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Ditch the behavioral charts and start teaching for universal success Disinterested students and behavioral problems are all too common in schools. Yet results show that behavior charts and other reward-and-punishment systems simply don't work. Teachers are burning out and students are failing. But what can be done? The secret lies in a unique combination of behavioral science, neuropsychology, and group dynamics. When teachers get the classroom experience right, students want to succeed and achieve to their potential, while behavioral problems largely vanish. For decades, it has…mehr
Ditch the behavioral charts and start teaching for universal success
Disinterested students and behavioral problems are all too common in schools. Yet results show that behavior charts and other reward-and-punishment systems simply don't work. Teachers are burning out and students are failing. But what can be done?
The secret lies in a unique combination of behavioral science, neuropsychology, and group dynamics. When teachers get the classroom experience right, students want to succeed and achieve to their potential, while behavioral problems largely vanish.
For decades, it has been widely accepted that children have motivating needs including the need to avoid pain, a need for autonomy, and the need to belong. The authors harness these motivations into a method of interactions that increases cooperation, and in which children want to succeed and help others to thrive.
Packed with real classroom examples and practical guidance for using the methods, this guide gives teachers the tools to transform even difficult classrooms.
Start teaching for universal success in classroom management and academic accomplishments.
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Autorenporträt
Dr. Art Willans holds Bachelor and Master of Science degrees in education from Emporia State University and a Ph.D. in Developmental and Child Psychology from the University of Kansas. He has taught in the fields of education, special education, psychology, and child development, and administered several programs including a shelter for abused and neglected children and residential homes for behaviorally disordered children. He operates a preschool/therapeutic preschool, where he has refined his revolutionary methods. Art and his wife live in Reno, NV, and during the summer can often be found hiking trails high above Lake Tahoe.
Cari Williams is a teacher with a Bachelor of Science in Education and Special Education K-12, and an endorsement in Early Childhood/Special Education from the University of Nevada, Reno. She met Dr. Willans when she interviewed for a position at his school and learned the basic methods in the book from him, while going on to make significant contributions to the methodology. Cari's professional experience includes serving as a Special Education Resource teacher for students from kindergarten through sixth grade, teaching Early Childhood Special Education, and currently teaching kindergarten. The concept for this book originated from her remarkable success in getting students to excel academically. Cari lives in Reno, NV with her husband and three children.
Inhaltsangabe
Preface Chapter One: Students Reaching Their Potential A Small Beginning for New Methods Summary Chapter Two: Understanding Human Behavior Question and Answer Summary Chapter Three: Teaching Is a Group Activity First Fundamental: A Common Purpose Second Fundamental: Teachers as Leaders Third Fundamental: Anything That Affects One Student, Affects Everyone Fourth Fundamental: Use an Interactive Process That Develops Cooperation Fifth Fundamental: Events May Have Different Effects When They Occur in a Group of Peers Question and Answer Summary Chapter Four: Methods for Creating Successful Classrooms The Motivational Process Using Positive Motivation Distributing Praise Differential Social Attention: The Most Important Process Students Soliciting Praise Problem Behavior Competing Reinforcers The Teacher-Student Relationship Application in Upper Grades Reading to Students Developing Attributes Chapter Review Question and Answer Chapter Five: Building Successful Groups Differences in Upper Grades Question and Answer Chapter Six: Developing Effective Learners Developing Higher Academic Functions The Academic Gap Between Students Question and Answer Summary Chapter Seven: Coercion and Positive Alternatives in Classrooms Systems of Warnings and Consequences Group Punishment The Happy/Sad Face Chart The Home Note The Purple Card System Positive Alternatives Creative Solutions for Problem Behavior Creating a Positive Culture Question and Answer Chapter Eight: Dealing with Extreme Behavior Emotion First, Behavior Second De-escalation of Emotional Responses Logical Consequences Using Timeouts Using Reprimands Properly Classrooms for Students with Extreme Behavior Disorders Question and Answer Summary Chapter Nine: Implementation and Training Review of Methods Annotated Bibliography Index About the Authors A Note about the Publisher
Preface Chapter One: Students Reaching Their Potential A Small Beginning for New Methods Summary Chapter Two: Understanding Human Behavior Question and Answer Summary Chapter Three: Teaching Is a Group Activity First Fundamental: A Common Purpose Second Fundamental: Teachers as Leaders Third Fundamental: Anything That Affects One Student, Affects Everyone Fourth Fundamental: Use an Interactive Process That Develops Cooperation Fifth Fundamental: Events May Have Different Effects When They Occur in a Group of Peers Question and Answer Summary Chapter Four: Methods for Creating Successful Classrooms The Motivational Process Using Positive Motivation Distributing Praise Differential Social Attention: The Most Important Process Students Soliciting Praise Problem Behavior Competing Reinforcers The Teacher-Student Relationship Application in Upper Grades Reading to Students Developing Attributes Chapter Review Question and Answer Chapter Five: Building Successful Groups Differences in Upper Grades Question and Answer Chapter Six: Developing Effective Learners Developing Higher Academic Functions The Academic Gap Between Students Question and Answer Summary Chapter Seven: Coercion and Positive Alternatives in Classrooms Systems of Warnings and Consequences Group Punishment The Happy/Sad Face Chart The Home Note The Purple Card System Positive Alternatives Creative Solutions for Problem Behavior Creating a Positive Culture Question and Answer Chapter Eight: Dealing with Extreme Behavior Emotion First, Behavior Second De-escalation of Emotional Responses Logical Consequences Using Timeouts Using Reprimands Properly Classrooms for Students with Extreme Behavior Disorders Question and Answer Summary Chapter Nine: Implementation and Training Review of Methods Annotated Bibliography Index About the Authors A Note about the Publisher
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