LEADER 04725nam 2200637 450 001 9910797437003321 005 20230721042525.0 010 $a1-4833-6168-3 010 $a1-4833-6385-6 035 $a(CKB)3710000000458734 035 $a(EBL)1659084 035 $a(OCoLC)932344395 035 $a(SSID)ssj0001531651 035 $a(PQKBManifestationID)12581627 035 $a(PQKBTitleCode)TC0001531651 035 $a(PQKBWorkID)11463681 035 $a(PQKB)10341221 035 $a(MiAaPQ)EBC1994338 035 $a(EXLCZ)993710000000458734 100 $a20150818h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aYou can't make me! $efrom chaos to cooperation in the elementary classroom /$fSylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (321 p.) 300 $aDescription based upon print version of record. 311 0 $a9781412916622 311 $a9781412916615 320 $aIncludes bibliographical references and index. 327 $aCover; 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 Needs 327 $aFoundational 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 Shame 327 $aFoundational 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 Development 327 $aAtypical 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 Community 327 $aConclusionChapter 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 Instruction 327 $aAlgebraic Thinking 606 $aProblem children$xEducation (Elementary) 606 $aProblem children$xBehavior modification 606 $aClassroom management 615 0$aProblem children$xEducation (Elementary) 615 0$aProblem children$xBehavior modification. 615 0$aClassroom management. 676 $a372.139/3 700 $aRockwell$b Sylvia$01480234 702 $aVanHuss$b Pam 702 $aMiller$b Lisa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797437003321 996 $aYou can't make me$93696787 997 $aUNINA