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An interpersonal approach to classroom management [[electronic resource] ] : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller
| An interpersonal approach to classroom management [[electronic resource] ] : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller |
| Autore | Davis Heather A |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 |
| Descrizione fisica | 1 online resource (257 p.) |
| Disciplina | 371.1024 |
| Altri autori (Persone) |
SummersJessica J
MillerLauren M |
| Collana | Classroom insights from educational psychology series |
| Soggetto topico |
Classroom management
Teacher-student relationships Educational psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-8345-1
1-4522-6980-7 1-4833-8738-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
An 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?
Three 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 RESOURCES 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 4. 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 Facilitating 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 7. What Does It Mean to Self-Regulate My Classroom Management Tasks? |
| Record Nr. | UNINA-9910480478103321 |
Davis Heather A
|
||
| Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
An interpersonal approach to classroom management : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller
| An interpersonal approach to classroom management : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller |
| Autore | Davis Heather A |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 |
| Descrizione fisica | 1 online resource (xxii, 233 pages) : illustrations |
| Disciplina | 371.1024 |
| Collana | Classroom insights from educational psychology series |
| Soggetto topico |
Classroom management
Teacher-student relationships Educational psychology |
| ISBN |
1-4522-8345-1
1-4522-6980-7 1-4833-8738-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
An 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?
Three 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 RESOURCES 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 4. 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 Facilitating 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 7. What Does It Mean to Self-Regulate My Classroom Management Tasks? |
| Record Nr. | UNINA-9910787387803321 |
|
Davis Heather A
|
||
| Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
An interpersonal approach to classroom management : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller
| An interpersonal approach to classroom management : strategies for improving student engagement / / Heather A. Davis, Jessica J. Summers, Lauren M. Miller |
| Autore | Davis Heather A |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 |
| Descrizione fisica | 1 online resource (xxii, 233 pages) : illustrations |
| Disciplina | 371.1024 |
| Collana | Classroom insights from educational psychology series |
| Soggetto topico |
Classroom management
Teacher-student relationships Educational psychology |
| ISBN |
1-4522-8345-1
1-4522-6980-7 1-4833-8738-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
An 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?
Three 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 RESOURCES 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 4. 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 Facilitating 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 7. What Does It Mean to Self-Regulate My Classroom Management Tasks? |
| Record Nr. | UNINA-9910828338103321 |
|
Davis Heather A
|
||
| Thousand Oaks, Calif., : Corwin Press/A Joint Publication, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
