Darlene Wilson details methods for promoting an atmosphere in which students not only succeed academically but are eager to do their best, while concentrating on the basic values of respect, responsibility, consideration, and sensitivity. Wilson's path allows teachers to maintain excellence in academic achievement and student behavior while avoiding the hazards of societal change.
Darlene Wilson details methods for promoting an atmosphere in which students not only succeed academically but are eager to do their best, while concentrating on the basic values of respect, responsibility, consideration, and sensitivity. Wilson's path allows teachers to maintain excellence in academic achievement and student behavior while avoiding the hazards of societal change.
Darlene Anderson Wilson, whose career spanned the last half of the twentieth century, has spent thirty-eight years of the last fifty years as a teacher, acting principal, and training teacher in elementary schools in the Los Angles Unified School District.
Inhaltsangabe
Part 1 Foreword Part 2 Acknowledgments Part 3 Introduction Part 4 PART 1 Chapter 5 1. Do Americans Really Want Academic Success? Chapter 6 2. Is it Magic, Miracles, or Motivation? Chapter 7 3. Teaching Is an Art-Not a Science Chapter 8 4. Hey Everybody Out There! Johnny Can Read, and So Can Juan and Jose! Chapter 9 5. Discipline Is Not a Four-Letter Word-It Is a Sense of Security and Order Chapter 10 6. Why Can't we Agree on Success? Part 11 PART 2 Chapter 12 7. The Classroom as a Community Chapter 13 8. Class Plays Promote a Sense of Community Chapter 14 9. A Sense of Community Through Poetry Chapter 15 10. The Classroom as a Safe Refuge Chapter 16 11. The Classroom from the Fifties through the Nineties Chapter 17 12. From Sputnik to Tomato Seeds from Space Part 18 PART 3 Chapter 19 13. Which Came First: Public Education or the Problems and Controversy? Chapter 20 14. Can American Students Compete Globally? Chapter 21 15. What Happens to the Mentally Gifted Student? Chapter 22 16. What Happened to the Bilingual Student in the Eighties? Chapter 23 17. The Classroom Teacher's Image on Television Part 24 PART 4 Chapter 25 18. Belonging as a Goal Chapter 26 19. Strategies Chapter 27 20. Fun Chapter 28 21. Basic Values Chapter 29 22. Cause and Effect Chapter 30 23. Voice Effectiveness Chapter 31 24. Self-Esteem Chapter 32 25. Choices Chapter 33 26. Students Want Specific Goals Chapter 34 27. The Nuts and Bolts of Teaching Part 35 Epilogue Part 36 References Part 37 About the Author
Part 1 Foreword Part 2 Acknowledgments Part 3 Introduction Part 4 PART 1 Chapter 5 1. Do Americans Really Want Academic Success? Chapter 6 2. Is it Magic, Miracles, or Motivation? Chapter 7 3. Teaching Is an Art-Not a Science Chapter 8 4. Hey Everybody Out There! Johnny Can Read, and So Can Juan and Jose! Chapter 9 5. Discipline Is Not a Four-Letter Word-It Is a Sense of Security and Order Chapter 10 6. Why Can't we Agree on Success? Part 11 PART 2 Chapter 12 7. The Classroom as a Community Chapter 13 8. Class Plays Promote a Sense of Community Chapter 14 9. A Sense of Community Through Poetry Chapter 15 10. The Classroom as a Safe Refuge Chapter 16 11. The Classroom from the Fifties through the Nineties Chapter 17 12. From Sputnik to Tomato Seeds from Space Part 18 PART 3 Chapter 19 13. Which Came First: Public Education or the Problems and Controversy? Chapter 20 14. Can American Students Compete Globally? Chapter 21 15. What Happens to the Mentally Gifted Student? Chapter 22 16. What Happened to the Bilingual Student in the Eighties? Chapter 23 17. The Classroom Teacher's Image on Television Part 24 PART 4 Chapter 25 18. Belonging as a Goal Chapter 26 19. Strategies Chapter 27 20. Fun Chapter 28 21. Basic Values Chapter 29 22. Cause and Effect Chapter 30 23. Voice Effectiveness Chapter 31 24. Self-Esteem Chapter 32 25. Choices Chapter 33 26. Students Want Specific Goals Chapter 34 27. The Nuts and Bolts of Teaching Part 35 Epilogue Part 36 References Part 37 About the Author
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