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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Rockwell, Sylvia
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2006.
Temas:
Problem children > Education (Elementary)
Problem children > Behavior modification.
Classroom management.
Classes (Éducation) > Conduite.
Classroom management
Problem children > Behavior modification
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.

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