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Responsible classroom management, grades K-5 : a schoolwide plan /
Written for K-5 principals and teachers, this all-inclusive resource introduces a nationally tested discipline plan that emphasizes a team approach to managing student behavior.
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, Calif. :
Corwin,
2010.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; List of Tools; Acknowledgements; About the Authors; Introduction; Chapter 1
- Understanding the RCMPlan ; The RCMPlan TM; Becoming a Successful RCM Teacher; The Three Major RCM Principles; Individual Treatment; A Model for Improving Instruction and Behavior; The Functions of the Discipline Review Committee; An Invitation to Change: The RCMPlan Inventory; Key to RCMPlan Inventory; Looking Ahead; Chapter 2
- Teaching Students Responsibility within Warm and Inviting Classrooms; The Original and Still Functional Correlates for Teaching Responsibility.
- Expecting Responsibility and Civility in the ClassroomTeaching Responsibility Directly; Experimenting with Responsibility and Civility in the Classroom; Modeling Responsible Behavior; Fairly Acknowledging Differences; Issues Affecting the Implementation of RCM; Practicing Internal-Behavior Control; Developing a Warm and Inviting Classroom; The Four Types of Inviting Teachers; Preparing to Modify Classroom Procedures; Student Roles and Additions to the Classroom; Group Activities; Looking Ahead; Chapter 3
- Standards, Guidelines, and Expected Behaviors.
- Why Rules Do Not Work with Elementary ChildrenThe Limitations of Rules; ResponsibleTeaching; Replacing Rules with School and Classroom Standards, Guidelines, and Expected Behaviors; Standards; Guidelines; Expected Behaviors; Building School Guidelines for outside the Classroom; Developing Classroom Guidelines; Teaching the Standards and Guidelines to Students; Looking Ahead; Chapter 4
- Using Consequences to Teach Responsibility; Using Logical Consequences Versus Punishment; Assigning Consequences According to the Degree of Inappropriate Behavior.
- Developing a Pool of Consequences for Selective use in the ClassroomTeaming with Other Teachers to Address Out-of-Classroom Infractions; Using Routines to Clarify Expectations; Dealing with Disruptive Classroom Behavior; Consequences for More Serious Infractions: The Intensive Care Unit (ICU); The Role of the DRC with RCM Design and ICU Management; Planning Ahead for ICU; Using ICU Effectively; FAQs: The ICU; Monitoring the ICU; Behavior Improvement Agreements (BIAs); BIA I; BIA II; The DRC's Supervisory Process; A Sample of Grade-Specific Consequences; Group Activities; Looking Ahead.
- Resource A: The RCMPlan Principal's GuideResource B: The RCMPlan Toolbox; References; Index.