nightclub bouncer, Tom Bennett helps teachers, old and new, to assert their authority in the classroom.Classroom managementProblem childrenBehavior modificationClassroom management.Problem childrenBehavior modification.371.102/4Bennett Tom1971-1464381MiAaPQMiAaPQMiAaPQBOOK9910785394303321The behaviour guru3702944UNINA03550nam 2200769Ia 450 991102008550332120200520144314.097866106488949780470687512047068751797811192089761119208971978128064889212806488999780470034842047003484X(CKB)1000000000357057(EBL)274393(OCoLC)82332757(SSID)ssj0000104699(PQKBManifestationID)11127850(PQKBTitleCode)TC0000104699(PQKBWorkID)10100319(PQKB)10646850(MiAaPQ)EBC274393(Perlego)1008278(Perlego)2752221(EXLCZ)99100000000035705720060518d2006 uy 0engur|n|---|||||txtccrApplied EI the importance of attitudes in developing emotional intelligence /Tim Sparrow and Amanda KnightChichester, West Sussex, England ;San Francisco, CA Jossey-Bassc20061 online resource (330 p.)Description based upon print version of record.9780470032732 0470032731 Includes bibliographical references (p. [299]) and index.Cover; Contents; Who this book is for; Introduction; Acknowledgements; 1: Why EI now?; 2: IQ and EI; 3: What is Applied EI?; 4: The vital importance of attitude; 5: Optimising personal performance; 6: Measuring our personal EI; 7: Kind regards; 8: Facilitating EI development 1 - "Meeting"; 9: Body awareness; 10: Facilitating EI development 2 - "Being with"; 11: Managing oneself; 12: The art of relationship management; 13: Knowing oneself; 14: The emotionally intelligent organisation; 15: EI in leadership; 16: EI for teams; 17: Assessing EI; 18: The EI practitionerAppendix: Contact informationThe CAEI; The CAEI's strategic partners; Further reading; IndexA decade on from its birth, emotional intelligence is attracting more attention than ever before. Why? Because of its proven connection to performance. Tomorrow's leaders will have to be facilitators who work collaboratively to help others develop their potential, and this will require emotionally intelligent skills and attitudes. Against this landscape, Applied EI provides the tools and advice needed to develop and manage a relationship with yourself and create positive relationships with others - the twin cornerstones of emotional intelligence. We're all capable of acting with emotional inApplied E.I.Applied emotional intelligenceEmployeesCoaching ofEmotional intelligenceStudy and teachingAttitude (Psychology)Adaptability (Psychology)ManagementPsychological aspectsEmployeesCoaching of.Emotional intelligenceStudy and teaching.Attitude (Psychology)Adaptability (Psychology)ManagementPsychological aspects.658.382658.4092Sparrow Tim993164Knight Amanda1964-993165MiAaPQMiAaPQMiAaPQBOOK9911020085503321Applied EI2274157UNINA03752nam 2200613 a 450 991096660050332120251116142149.01-4384-1261-40-585-07502-6(CKB)111004366812416(MiAaPQ)EBC3407000(Au-PeEL)EBL3407000(CaPaEBR)ebr10040224(OCoLC)923397916(BIP)76148110(BIP)47499046(EXLCZ)9911100436681241619971106d1998 ub 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierLearning disabilities appropriate practices for a diverse population /Barry Edwards McNamara1st ed.Albany State University of New York Pressc1998x, 254 p. illSUNY series, youth social services, schooling, and public policy0-7914-3884-8 Includes bibliographical references (p. 241-250) and index.Intro -- Contents -- Acknowledgments -- 1. Introduction -- 2. The Referral Process -- 3. Assessment Practices -- 4. Interventions -- 5. Classroom Management -- 6. Implications for Teacher Training -- 7. Parents as Partners -- Appendix A -- Appendix B -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.Provides a variety of instructional approaches that recognize the cultural and linguistic diversity found in students classified as learning disabled. This book addresses issues in teacher preparation and parental roles in the education of children with learning disabilities. It provides a variety of instructional approaches that recognize the cultural and linguistic diversity found in students classified as learning disabled. There is a critical need to incorporate a sensitivity to issues of diversity into educational assessment, curriculum planning, teacher training, and interactions with parents, especially in large urban areas which are characterized by cultural and linguistic diversity. Significant changes in traditional special education assessment and instruction are needed to effectively deal with the overrepresentation of minority students classified as learning disabled, and resolve the inherent problems with the definition and diagnosis of learning disabilities. Barry Edwards McNamara is Associate Professor of Education, Dowling College, New York. He is the author of several books, including The Resource Room: A Guide for Special Educators , also published by SUNY Press.SUNY series, youth social services, schooling, and public policy.Learning disabled childrenEducationUnited StatesChildren of minoritiesEducationUnited StatesLearning disabled childrenUnited StatesSocial conditionsChildren of minoritiesUnited StatesSocial conditionsLearning disabled childrenServices forUnited StatesLearning disabilitiesUnited StatesLearning disabled childrenEducationChildren of minoritiesEducationLearning disabled childrenSocial conditions.Children of minoritiesSocial conditions.Learning disabled childrenServices forLearning disabilities371.9/0973McNamara Barry E.1949-1600862MiAaPQMiAaPQMiAaPQBOOK9910966600503321Learning disabilities4470004UNINA