LEADER 04994oam 2200577 450 001 9910812162903321 005 20190911103511.0 010 $a1-4522-8404-0 010 $a1-4833-8771-2 010 $a1-4522-7957-8 035 $a(OCoLC)884577298 035 $a(MiFhGG)GVRL8TQF 035 $a(EXLCZ)993710000000341094 100 $a20111005h20122012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aMotivating defiant & disruptive students to learn $epositive classroom management strategies /$fRich Korb 210 $aThousand Oaks $cCorwin$dc2012 210 1$aThousand Oaks, California :$cCorwin,$d[2012] 210 4$d?2012 215 $a1 online resource (xxi, 167 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-0578-7 320 $aIncludes bibliographical references and index. 327 $aFRONT COVER; MOTIVATING DEFIANT & DISRUPTIVE STUDENTS TO LEARN; CONTENTS; PREFACE; ACKNOWLEDGMENTS; ABOUT THE AUTHOR; INTRODUCTION; CHAPTER 1: INTRODUCTION TO STUDENT MOTIVATION; Why Do Youngsters Misbehave?; Brain Development; Role Identification; Basic Needs; Motivation Defined; What the Research Says About Motivating Learners; What Happened to Natural Motivation?; Our Experience With Motivating Youngsters; Connecting With Students; Differences in Values; Modifying Student Behavior; Teach Students What Is Expected; Shift Directions to Retrieve Drifting Students 327 $aTeachers Cannot Save Every ChildConclusion; Process and Apply; CHAPTER 2: SETTING UP A CLASS ENVIRONMENT FOR SUCCESS; Preparing Yourself for the School Year; Your Instructional Style; Your Curriculum and Subject Matter; Other Preparations for the School Year; The Classroom; Instructional Materials; Paperwork; Classroom Procedures; The First Day of Class; Assessing Student Interests and Abilities; Taking Attendance; Expectations and Consequences; The Second Day of Class; Class Operation Test; Process and Apply; CHAPTER 3: BEHAVIOR IMPROVEMENT STRATEGIES FOR INDIVIDUAL STUDENTS 327 $aDefining Acceptable BehaviorCognitive Processing; The Daily Performance Sheet; Using the DPS; Benefits of the DPS; Individual Student Management Precepts; Give and Take; Ask for an Apology; Reward the Positive; Use the Schedule; Derailing Disruptors; Heading Off Disruptive Behavior; Taking Up the Challenge If You Must; The Redemption Plan; Knowing When to Push the Ejection Button; Time-Out; Student-Initiated Removal From the Room; Placing a Student in the Hall; Using Out of Class Time Effectively; Classroom Behavior Improvement Plan (CBIP); In-School Suspension; Carding Disruptive Behavior 327 $aStrategies for Using the Class to Manage Individual StudentsPeer Accountability-Grades K-4; Class Court-Grades 4-8; Additional Allies in the Effort to Improve Individual Behavior; School Staff and Community Members; Working With Parents; Process and Apply; CHAPTER 4: STRATEGIES FOR MANAGING CLASSROOM BEHAVIOR; Establishing a Good Learning Environment; Managing Your Behavior to Help Students Manage Theirs; Using Seat Assignments to Manage Your Class; Helping Students to Dress for Success; Entry Activities as a Management and Instructional Tool; Entry Activities Reduce Tardiness 327 $aEntry Activities Reduce Disruptive BehaviorEntry Activities Provide Opportunities for Review and Reinforcement; Entry Activities Allow for Assessment; Entry Activity and Lesson Example; Helping Students Stay on Task; Accountability Jar: A Strategy for Helping K-5 Students Manage Their Behavior; Gaining and Keeping Control; W.I.N.-What's Important Now?; Timing Is Everything!; Bringing Disruptive Students Back Into the Fold; Monitoring the Difficult Class; Managing Conflict; Conflict Mediation; Evidence Demands a Verdict; Dealing With Interruptions; Scenarios for Specific Problems 327 $aThe Power of Red 330 8 $aToday's teachers face more challenges than ever before in managing student behaviour in the classroom. New teachers often find themselves underprepared for the realities of hard-to-engage students and increased class size. Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep you and your students focused on learning. 606 $aClassroom management 606 $aProblem children$xEducation 606 $aProblem children$xBehavior modification 606 $aMotivation in education 615 0$aClassroom management. 615 0$aProblem children$xEducation. 615 0$aProblem children$xBehavior modification. 615 0$aMotivation in education. 676 $a371.1024 700 $aKorb$b Rich$01628579 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910812162903321 996 $aMotivating defiant & disruptive students to learn$93965771 997 $aUNINA LEADER 03348nam 22006015 450 001 9910484661903321 005 20230810213939.0 010 $a3-658-16975-3 024 7 $a10.1007/978-3-658-16975-6 035 $a(CKB)3710000001127639 035 $a(DE-He213)978-3-658-16975-6 035 $a(MiAaPQ)EBC4832094 035 $a(PPN)199765626 035 $a(EXLCZ)993710000001127639 100 $a20170328d2017 u| 0 101 0 $ager 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMathematische Optimierung $eEine Einführung in die kontinuierliche Optimierung mit Beispielen /$fvon Martin Pieper 205 $a1st ed. 2017. 210 1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer Spektrum,$d2017. 215 $a1 online resource (IX, 53 S. 20 Abb.) 225 1 $aessentials,$x2197-6716 311 $a3-658-16974-5 320 $aIncludes bibliographical references. 327 $aBeispielprobleme: Ausgleichskurve, Standortplanung, Haltestellenproblem -- Optimalitätskriterien erster und zweiter Ordnung -- Karush-Kuhn-Tucker-Bedingungen, Pareto-optimale Lösungen und Pareto-Menge -- Methode der gewichteten Summe. 330 $aDas essential gibt Bachelor- und Masterstudierenden der Ingenieur- und Naturwissenschaften sowie der Wirtschaftswissenschaften eine kurze, anschauliche Einführung in die mathematische Optimierung. Anhand zahlreicher Beispiele werden die Grundbegriffe und Kernaussagen der kontinuierlichen Optimierung erläutert und angewendet. Es werden sowohl Optimierungsprobleme mit und ohne Nebenbedingungen als auch mehrkriterielle Probleme mit mehr als einer Zielfunktion behandelt. Der Inhalt Beispielprobleme: Ausgleichskurve, Standortplanung, Haltestellenproblem Optimalitätskriterien erster und zweiter Ordnung Karush-Kuhn-Tucker-Bedingungen, Pareto-optimale Lösungen und Pareto-Menge Methode der gewichteten Summe Die Zielgruppen Dozierende und Studierende der Ingenieurwissenschaften, Naturwissenschaften und Wirtschaftswissenschaften Anwenderinnen und Anwender aus Wirtschaft und Industrie Der Autor Prof. Dr. Martin Pieper ist seit 2011 Professor für Mathematik und Simulation an der FH Aachen. Vor seinem Ruf an die FH Aachen war er wissenschaftlicher Mitarbeiter in der Abteilung Optimierung des Fraunhofer-Instituts für Techno- und Wirtschaftsmathematik. . 410 0$aessentials,$x2197-6716 606 $aMathematical optimization 606 $aEngineering mathematics 606 $aEngineering$xData processing 606 $aEconometrics 606 $aOptimization 606 $aMathematical and Computational Engineering Applications 606 $aQuantitative Economics 615 0$aMathematical optimization. 615 0$aEngineering mathematics. 615 0$aEngineering$xData processing. 615 0$aEconometrics. 615 14$aOptimization. 615 24$aMathematical and Computational Engineering Applications. 615 24$aQuantitative Economics. 676 $a519.3 700 $aPieper$b Martin$4aut$4http://id.loc.gov/vocabulary/relators/aut$0913360 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484661903321 996 $aMathematische Optimierung$92851242 997 $aUNINA