Assuming the Best. 6
By: Rick Smith and Mary Lambert. 4 0 16 [, ] | [, ] |
Contributor(s): Dept. of Supervision and Curriculum Development. Association for Supervision and Curriculum Development.;National Education Association of the United States.;Educational Leadership. 66 (1) : September 2008. pp. 16-20 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: 2 Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Student - Teacher relationship. Classroom management;Student Behavior -- Communication Strategies. -- -- School climate | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | L11 .Ed83el | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el (Browse shelf) | Available | PER 1216AB |
ABSTRACT: For long-term learning and positive connections to take place in the classroom, we need to assume that our students want to learn both content and appropriate behavior in school. Teachers must explicitly teach behavior, pausing in their lessons to address misbehavior in the classroom. Five strategies can help: using volume, tone, and posture to communicate in a firm but nonthreatening way; implementing the Two-by-Ten Strategy (use two minutes each day for ten days in a row to get to know a troublesome student); breaking things into steps; using behavior rubrics; and using visuals. 56
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