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Managing Classroom Behavior : A Reflective Case-Based Approach,9780205448814
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Managing Classroom Behavior : A Reflective Case-Based Approach

by ; ; ;
Edition:
4th
ISBN13:

9780205448814

ISBN10:
020544881X
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $66.67
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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 Behaviorsummarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices are based on empirical research and illustrated with numerous examples. This text gives students practice in applying these 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.#xA0; Appropriate for both general and special educators in training or in service.

Table of Contents

Preface ix
PART ONE Developing a Reflective Approach to Problems
1(156)
Analyzing Cases
3(10)
Questions for Reflection
3(9)
How will analyzing cases help me in the classroom?
4(1)
How should I analyze a case?
4(1)
What are the issues that I should attend to first?
5(1)
What actions should I take to resolve the issues?
6(2)
What knowledge will I need to formulate an action to resolve the issues?
8(1)
What are the perspectives of the people involved in the plan, and what can I predict about their behavior?
9(1)
What might be the consequences of my actions?
10(2)
Summary
12(1)
References and Resources for Further Study
12(1)
Endnotes
12(1)
Identifying Behavior Problems
13(18)
Questions for Reflection
14(14)
Could this problem be a result of inappropriate curriculum or teaching strategies?
15(2)
What do I demand and prohibit, and what should I?
17(1)
Demands
18(1)
Prohibitions
18(2)
Why do certain behaviors bother me, and what should I do about them?
20(2)
Is this behavior developmentally significant?
22(1)
Academic Failure
22(1)
Aggression
23(1)
Depression
24(1)
Problems with Peers
25(1)
A Note about Multiple Problems
26(1)
Should I focus on a behavioral excess or a deficiency?
26(1)
Will resolution of the problem solve anything else?
27(1)
Summary
28(1)
References and Resources for Further Study
28(2)
Endnotes
30(1)
Analyzing Behavior Problems
31(22)
Questions for Reflection
33(17)
What are my assumptions about why students behave the way they do?
33(1)
What are the most important alternative explanations of the misbehavior?
34(2)
Are there causes of the misbehavior that I can control to a significant degree?
36(1)
How should I define the behavior I am concerned about and identify its antecedents and consequences?
37(1)
Defining Behavior
37(1)
Identifying Antecedents
38(1)
Identifying Consequences
38(1)
Identifying Chains of Events
39(2)
Identifying Coercive Interactions
41(1)
Identifying the Patterns and Stages of Misbehavior
42(2)
How might I identify the probable cognitive and affective aspects of the misbehavior?
44(2)
How should I measure the behavior problem and behavior change?
46(3)
What is a reasonable goal?
49(1)
How do I accomplish a functional assessment of behavior and write a positive behavior intervention plan?
49(1)
Summary
50(1)
References and Resources for Further Study
50(1)
Endnotes
51(2)
Changing Behavior
53(27)
Questions for Reflection
55(22)
Have I tried the simplest and most obvious strategies?
55(5)
What approaches to helping students change their behavior are most likely to be successful?
60(1)
How might I use the five operations of a behavioral approach?
61(1)
Positive Reinforcement
61(4)
Negative Reinforcement
65(1)
Extinction
65(1)
Response Cost Punishment
66(1)
Punishment by Presenting Aversives
66(3)
How can I capitalize on the cognitive and affective aspects of behavior change?
69(1)
Talking with Students
69(1)
Choosing Consequences for Students' Behavior
69(1)
Teaching Self-Control Procedures
69(1)
Teaching Social Skills
69(1)
Is my approach positive and supportive of appropriate behavior?
70(2)
Can I use an instructional approach to prevent this behavior problem?
72(1)
Precorrecting Problems
72(2)
Interrupting the Acting-Out Cycle
74(3)
Special Note on Digital Resources
77(1)
Summary
77(1)
References and Resources for Further Study
78(1)
Endnotes
79(1)
Talking with Students
80(24)
Questions for Reflection
82(19)
How does classroom talk differ from talking in other places?
82(2)
How is talking with students about their behavior related to my teaching goals?
84(1)
