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eBay-Artikelnr.:127278121230
Artikelmerkmale
- Artikelzustand
- Book Title
- Principles of Classroom Management: A Professional Decision-Makin
- ISBN
- 9780132868624
Über dieses Produkt
Product Identifiers
Publisher
Pearson Education
ISBN-10
0132868628
ISBN-13
9780132868624
eBay Product ID (ePID)
159812483
Product Key Features
Number of Pages
360 Pages
Language
English
Publication Name
Principles of Classroom Management : a Professional Decision-Making Model
Publication Year
2013
Subject
Professional Development, Classroom Management, Teaching Methods & Materials / General
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
23.3 Oz
Item Length
9.1 in
Item Width
7.6 in
Additional Product Features
Edition Number
7
Intended Audience
College Audience
Reviews
From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." --Marilyn Howe, Clarion University of Pennsylvania ¿ ""The cases in each chapter provide interesting points for discussion and . . . [t]he end-of --chapter exercises . . . would be very helpful. . . . I really like the inclusion of the 'DPAI' inventory in the Appendix that is designed to help the reader reflect on each chapter. [And] I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." --Eleanor Wilson, University of Virginia ¿ ¿ From reviews of MyEducationLab for Classroom Management "I find the case studies and videos contained in MyEducationLab effective for further explanation of coursework. The strengths are that they provide hands-on, realistic ideas that can be applied in classroom settings. The questions posed are helpful in understanding what students have learned from watching the videos or doing case studies. Students' skills can be assessed through the assessment modules. . . . The activities assist students in gaining a better understanding of problems encountered in classrooms and approaches for dealing with these. The key strength is allowing for further practice in practical settings." --Beverly Doyle, Creighton University, From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." -Marilyn Howe, Clarion University of Pennsylvania ¿ ""The cases in each chapter provide interesting points for discussion and . . . [t]he end-of -chapter exercises . . . would be very helpful. . . . I really like the inclusion of the 'DPAI' inventory in the Appendix that is designed to help the reader reflect on each chapter. [And] I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." -Eleanor Wilson, University of Virginia ¿ ¿ From reviews of MyEducationLab for Classroom Management "I find the case studies and videos contained in MyEducationLab effective for further explanation of coursework. The strengths are that they provide hands-on, realistic ideas that can be applied in classroom settings. The questions posed are helpful in understanding what students have learned from watching the videos or doing case studies. Students' skills can be assessed through the assessment modules. . . . The activities assist students in gaining a better understanding of problems encountered in classrooms and approaches for dealing with these. The key strength is allowing for further practice in practical settings." -Beverly Doyle, Creighton University, From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." --Marilyn Howe, Clarion University of Pennsylvania ""The cases in each chapter provide interesting points for discussion and . . . [t]he end-of --chapter exercises . . . would be very helpful. . . . I really like the inclusion of the 'DPAI' inventory in the Appendix that is designed to help the reader reflect on each chapter. [And] I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." --Eleanor Wilson, University of Virginia From reviews of MyEducationLab for Classroom Management "I find the case studies and videos contained in MyEducationLab effective for further explanation of coursework. The strengths are that they provide hands-on, realistic ideas that can be applied in classroom settings. The questions posed are helpful in understanding what students have learned from watching the videos or doing case studies. Students' skills can be assessed through the assessment modules. . . . The activities assist students in gaining a better understanding of problems encountered in classrooms and approaches for dealing with these. The key strength is allowing for further practice in practical settings." --Beverly Doyle, Creighton University
Dewey Edition
22
Dewey Decimal
371.102/4
Table Of Content
Chapter 1: The Basics Chapter 2: Nature of the Discipline Problem Chapter 3: Understanding Why Children Misbehave Chapter 4: Philosophical Approaches to Influencing Students Chapter 5: The Professional Teacher Chapter 6: Structuring the Environment Chapter 7: Building Relationships Chapter 8: Using Nonverbal Interventions to Influence Students To Behave Appropriately Chapter 9: Using Verbal Interventions and Logical Consequences to Influence Students To Behave Appropriately Chapter 10: Classroom Interventions for Working with Students Who Exhibit Chronic Behavior Problems Chapter 11: Seeking Outside Assistance Appendix A: The Discipline Problem Analysis Inventory (DPAI) Appendix B: General Guidelines for Working with Special Needs Students Appendix C: Decisions and Tasks for Beginning the School Year
Synopsis
Written for classroom management and general methods courses. The only text that takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom learning environments through relationship building, effective teaching strategies, and deliberate structuring of the classroom environment. The text also provides sets of principles to intervene when students are not focused in they way should be and to help them choose more productive behaviours. The text also addresses working within the classroom and with families and other school resources to help students who exhibit chronic behaviour problems., The only text that takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom learning environments through relationship building, effective teaching strategies, and deliberate structuring of the classroom environment. The text also provides sets of principles to intervene when students are not focused in they way should be and to help them choose more productive behaviors. The text also addresses working within the classroom and with families and other school resources to help students who exhibit chronic behavior problems. Thoroughly revised and updated, Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition, includes a much stronger focus on relationship building as a core activity in all phases of teaching(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) increased attention to the principles of motivation and their application in helping students to set high expectations for themselves and to believe they can achieve them(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) greater coverage of the knowledge teachers need to develop about cultural differences (Throughout the text) much more coverage of the challenges posed by new technologies, including cyber-bullying, cyber-cheating, and sexting (See Chapters 2 and 3) a variety of new cases as well as pre and post-chapter reflective activities (New iterative cases are included at the end of Chapters 1, 4, 7, and 11 and new cases are also embedded in Chapters 3, 4, 5, 6, 7, and 10.) From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." -Marilyn Howe, Clarion University of Pennsylvania "I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." -Eleanor Wilson, University of Virginia, The only text that takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom learning environments through relationship building, effective teaching strategies, and deliberate structuring of the classroom environment. The text also provides sets of principles to intervene when students are not focused in they way should be and to help them choose more productive behaviors. The text also addresses working within the classroom and with families and other school resources to help students who exhibit chronic behavior problems. Thoroughly revised and updated, Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition, includes a much stronger focus on relationship building as a core activity in all phases of teaching(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) increased attention to the principles of motivation and their application in helping students to set high expectations for themselves and to believe they can achieve them(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) greater coverage of the knowledge teachers need to develop about cultural differences (Throughout the text) much more coverage of the challenges posed by new technologies, including cyber-bullying, cyber-cheating, and sexting (See Chapters 2 and 3) a variety of new cases as well as pre and post-chapter reflective activities (New iterative cases are included at the end of Chapters 1, 4, 7, and 11 and new cases are also embedded in Chapters 3, 4, 5, 6, 7, and 10.) From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." -Marilyn Howe, Clarion University of Pennsylvania "I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." -Eleanor Wilson, University of Virginia
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