LEADER 05293oam 2200589 450 001 9910787387803321 005 20190911103511.0 010 $a1-4522-8345-1 010 $a1-4522-6980-7 010 $a1-4833-8738-0 035 $a(OCoLC)884577031 035 $a(MiFhGG)GVRL6PVT 035 $a(EXLCZ)993710000000333578 100 $a20120601h20122012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 13$aAn interpersonal approach to classroom management $estrategies for improving student engagement /$fHeather A. Davis, Jessica J. Summers, Lauren M. Miller 210 $aThousand Oaks, Calif. $cCorwin Press/A Joint Publication$dc2012 210 1$aThousand Oaks, California :$cCorwin,$d[2012] 210 4$d?2012 215 $a1 online resource (xxii, 233 pages) $cillustrations 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 $aEducational psychology 615 0$aClassroom management. 615 0$aTeacher-student relationships. 615 0$aEducational psychology. 676 $a371.1024 700 $aDavis$b Heather A$01485506 702 $aSummers$b Jessica J. 702 $aMiller$b Lauren M. 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910787387803321 996 $aAn interpersonal approach to classroom management$93704696 997 $aUNINA