Using William Glasser’s ideas as a foundation, this text explores the five basic needs and their implication for classroom management. Additional management concepts and ideas are enmeshed in the developmental recommendations to provide a theoretical and researched validation for a management plan that moves away from rewards and punishments and focuses on meeting the needs of the students.
Using William Glasser’s ideas as a foundation, this text explores the five basic needs and their implication for classroom management. Additional management concepts and ideas are enmeshed in the developmental recommendations to provide a theoretical and researched validation for a management plan that moves away from rewards and punishments and focuses on meeting the needs of the students.
Suzanne G. Houff has worked on both an elementary and middle-school level as a classroom teacher and as a library media specialist. After completing her doctorate from Old Dominion University, she moved into higher education and now instructs pre-services teachers as they work toward initial licensure and a master's degree in education.
Inhaltsangabe
Preface Introduction Part I. Getting Started Chapter 1: What you believe Chapter 2: Learning to change behavior Behavior Theory Cognitive Theory Affective Theory Social Theory Ecological Theory Brain-based theory Part II. Meeting Student Needs Chapter 3: Survival Situation Analysis Nourishment Shelter Safety Safety through procedures Bullying Theory into Practice Chapter 4: Belonging Situation Analysis Knowing your students Developing Cooperation Class Meetings Theory into Practice Chapter 5: Fun Situation Analysis Engaging Students Theory into Practice Chapter 6: Freedom Situation Analysis Making Choices Accepting Responsibility Accountability Theory into Action Chapter 7: Power Situation Analysis Power through quality instruction Power through self-discipline Theory into Practice Chapter 8: Meeting special needs Chapter 9: Special Topics: FAQ Part III. Establishing Goals Chapter 10: Prevent-Analyze-Correct Book Tug Clear Your Desk Ipod plunder Rules, rules, and more rules Seeing Blood Simple Machines That's not funny Wrong finger Conclusion Appendices Appendix A: Survival Appendix B: Belonging Appendix C: Fun Appendix D: Freedom Appendix E: Power Appendix F: Management goals Appendix G: Supporting the needs
Preface Introduction Part I. Getting Started Chapter 1: What you believe Chapter 2: Learning to change behavior Behavior Theory Cognitive Theory Affective Theory Social Theory Ecological Theory Brain-based theory Part II. Meeting Student Needs Chapter 3: Survival Situation Analysis Nourishment Shelter Safety Safety through procedures Bullying Theory into Practice Chapter 4: Belonging Situation Analysis Knowing your students Developing Cooperation Class Meetings Theory into Practice Chapter 5: Fun Situation Analysis Engaging Students Theory into Practice Chapter 6: Freedom Situation Analysis Making Choices Accepting Responsibility Accountability Theory into Action Chapter 7: Power Situation Analysis Power through quality instruction Power through self-discipline Theory into Practice Chapter 8: Meeting special needs Chapter 9: Special Topics: FAQ Part III. Establishing Goals Chapter 10: Prevent-Analyze-Correct Book Tug Clear Your Desk Ipod plunder Rules, rules, and more rules Seeing Blood Simple Machines That's not funny Wrong finger Conclusion Appendices Appendix A: Survival Appendix B: Belonging Appendix C: Fun Appendix D: Freedom Appendix E: Power Appendix F: Management goals Appendix G: Supporting the needs
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