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Managing Classroom Behavior : A Reflective, Case-Based Approach,9780205340866

Managing Classroom Behavior : A Reflective, Case-Based Approach

by ; ; ;
Edition:
3rd
ISBN13:

9780205340866

ISBN10:
0205340865
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Allyn & Bacon
List Price: $57.00
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Summary

This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem. Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices based on empirical research are illustrated with numerous examples. This text gives students practice in applying principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents.

Table of Contents

Preface xi
PART I Developing a Reflective Approach to Problems 1(140)
Identifying Behavior Problems
3(18)
Questions for Reflection
4(14)
Could this problem be a result of inappropriate curriculum or teaching strategies?
5(1)
What do I demand and prohibit-and what should I?
6(2)
Demands
8(1)
Prohibitions
8(2)
Why do certain behaviors bother me, and what should I do about them?
10(1)
Is this behavior developmentally significant?
11(1)
Academic Failure
12(1)
Aggression
13(1)
Depression
14(1)
Problems with Peers
15(1)
A Note about Multiple Problems
16(1)
Should I focus on a behavioral excess or a deficiency?
16(1)
Will resolution of the problem solve anything else?
17(1)
Summary
18(1)
References and Resources for Further Study
18(2)
Reference Notes
20(1)
Analyzing Behavior Problems
21(21)
Questions for Reflection
22(17)
What are my assumptions about why students behave the way they do?
22(2)
What are the most important alternative explanations of the misbehavior?
24(1)
Are there causes of the misbehavior that I can control to a significant degree?
25(1)
How should I define the behavior I am concerned about and identify its antecedents and consequences?
26(1)
Defining Behavior
26(1)
Identifying Antecedents
27(1)
Identifying Consequences
28(1)
Identifying Chains of Events
29(2)
Identifying Coercive Interactions
31(1)
Identifying the Patterns and Stages of Misbehavior
32(2)
How might I identify the probable cognitive and affective aspects of the misbehavior?
34(2)
How should I measure the behavior problem and behavior change?
36(2)
What is a reasonable goal?
38(1)
How do I accomplish a functional assessment of behavior?
39(1)
Summary
39(1)
References and Resources for Further Study
40(1)
Reference Notes
41(1)
Changing Behavior
42(27)
Questions for Reflection
44(22)
Have I tried the simplest and most obvious strategies?
44(5)
What approaches to helping students change their behavior are most likely to be successful?
49(1)
How might I use the five operations of a behavioral approach?
50(1)
Positive Reinforcement
50(3)
Negative Reinforcement
53(1)
Extinction
54(1)
Response Cost Punishment
55(1)
Punishment by Presenting Aversives
56(1)
How can I capitalize on the cognitive and affective aspects of behavior change?
57(1)
Talking with Students
58(1)
Choosing Consequences for Students' Behavior
58(1)
Teaching Self-Control Procedures
58(1)
Teaching Social Skills
58(1)
Is my approach positive and supportive of appropriate behavior?
59(2)
Can I use an instructional approach to prevent this behavior problem?
61(1)
Precorrecting Problems
61(1)
Interrupting the Acting-Out Cycle
62(3)
Special Note on Digital Resources
65(1)
Summary
66(1)
References and Resources for Further Study
67(1)
Reference Notes
68(1)
Talking with Students
69(24)
Questions for Reflection
70(20)
How does classroom talk differ from talking in other places?
70(3)
How is talking with students about their behavior related to my teaching goals?
73(1)
How can I avoid unproductive talking with students about their behavior?
73(4)
What verbal and nonverbal communication skills must I model and teach?
77(1)
Listening
77(1)
Using Proximity
78(1)
Speaking Body Language
78(1)
Establishing Eye Contact and Varying Facial Expressions
78(1)
Pausing, Reflecting, and Probing
79(1)
Describing, Not Judging
79(1)
Choosing the Best Words
