You can't make me! : from chaos to cooperation in the elementary classroom / / Sylvia Rockwell ; indexer, Pam VanHuss ; cover designer, Lisa Miller

• Autore: Rockwell Sylvia
• Pubblicazione: Thousand Oaks, California : , : Corwin Press, , 2007; ©2007
• Descrizione fisica: 1 online resource (321 p.)
• Disciplina: 372.139/3
• Soggetto topico: Problem children - Education (Elementary); Problem children - Behavior modification; Classroom management
• Persona (resp. second.): VanHussPam; MillerLisa
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; 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 ; Foundational 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 ; Foundational 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 ; Atypical 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 ; ConclusionChapter 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 ; Algebraic Thinking
• Titolo autorizzato: You can't make me
• ISBN: 1-4833-6168-3; 1-4833-6385-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910797437003321
• Lo trovi qui: Univ. Federico II