Autore	Elston Terry
Pubbl/distr/stampa	New York, NY, : Continuum International Pub. Group, c2009
Descrizione fisica	1 online resource (165 p.)
Disciplina	371.3/93
Altri autori (Persone)	SpohrerKate E
Soggetto topico	Classroom management Problem children - Behavior modification Neurolinguistic programming
ISBN	1-282-87719-4 9786612877193 1-85539-532-0
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Contents; Acknowledgements; Introduction; How to use this book; 1 What is NLP?; 2 Sensory acuity; 3 The language of life - representational systems; 4 Anchoring, reframing, and metaphor; 5 Meta and Milton Models of hypnotic language; 6 Setting goals; Neuro-Linguistic Programming glossary; Chapter quiz answer sheets; References and further reading; Appendix
Record Nr.	UNINA-9910822175903321

Autore	Sida-Nicholls Kate
Pubbl/distr/stampa	Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2012
Descrizione fisica	1 online resource (145 p.)
Disciplina	371.102/4
Soggetto topico	Behavior modification Classroom management Problem children - Behavior modification School discipline
Soggetto genere / forma	Electronic books.
ISBN	0-429-23471-6 1-283-60572-4 9786613918178 1-136-62078-8 0-203-69494-5
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
Nota di contenuto	Cover; Title; Copyright; Contents; Acknowledgements; Introduction; 1 Managing the behaviour of students at the start of your lesson; Says 'Your lesson is boring'; Says 'I need to go to the toilet' in the first five minutes; Does not have the right equipment; Is late for your lesson; Gives you a letter excusing them from your lesson; Is leaning out of a window; Is listening to music; Throws items at other students; Does not work with a TA; Does not want to sit in a seating plan; Enters the room noisily; 2 Managing the behaviour of students during the main phase of your lesson Uses your first nameFalls asleep in your lesson; Copies the work of another student; Is eating in your lesson; Refuses to do any work in your lesson; Talks while you are talking; Taps a pen while you are talking; Is texting on their phone in your lesson; Doesn't stay outside in the corridor after being sent out; Makes homophobic comments about another student; Refuses to work in a group; Swears in your lesson; Talks back to you in a lesson; Passes notes to another student; Sits in your chair; Is regularly absent from the same lesson every week 3 Managing the behaviour of students as your lesson draws to a closeHas not participated in a group presentation; Ruins another student's work; Writes graffiti on the desk; Does not hand in good quality homework; Turns off another student's computer; 4 Managing the behaviour of students as they leave your classroom; Leaves the classroom before you have dismissed the class; Leaves your room noisily with their classmates; Regularly stays behind to talk to you; 5 Managing the behaviour of students in the corridor; Is wearing incorrect uniform; Drops litter; Is play fighting in the corridor Is banging their head against the wallSays 'My friend thinks you are fit'; Index
Record Nr.	UNINA-9910462428203321

Autore	Rockwell Sylvia
Pubbl/distr/stampa	Thousand Oaks, California : , : Corwin Press, , 2007
Descrizione fisica	1 online resource (321 p.)
Disciplina	372.139/3
Soggetto topico	Problem children - Education (Elementary) Problem children - Behavior modification Classroom management
Soggetto genere / forma	Electronic books.
ISBN	9781483363851
Formato	Materiale a stampa
Livello bibliografico	Monografia
Lingua di pubblicazione	eng
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
Record Nr.	UNINA-9910480255203321