79(1)
Using the Best Voice
80(1)
Setting the Right Pace
80(1)
Summarizing
81(1)
Questioning
81(1)
Waiting
82(1)
How can talking with students help teach them personal responsibility?
82(2)
How should I talk with students about appropriate behavior?
84(1)
How should I talk with students about unacceptable behavior?
85(1)
How should I talk with angry or aggressive students?
86(3)
How should I talk with students who are with drawn?
89(1)
Summary
90(1)
References and Resources for Further Study
90(2)
Reference Notes
92(1)
Using Peer Influence
93(16)
Questions for Reflection
94(12)
How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?
96(1)
Models Who Are Likely to Be Imitated
96(1)
Rewarding the Model and Target Student
97(1)
Limits of Vicarious Effects
97(2)
What type of group contingency might I use to create desirable peer pressure?
99(1)
Independent Group Contingencies
99(1)
Dependent Group Contingencies
99(1)
Interdependent Group Contingencies
100(1)
Cooperative Learning
100(1)
Cautions about Group Contingencies
101(1)
How might I engage classroom peers as confederates?
102(1)
How might I use peer tutors as a classroom resource?
103(1)
Choosing and Training Tutors
103(1)
Limitations of Peer Tutoring
104(1)
What options should I consider in teaching social skills?
104(2)
Summary
106(1)
References and Resources for Further Study
106(2)
Reference Notes
108(1)
Working with Other Educators
109(15)
Questions for Reflection
110(11)
When do I need to seek assistance from colleagues?
111(1)
How might I work with others to solve problems?
112(1)
Consultants
112(1)
Teacher Consultation Teams
112(1)
Collaborative Teaching
112(1)
What specific procedures should be followed, and to what extent should I participate?
113(1)
Consultation
113(1)
Operational Guidelines for Teacher Consultation Teams
114(1)
Collaborative Teaching
115(1)
How can administrators, parents, and students participate in the collaborative problem-solving process?
115(2)
How do team members monitor and evaluate the effectiveness of interventions?
117(1)
What are some cautions on collaborating with others?
118(1)
Organize Sufficient Time to Plan
119(1)
Receive Support from Administrators
120(1)
Develop Positive Relationships and Identify Roles
120(1)
Plan Access to Consultants and Collaborative Teachers
121(1)
Summary
121(1)
References and Resources for Further Study
122(1)
Reference Notes
123(1)
Working with Families
124(17)
Daniel P. Hallahan
Elizabeth A. Martinez
Questions for Reflection
127(11)
Why should I involve parents and families?
127(1)
Reciprocity of Parent-Child Interaction
127(2)
Why is it so hard to involve parents?
129(1)
Shared Responsibility
129(1)
When should I involve parents?
129(2)
Should I expect all parents to be involved?
131(1)
How should I communicate with parents?
132(1)
Parent Conferences
132(3)
In what ways can I involve parents and families?
135(1)
Home-Note Programs
136(2)
Summary
138(1)
References and Resources for Further Study
138(2)
Reference Notes
140(1)
PART II Cases for Analysis, Discussion, and Reflection 141(94)
What You Don't Know Can Hurt You!
143(4)
John McCullum
Grandma's Boy
147(4)
Helen Jamison
Lenny
151(2)
Sara Olson
When Secrets Disable
153(4)
Cathy Schrock
What's Inclusion Got to Do with It?
157(5)
Anita Atkinson
They Failed Derrick
162(5)
Melinda Smith
Stealing Time
167(4)
Robert Carter
The Truth about Alice
171(3)
Janet Lane
One Bad Apple
174(4)
Elaine Brown
Where to Now?
178(5)
Connie Ballard
You've Got a Friend
183(5)
Kim Patton
The Contract with Parrish and Son
188(5)
Rebecca Phillips
Winnie
193(5)
Patty Gray
Whose Class Is This?
198(4)
Jane Lee
Wandering in the Wilderness-The Ups and Downs of a Novice LD Teacher
202(5)
Jeff Harris
Alone in the Dark
207(4)
Alan Stean
Nature Versus Nurture
211(4)
Alice Swenson
Caught in the Middle
215(5)
Leann Grossly
My Son Is Not Average!
220(6)
Harriet Karr
The One that Got Away
226(4)
Charles Allen
Ain't Gonna Let Nobody Turn Me Around
230(5)
Jessi Simpson
Index 235


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