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008 761123c19439999vaumn p 0 a0eng
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028 _a
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029 _a
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032 _a
_a168760
_bUSPS
035 _a
_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
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_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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041 _e
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055 _a
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060 _a
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092 _f
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096 _a
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100 _e
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_aRick Smith and Mary Lambert.
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_aEducational Leadership.
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240 _s
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_aAssuming the Best.
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300 _e
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310 _a
_aMonthly.
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321 _a
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336 _b
_atext
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337 _3
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338 _3
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_avolume
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340 _2
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344 _2
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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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_aABSTRACT: 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.
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630 _x
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648 _2
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_xStudent - Teacher relationship.
_aClassroom management;Student Behavior
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_zCommunication Strategies.
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_vSchool climate
651 _x
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_aRick Smith and Mary Lambert.
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_aAssociation for Supervision and Curriculum Development.;National Education Association of the United States.;Educational Leadership. 66 (1) : September 2008. pp. 16-20
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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787 _x
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