Using William Glasser's ideas as a foundation, this text explores the five basic needs and their implication for classroom management. Additional management concepts and ideas are enmeshed in the developmental recommendations to provide a theoretical and researched validation for a management plan that moves away from rewards and punishments and focuses on meeting the needs of the students.
Using William Glasser's ideas as a foundation, this text explores the five basic needs and their implication for classroom management. Additional management concepts and ideas are enmeshed in the developmental recommendations to provide a theoretical and researched validation for a management plan that moves away from rewards and punishments and focuses on meeting the needs of the students.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Suzanne G. Houff is a Professor of Education and chair in the Department of Curriculum and Instruction at the University of Mary Washington in Fredericksburg, Virginia. She teaches pre-service educators in the areas of curriculum and instruction, classroom management, and educational research. Prior to moving into higher education, she worked as both an elementary and middle school level classroom teacher and as a library media specialist.
Inhaltsangabe
Preface Introduction Part I. Getting Started Chapter 1: What you believe Chapter 2: Learning to change behavior Behavior Theory Cognitive Theory Affective Theory Social Theory Ecological Theory Brain-based theory Part II. Meeting Student Needs Chapter 3: Survival Situation Analysis Nourishment Shelter Safety Safety through procedures Bullying Theory into Practice Chapter 4: Belonging Situation Analysis Knowing your students Developing Cooperation Class Meetings Theory into Practice Chapter 5: Fun Situation Analysis Engaging Students Theory into Practice Chapter 6: Freedom Situation Analysis Making Choices Accepting Responsibility Accountability Theory into Action Chapter 7: Power Situation Analysis Power through quality instruction Power through self-discipline Theory into Practice Chapter 8: Meeting special needs Chapter 9: Special Topics: FAQ Part III. Establishing Goals Chapter 10: Prevent-Analyze-Correct Book Tug Clear Your Desk Ipod plunder Rules, rules, and more rules Seeing Blood Simple Machines That's not funny Wrong finger Conclusion Appendices Appendix A: Survival Appendix B: Belonging Appendix C: Fun Appendix D: Freedom Appendix E: Power Appendix F: Management goals Appendix G: Supporting the needs
Preface Introduction Part I. Getting Started Chapter 1: What you believe Chapter 2: Learning to change behavior Behavior Theory Cognitive Theory Affective Theory Social Theory Ecological Theory Brain-based theory Part II. Meeting Student Needs Chapter 3: Survival Situation Analysis Nourishment Shelter Safety Safety through procedures Bullying Theory into Practice Chapter 4: Belonging Situation Analysis Knowing your students Developing Cooperation Class Meetings Theory into Practice Chapter 5: Fun Situation Analysis Engaging Students Theory into Practice Chapter 6: Freedom Situation Analysis Making Choices Accepting Responsibility Accountability Theory into Action Chapter 7: Power Situation Analysis Power through quality instruction Power through self-discipline Theory into Practice Chapter 8: Meeting special needs Chapter 9: Special Topics: FAQ Part III. Establishing Goals Chapter 10: Prevent-Analyze-Correct Book Tug Clear Your Desk Ipod plunder Rules, rules, and more rules Seeing Blood Simple Machines That's not funny Wrong finger Conclusion Appendices Appendix A: Survival Appendix B: Belonging Appendix C: Fun Appendix D: Freedom Appendix E: Power Appendix F: Management goals Appendix G: Supporting the needs
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