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_a168760
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_a(OCoLC)ocm02576039;SER004491
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037 _n
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_a
_bAssociation for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
040 _e
_erda
_aDLC
_dNIC;MnMULS;NSDP;InU;DLC;AIP;NSDP;AIP;OCoLC;InU;DNAL;NST;DNAL;DLC;DNAL;NST;DNAL;MH;CU-S;DNLM;OCoLC;CU-S;InU;NLGGC;CaQQL;RPB;NSDP
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_cCtY
041 _e
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043 _a
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045 _b
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130 _s
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222 _a
_aEducational Leadership.
_b
240 _s
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245 0 _a
_aThe Power of Our Words.
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246 _a
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_p
249 _i
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250 _6
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260 _e
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_3
_aWashington, D.C. :
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_bDepartment of Supervision and Curriculum Development, N.E.A.,
_c200846
300 _e
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_c24 cm.
_a28 - 31 p. :
_bill.
310 _a
_aMonthly.
_b
321 _a
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336 _b
_atext
_2rdacontent
337 _3
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_a2
338 _3
_30
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_avolume
_2rdacarrier
340 _2
_20
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344 _2
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_a0
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347 _2
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362 _a
_aSeptember 2008 / volume 66, number 1
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385 _m
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410 _t
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440 _p
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490 _a
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_aABSTRACT: Teacher language is one of the most powerful tools a teacher wields; it can shape how students think, how they perceive themselves, and ultimately how they learn. The Responsive Classroom approach, which research shows is associated with students having better social skills and more positive feelings about school, offers concrete strategies to help teachers' classroom language support student learning. Denton, who coaches teachers in Responsive Classroom strategies, discusses five key principles of positive teacher language: (1) be direct; (2) convey faith in students' abilities and intentions; (3) focus on actions; (4) be brief; and (5) know when to be silent. She offers classroom examples of using each strategy successfully.
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504 _a
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600 _b
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610 _b
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630 _x
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648 _2
_2
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650 _x
_xConflict resolution.
_aClassroom management;Discipline.
_d
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_zSocial emotional learning.
_y
_2sears0
_vCommunication skills
651 _x
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_y20
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655 _0
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700 _i
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_aPaula Denton.
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710 _b
_bDept. of Supervision and Curriculum Development.
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_aAssociation for Supervision and Curriculum Development.;National Education Association of the United States.
711 _a
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780 _x
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_tEducational method;Curriculum journal
_w(OCoLC)6899051.;(DLC)a 41000686;(OCoLC)1565708.
785 _t
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