School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
Soggetto genere / forma | Electronic books. |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910459341803321 |
Bear George G | ||
New York, : Guilford Press, c2010 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline and self-discipline [[electronic resource] ] : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910792326403321 |
Bear George G | ||
New York, : Guilford Press, c2010 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
School discipline and self-discipline : a practical guide to promoting prosocial student behavior / / George G. Bear |
Autore | Bear George G |
Edizione | [1st ed.] |
Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
Descrizione fisica | 1 online resource (277 p.) |
Disciplina | 371.5 |
Collana | Guilford practical intervention in the schools series |
Soggetto topico |
Classroom management
Problem children - Behavior modification School discipline |
ISBN |
1-282-55785-8
9786612557859 1-60623-684-9 1-60623-685-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; Contents; 1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives; Two Common Aims of Discipline: Managing Students and Developing Self-Discipline; The Need for a Balanced and Comprehensive Approach; Why Punishment Is Often Used to Manage Student Behavior; Behavior Management with Punishment: The Zero Tolerance Approach; Zero Tolerance Approach versus Reasonable Zero Tolerance Policies; Limitations to Punishment; Positive Alternatives to Zero Tolerance and Punishment
Schoolwide Positive Behavior SupportsSocial and Emotional Learning; Different, Yet Compatible; Comprehensive Classroom and Schoolwide Discipline at the Universal Level; Component 1: Developing Self-Discipline; Component 2: Preventing Behavior Problems; Component 3: Correcting Behavior Problems; Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems; Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline; Overview of This Volume; Summary 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey Features of the SWPBS Approach; Three- Tiered Model of Prevention, Interventions, and Supports; Direct Instruction; Evidence- or Research-Based Behavioral Practices; Supportive Systems; Ongoing Collection and Use of Data for Decision Making; Key Features as Measured by the Schoolwide Evaluation Tool; Strengths and Limitations of SWPBS; Strengths; Limitations; SWPBS: Adopt? Reject? or Integrate?; Summary 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat Is Self-Discipline?; Self-Discipline versus Compliance; The SEL Approach; Supporting Theory and Research; Targeted Social and Emotional Competencies; Close and Supportive Relationships, Especially between Teachers and Students; Programs Included under the SEL Approach; Character Education; Positive Psychology; Research Supporting the Importance of Self-Discipline and SEL; Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems Relation of Self-Discipline and SEL to Other Important OutcomesResearch Supporting the Importance of Caring and Supportive Relationships; Research Demonstrating the Effectiveness of SEL Programs; Studies of Techniques Used in SEL; Summary; 4. Strategies for Developing Self- Discipline (and a Positive School Climate); What Should Be Developed?; Four Steps to Developing Self-Discipline; Step 1: Develop Student Sensitivity to Social and Moral Problems; Step 2: Determine What One Ought to Do; Step 3: Decide among Alternatives; Step 4: Do What One Decides to Do Strategies for Developing Self-Discipline |
Record Nr. | UNINA-9910824293803321 |
Bear George G | ||
New York, : Guilford Press, c2010 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|