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Connecting character to conduct : helping students do the right things /
The decisions today's students make ripple outward to their immediate family and school community; some affecting society in the form of academic underachievement and school violence. How can we help students make the right decisions and do the right things? Test preparation and academic rigor...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Alexandria, VA :
Association for Supervision and Curriculum Development,
©2000.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Connecting character to conduct : |b helping students do the right things / |c Rita Stein [and others]. |
| 260 | |a Alexandria, VA : |b Association for Supervision and Curriculum Development, |c ©2000. | ||
| 300 | |a 1 online resource (viii, 135 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 500 | |a "ASCD product no. 100209"--Title page verso | ||
| 504 | |a Includes bibliographical references (pages 128-130) and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a The decisions today's students make ripple outward to their immediate family and school community; some affecting society in the form of academic underachievement and school violence. How can we help students make the right decisions and do the right things? Test preparation and academic rigor alone cannot help our students learn well. Metal detectors and surveillance equipment alone cannot keep schools safe. Learning and safety, however, are inextricably connected to the fundamentals of character and conduct. When we help students make the connection between character and conduct, we begin to offer them a safe environment conducive to learning. In Connecting Character to Conduct: Helping Students Do the Right Things, the authors illustrate how to connect character, conduct, and your school's curriculum. By adopting the principles of respect, impulse control, compassion, and equity, the school community-including bus drivers, cafeteria workers, students, parents, teachers, and principals-can promote safety and learning inside and beyond the school walls. These guiding principles are not an add-on to an already full curriculum. Through their connection to moral development, language arts, systems, citizenship, and discipline, they are already part of a standards-driven curriculum and instructional program. The authors, with expertise as classroom teachers, administrators, counselors, and psychologists, show you how students at all grade levels succeed and can learn to do the right things. Our students depend on us to help them learn and stay safe. Their future, and ours, depends on how well we succeed. | ||
| 505 | 0 | |a Acknowledgments; Introduction; Getting Started; The First Ten Days; Finding the Time; Hallways and Bus Stops; Play Ball: Student Athletics; Shoulder-to-Shoulder with Parents; Getting Results; Appendix A: Needs Assessment; Appendix B: Assignments and Notes; Appendix C: Progress Report for Behavior Replacement Plan; Appendix D: Exit Survey of Graduating Seniors; Appendix E: Staff Survey of High School Services for Students; Resources; Index; About the Authors. | |
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| 650 | 0 | |a Character |x Study and teaching |z United States. | |
| 650 | 0 | |a Students |z United States |x Conduct of life. | |
| 650 | 0 | |a Curriculum planning |z United States. | |
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| 650 | 7 | |a Students |x Conduct of life |2 fast | |
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