How can I avoid unproductive talking with students about their behavior?
84(4)
What verbal and nonverbal communication skills must I model and teach?
88(1)
Listening
88(1)
Using Proximity
89(1)
Speaking Body Language
89(1)
Establishing Eye Contact and Varying Facial Expressions
89(1)
Pausing, Reflecting, and Probing
90(1)
Describing, Not Judging
90(1)
Choosing the Best Words
90(1)
Using the Best Voice
91(1)
Setting the Right Pace
91(1)
Summarizing
91(1)
Questioning
92(1)
Waiting
92(1)
How can talking with students help teach them personal responsibility?
93(2)
How should I talk with students about appropriate behavior?
95(1)
How should I talk with students about unacceptable behavior?
96(1)
How should I talk with angry or aggressive students?
97(3)
How should I talk with students who are withdrawn?
100(1)
Summary
101(1)
References and Resources for Further Study
102(1)
Endnotes
103(1)
Using Peer Influence
104(16)
Questions for Reflection
106(11)
How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?
107(1)
Models Who Are Likely to Be Imitated
107(1)
Rewarding the Model and Target Student
108(1)
Limits of Vicarious Effects
108(2)
What type of group contingency might I use to create desirable peer pressure?
110(1)
Independent Group Contingencies
110(1)
Dependent Group Contingencies
110(1)
Interdependent Group Contingencies
111(1)
Cooperative Learning
112(1)
Cautions about Group Contingencies
112(1)
How might I engage classroom peers as confederates?
113(1)
How might I use peer tutors as a classroom resource?
114(1)
Choosing and Training Tutors
114(1)
Limitations of Peer Tutoring
115(1)
What options should I consider in teaching social skills?
116(1)
Summary
117(1)
References and Resources for Further Study
118(1)
Endnotes
119(1)
Working with Other Educators
120(15)
Questions for Reflection
123(9)
When do I need to seek assistance from colleagues?
123(1)
How might I work with others to solve problems?
124(1)
Expert and Collaborative Consultation
124(1)
Collaborative Teaching
124(1)
Intervention Assistance Teams
125(1)
What are some of the principles that can guide collaborative work?
126(1)
Context, History, and Problem Solving
126(2)
What specific processes can be used to implement and evaluate collaborative work?
128(1)
A Collaborative Framework
128(3)
A Cyclical, Iterative Approach to Problem Solving
131(1)
Summary
132(1)
References and Resources for Further Study
133(1)
Endnotes
134(1)
Working with Parents and Families
135(22)
Questions for Reflection
137(17)
Why should I involve parents and families?
137(1)
Who are the parents of my students?
138(1)
Understanding Economic Stresses on Families
138(2)
Understanding Parents from Different Cultural or Ethnic Backgrounds
140(3)
What are my prejudices?
143(2)
What is the reciprocity of parent-child interaction?
145(1)
What are the school guidelines for communicating with parents?
146(1)
When and how should I involve parents, especially parents of tough kids?
146(1)
The Sooner, the Better
147(1)
Letters
148(1)
Parent Conferences
148(3)
Abusive Parents
151(1)
In what ways can I involve parents and families?
151(1)
Home-Note Programs
151(1)
Why is it so hard to involve parents?
152(2)
Summary
154(1)
References and Resources for Further Study
154(1)
On-Line Resources for Families
155(1)
Endnotes
155(2)
PART TWO Cases for Analysis, Discussion, and Reflection
157(94)
What You Don't Know Can Hurt You!
159(4)
John McCullum
Grandma's Boy
163(4)
Helen Jamison
Lenny
167(2)
Sara Olson
When Secrets Disable
169(4)
Cathy Schrock
They Failed Derrick
173(5)
Melinda Smith
Stealing Time
178(4)
Robert Carter
The Truth about Alice
182(3)
Janet Lane
One Bad Apple
185(4)
Elaine Brown
Where to Now?
189(5)
Connie Ballard
The Contract with Parrish and Son
194(5)
Rebecca Phillips
Winnie
199(5)
Patty Gray
Whose Class Is This?
204(4)
Jane Lee
Wandering in the Wilderness---The Ups and Downs of a Novice LD Teacher
208(5)
Jeff Harris
Alone in the Dark
213(4)
Alan Stean
Caught in the Middle
217(5)
Leann Grossley
My Son Is Not Average!
222(6)
Harriet Karr
The One That Got Away
228(4)
Charles Allen
James's Uncertain Future
232(3)
Dan Parker
Carmela's Predicament
235(5)
Carmela Hines
What's Inclusion Got to Do with It?
240(5)
Anita Atkinson
Finding the Mesh: A Conversation with Collaborative High School Teachers
245(6)
Bruce Sullivan
Index 251


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