Helping Teachers Manage Classrooms.

Sonst. Personen	Duke, Daniel L. (Hrsg.)
Institution	Association for Supervision and Curriculum Development, Alexandria, VA.
Titel	Helping Teachers Manage Classrooms.
Quelle	(1982), (173 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87120-113-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Behavior Development; Behavior Modification; Behavior Standards; Class Organization; Classroom Techniques; Discipline; Educational Environment; Educational Objectives; Elementary Secondary Education; Group Dynamics; Individual Counseling; Resource Staff; School Organization; Student Behavior; Student Needs; Student Teacher Relationship; Teacher Education Programs; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Behaviour modification; Verhaltensänderung; Klassenführung; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Gruppendynamik; School organisation; Schulorganisation; Student behaviour; Schülerverhalten; Lehrerrolle
Abstract	This book of eight separately authored chapters is intended to provide teachers and other educators with assistance in finding ways to improve student discipline by establishing and maintaining an effective learning environment. The first three chapters stress the teacher's role. Chapter 1 describes the planning, implementation, and maintenance of strategies for preventing behavior problems; chapter 2 discusses differences between managing groups and handling individual problems; and chapter 3 surveys the range of information an adequate classroom management training program must include. Chapter 4 deals with meeting the special needs of students, touching specifically on assessment and referral and on special programs and services. The fifth chapter examines the important relationship between teachers' intentions and the results of their actions, and presents methods for improving student-teacher communication. The last three chapters explore the educational environment's effect on behavior. Chapter 6 analyzes the different management styles required by different student groupings; chapter 7 probes the ways schools can be organized to encourage development of good behavior habits in students; and the last chapter describes relationships between schools' organizational characteristics and their behavioral objectives. (PGD)
Anmerkungen	Publications, Association for Supervision and Curriculum Development, 225 North Washington Street, Alexandria, VA 22314 (Stock No. 611-82266; $8.50; quantity discounts; orders of $20.00 or less must be prepaid).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01