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You Can't Make Me! : From Chaos to Cooperation in the Elementary Classroom.
Offering effective methods for teaching appropriate behavior to students who are defiant and disruptive, this book includes real-life teaching anecdotes, research-based strategies, and a unique parent supplement.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2006.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939263017 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2006 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d UKAHL |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781412916615 | ||
| 020 | |a 1412916615 | ||
| 029 | 1 | |a AU@ |b 000062375773 | |
| 035 | |a (OCoLC)939263017 | ||
| 050 | 4 | |a LC4801 |b .R62 2007 | |
| 082 | 0 | 4 | |a 372.139/3 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Rockwell, Sylvia. | |
| 245 | 1 | 0 | |a You Can't Make Me! : |b From Chaos to Cooperation in the Elementary Classroom. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2006. | ||
| 300 | |a 1 online resource (321 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Offering effective methods for teaching appropriate behavior to students who are defiant and disruptive, this book includes real-life teaching anecdotes, research-based strategies, and a unique parent supplement. | ||
| 505 | 0 | |a Cover -- Contents -- List of Figures -- Preface -- Acknowledgments -- About the Author -- Chapter 1 -- Foundations and Frameworks -- Introduction -- Foundational Principle 1: The only Person I can Control is Myself -- Foundational Principle 2: Behavior is Purposeful -- Foundational Principle 3: Reinforcement Increases the Likelihood That a Behavior Will be Repeated -- Foundational Principle 4: Punishment Decreases the Likelihood That a Behavior Will be Repeated -- Foundational Principle 5: All People Have the Same Basic Needs -- Foundational Principle 6: Each Person Has His or Her Own Belief about How to Meet a Particular Need -- Foundational Principle 7: People Who Have Had Their Needs Met Reliably through Socially Accepted Means Operate from Three Basic Assumptions -- Foundational Principle 8: Trauma and Long-Term Exposure to Shame-Producing Events Shatters Those Assumptions -- Foundational Principle 9: Human Beings Work to Maintain a Sense of Control -- Foundational Principle 10: Shame Comes from Public Exposure of One's Own Vulnerability -- Human beings Work to Avoid Shame -- Foundational Principle 11: The Four Components of Behavior are Overt, Observable Actions, Emotions, thoughts, and Physiological Reactions -- Interventions Need to Address all Four -- Foundational Principle 12: What We Do to, for, and with Youth Has Powerful, Long-Term Effects -- Theoretical Approaches to Behavior Management -- The Biophysical Approach -- The Ecological Approach -- A Rationale for Integrating the Theoretical Approaches -- Conclusion -- Chapter 2 -- Typical and Atypical Development -- Typical Development -- Atypical Development -- Assessment -- Temperament versus Learned Behavior -- Externalizing and Internalizing Disorders: The Question of Blame -- Assessment Tools: Expanding and Enhancing Their Application -- Triage: A Rationale for Decision Making. | |
| 505 | 8 | |a Conclusion -- Chapter 3 -- Group Development -- Introduction -- Group Formation: Characteristics and Processes -- Stages of Group Development -- Stage 1 -- Stage 2 -- Stage 3 -- Roles That Students Play -- Roles That Teachers Play -- The Pecking Order -- Strategies for Building Community -- Conclusion -- Chapter 4 -- Classwide Behavior Management -- Introduction -- Conditions -- Schedule -- Climate -- Expectations -- Procedures -- Reinforcement and Punishment -- Curriculum -- Teaching Rules -- Teaching Social Skills -- Teaching Optimism -- Conclusion -- Chapter 5 -- The Behavior-Achievement Connection -- Learners Who are at Risk -- A Strategy Selection Framework -- A Multifaceted Approach in Action -- The Role of Assessment -- Standardized Assessments -- Informal Assessments -- Reading Instruction -- Essential Elements for Effective Reading Instruction -- Algebraic Thinking -- Unit Planning -- Identifying Major Topics, Process Skills, and Concepts -- Strategic Ordering of Content -- Prime Background Knowledge -- Integrated and Scaffolded Learning Supports -- Critical Components of a Unit Plan -- Critical Components of a Lesson Plan -- Elements That Facilitate Learning for Students Who are at Risk -- Conclusion -- Chapter 6 -- Managing the "You can't Make Me!" Moments -- Four Components of Behavior -- Observable Behavior -- Physiological Reactions -- The Anatomy of a Conflict -- Stages of Aggression -- Defensive: Verbal Aggression -- Prevention and Early Intervention -- Ineffective Responses to a Conflict -- Surface Management Techniques -- Passive Aggressive Behavior -- Learned Behavior versus Manifestations of Mental Illness -- Conclusion -- Chapter 7 -- Special Case Interventions -- A Note to General Education Teachers -- The Process -- Step 1: Support Team Formation -- Step 2: Problem Identification -- Step 3: Data Collection -- Step 4: Data Analysis. | |
| 505 | 8 | |a Step 5: Positive Behavior Support Plan Development -- Jesse -- Environment -- Reinforcement -- Crisis Plan -- Brad -- Environment -- Instruction -- Reinforcement -- Crisis Plan -- Behavior Reduction Techniques -- Extinction -- Time out -- Aversive Stimuli -- Additional Interventions and Resources -- Social Autopsies -- General Cognitive-Behavioral Curricula -- Aggression Replacement Training -- Social Skills Instruction -- Kid Tools -- Methods for Integrating Individual Plans with the Group Plan -- The Ethics of Intervention Selection and Implementation -- Conclusion -- Chapter 8 -- Resilience -- Introduction -- Research on Resilience -- Facilitating Resilience in Schools -- Ryan's Story -- A Professional Response to Difficult Parents -- A Rationale for Strengthening Elementary Programs for Children with Emotional and Behavioral Disorders -- Facilitating Educators' Resilience -- Characteristics of Effective Behavior Managers -- Conclusion -- Appendix A: Forms -- Appendix B: Notes to Parents -- References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Problem children |x Education (Elementary) | |
| 650 | 0 | |a Problem children |x Behavior modification. | |
| 650 | 0 | |a Classroom management. | |
| 650 | 6 | |a Classes (Éducation) |x Conduite. | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Problem children |x Behavior modification |2 fast | |
| 650 | 7 | |a Problem children |x Education (Elementary) |2 fast | |
| 758 | |i has work: |a You can't make me! (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG9trHJ74jfc8XkYVqDbr3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Rockwell, Sylvia. |t You Can't Make Me! : From Chaos to Cooperation in the Elementary Classroom. |d Thousand Oaks : SAGE Publications, ©2006 |z 9781412916615 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994338 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29118173 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994338 | ||
| 994 | |a 92 |b IZTAP | ||