LEADER 05560nam 2200673 a 450 001 9910480478103321 005 20191111223524.0 010 $a1-4522-8345-1 010 $a1-4522-6980-7 010 $a1-4833-8738-0 035 $a(CKB)3710000000333578 035 $a(EBL)1109179 035 $a(OCoLC)884577031 035 $a(SSID)ssj0001400484 035 $a(PQKBManifestationID)12629047 035 $a(PQKBTitleCode)TC0001400484 035 $a(PQKBWorkID)11344170 035 $a(PQKB)10427788 035 $a(MiAaPQ)EBC1109179 035 $a(StDuBDS)EDZ0000996584 035 $a(EXLCZ)993710000000333578 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 13$aAn interpersonal approach to classroom management$b[electronic resource] $estrategies for improving student engagement /$fHeather A. Davis, Jessica J. Summers, Lauren M. Miller 210 $aThousand Oaks, Calif. $cCorwin Press/A Joint Publication$dc2012 215 $a1 online resource (257 p.) 225 1 $aClassroom insights from educational psychology series 300 $aDescription based upon print version of record. 311 $a1-4129-8673-7 320 $aIncludes bibliographical references and index. 327 $aAn Interpersonal Approach to Classroom Management - Cover; An Interpersonal Approach to Classroom Management; Contents; Preface; Acknowledgments; About the Authors; Introduction: What Are Your Implicit Theories of Classroom Management?; Observing Student Engagement; Classroom Management in Today's Classrooms; Teachers' Beliefs About Discipline; Espousing a Relational View of Classroom Management; Connecting With All Students; Redefining Discipline; KEY TERMS; RESOURCES FOR TEACHERS; PART I. Management as a Function of Student Engagement; 1. What Does It Mean for Students to Be Engaged? 327 $aThree Types of EngagementMotivational Systems Theory; Self-Determination Theory; Why Is Relational Engagement Important?; What Teachers Can Do to Support Caringand Students' Relatedness Needs; KEY TERMS; RESOURCES FOR TEACHERS; 2. How Do I Organize My Classroom for Engagement?; Instructional Design: Consistency Management; Organizing for Student Autonomy; Planning to Promote Behavioral and Relational Engagement: Routines and Rituals; Establishing Routines for Engagement; Creating Rituals for Engagement; Planning to Promote Cognitive Engagement: Classroom Goal Structures; KEY TERMS 327 $aRESOURCES FOR TEACHERS3. How Do I Create a Classroom Climate That Supports Engagement?; Developing Students' Autonomy and Responsibility: Classroom Discourse Patterns; Do I Speak to My Students in a Way That Promotes Their Autonomy and DevelopsTheir Sense of Responsibility?; When I Speak to My Students, Am I Clear About How to Be Successful?; When I Speak to My Students, Am I Clear That Everyone Belongs?; When We Are Having a Conflict, Do I Communicate the Value of Reconciliation?; KEY TERMS; RESOURCES FOR TEACHERS; PART II: Management as a Function of Classroom Relationships 327 $a4. How Do I Model Caring in Relationships With Students?Observing Beliefs About Relationships; Teacher Beliefs About Relationships; Warm Demanding Teachers; Feedback, Praise, and Academic Press; KEY TERMS; RESOURCES FOR TEACHERS; 5. How Can I Build Supportive Peer Relationships?; Revisiting Alice's and Kim's Classrooms; Why Are Peer Relationships Important?; Building a Positive Classroom Community; The Child Development Project; The Open Classroom Learning Community; Building Community Using Cooperative Learning; Peer Relationship Issues in the Classroom 327 $aFacilitating Supportive Relationships With Children With Special NeedsReducing Peer Victimization and Bullying; KEY TERMS; RESOURCES FOR TEACHERS; 6. How Do I Connect With Diverse Students?; Observing Discourses About Diversity; Cultural Synchronization: (Mis)Interpreting Disrespect; Observing Systemic Oppression; Disrupting Systemic Oppression: Maintaining Expectations, Transforming Deficit Thinking, and Offering Positive Intent; What Does It Mean to Be Culturally Competent in Our Relationships?; KEY TERMS; RESOURCES FOR TEACHERS; PART III. Management as a Function of Teacher Self-Regulation 327 $a7. What Does It Mean to Self-Regulate My Classroom Management Tasks? 330 8 $a'An Interpersonal Approach to Classroom Management' contrasts how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for exploring their beliefs, motivating students, and responding to conflict. 410 0$aClassroom insights from educational psychology. 606 $aClassroom management 606 $aTeacher-student relationships 606 $aEducational psychology 608 $aElectronic books. 615 0$aClassroom management. 615 0$aTeacher-student relationships. 615 0$aEducational psychology. 676 $a371.1024 700 $aDavis$b Heather A$01033526 701 $aSummers$b Jessica J$01033527 701 $aMiller$b Lauren M$01033528 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480478103321 996 $aAn interpersonal approach to classroom management$92452129 997 $aUNINA