Healthy Classroom Management: Motivation, Communication and Discipline

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9780534567279: Healthy Classroom Management: Motivation, Communication and Discipline

Book by Raymond Nakamura

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Críticas:

Preface. Acknowledgments. Two Notes to the Reader. PART ONE: THE FOUNDATION OF THE HEALTHY CLASSROOM. 1. THE HEALTHY CLASSROOM. Student Wellness and the Healthy Classroom. Dimensions of Student Wellness. Mutual Respect and Trust. Control and Wellness: Empowerment. Making the Commitment to the Healthy Classroom. The Teacher's Challenge: Four Critical Issues. Equality. Diversity. The Power of the Student. Common Goals. Teachers Can Make a Difference. Summary of Major Points in Chapter 1. 2. THE HEALTHY CLASSROOM TEACHER. Teaching Styles. The Autocratic or Controlling Teacher. The Permissive Teacher. The Healthy Teacher. Expanding Teacher Leadership Roles Beyond the Classroom. Redefining Teacher Leadership Roles. The School as a Community. What Is a Family? Parent Involvement in Education. What Is Parent Involvement? Barriers to Parent Involvement. The Importance of Healthy Communication between Teacher and Parent. Linking School and Family Partnerships and Multicultural Education. Connecting the School and Parents of Exceptional Children. Connecting the Family and the School to Community Services. Summary of Major Points in Chapter 2. 3. THE FOUNDATION OF HEALTHY CLASSROOM MOTIVATION. Healthy Classroom Motivation. Self-Esteem. Resiliency. Psychological Hardiness. Humanistic Psychology. Meeting Human Needs: A Prerequisite to the Healthy Classroom. The Basic Psychological Needs. The Difference between Needs and Wants. Applying Resiliency Principles in the Classroom. The Role of Perceptual Psychology in Psychosocial Wellness. The Role of Existentialism in Psychosocial Wellness. The High School Dropout: A Profile of Unfulfilled Needs. Summary of Major Points in Chapter 3. PART TWO: MOTIVATING STUDENTS IN THE HEALTHY CLASSROOM. 4. MOTIVATION: ACCEPTANCE AND SIGNIFICANCE. Motivation and Acceptance. Messages of Acceptance. Accepting Students for Who They Are. A Simple Gesture. Demonstrating That You Care For and Accept Each Student. Personal Biases Affect Acceptance. Motivation and Significance. Making Students Feel Significant. Setting Goals. Leaders Help Others to Reach Goals. Participation and Involvement. Empowerment Through Participation. Providing Opportunities for Contribution. Setting Boundaries on Student Participation. Delegation of Responsibility. Student Decisions. Culturally Sensitive Lesson Plans Increase Significance. Summary of Major Points in Chapter 4. 5. MOTIVATION: FEELING CAPABLE. Making Students Feel Capable. Barriers Constructed by Teachers That Obstruct a Student's Success. Helping Students with Disabilities. Structure For Success Rather Than Failure. Instruction Strategies That Promote Success, Not Failure. Summary of Major Points in Chapter 5. 6. MOTIVATION: HEALTH AND SAFETY. Health Concerns of the Twenty-first Century. Health Problems and Youth. The Teacher's Role in Educating Students About Health Behaviors. Health Status of Minority Americans. Cultural Sensitivity. Cultural Customs and Behaviors. Examples of Cultural Factors That Affect Health. School Health and Food Services. When Is a Child Too Ill to Be in Your Class? School Food Services. Promoting Physical and Emotional Safety. Physical Safety/School Violence. School Violence: Tragic Headline Stories. Students as Victims of Violence. Characteristics of At-Risk Youth. Developing School Safety Programs. Gangs. Reporting Child and Sexual Abuse. Physical Safety/Accident Prevention. Is It Possible to Be Too Overprotective? Emotional Safety. The Effects of Emotional Assaults. Summary of Major Points in Chapter 6. PART THREE: COMMUNICATION IN THE HEALTHY CLASSROOM. 7. COMMUNICATION SKILLS. Listening Reflects Acceptance and Significance. Empathy Not Sympathy. Can you Develop Empathy? Students Need to Be Understood. Listening for Feelings. Practice the Art of Listening. The Skill of Reflective Listening. Cultural Differences Can Impair Communication. Intercultural Differences and Similarities in Nonverbal Communication. Guidelines for Communicating with Students with Disabilities. The Major Barrier to Healthy Communication. When Does the Teacher Get to Speak? Wants into Words: Healthy Communication. Anger Affects Healthy Communication. When a Student's Words or Actions Affect the Teacher's Emotional Well-Being. Putting It All Together: The Completed Message. Further Thoughts about Healthy Communication. Using Encouragement Instead of Praise. The Praise Craze. The Ulterior Motives of Most Praise. Insulting Through Praise. Praise That Does Not Match the Student's Perception. Overpraising. An Alternative to Praise. Summary of Major Points in Chapter 7. 8. COMMUNICATION: RESOLUTION AND THE CLASS MEETING. Healthy Resolution. Caring and Respect as the Foundations of negotiations. Operating Assumptions for Approaching Conflict. The Four Steps to Problem Solving for Teachers and Students. When Students Do Not Want to Participate in the Spirit of Fair Negotiations. What If the Teacher Makes a Mistake? What Is a Class Meeting? What a Class Meeting Is Not. The Class Meeting Foundation: Mutual Respect and Emotional Honesty. The Class Meeting Structure. How to Have Effective Class Meetings. Ground Rules for a Class Meeting. Getting Started. Start Slowly. The Class Vision. Common Questions about Class Meetings. Summary of Major Points in Chapter 8. PART FOUR: DISCIPLINE IN THE HEALTHY CLASSROOM. 9. DISCIPLINE: DISCIPLINE STYLES AND THE GOALS OF BEHAVIOR. Styles of Discipline. Autocratic Discipline. Permissive Discipline. Healthy Discipline. Discipline and Cultural Bias. Discipline and Gender. Discipline and the Exceptional Child. Classroom Control Through Motivation. Twelve Helpful Hints to Reduce Discipline Problems. Common Classroom Discipline Problems. Understanding the Goals of Behavior. The Four Mistaken Goals of Behavior. Attention-Seeking. Power. Revenge. Self-Imposed Inadequacy. Why Mistaken Goals of Behaviors Do Not Work. Identifying the Mistaken Goal of Behavior. Prescriptions for Each Mistaken Goal. Responses to Attention-Seeking Behavior. Responses to Power Behavior. Responses to Revenge Behavior. Responses to Assumed Inadequacy Behavior. Goals Beyond the Dreikurs Basic Four. Summary of Major Points in Chapter 9. 10. DISCIPLINE: RULES, CONSEQUENCES, AND CONTROLLING THE PHYSICAL ENVIRONMENT. Sending Firm Messages and Establishing Rules and Procedures. Firm Messages. Soft Messages. Class Rules and Procedures. What Makes a Good Rule? Administering Consequences: Making Students Accountable for Their Behavior. When Students Keep Challenging Certain Rules. Student Input. Rules Should Be Flexible and Negotiable. Using Procedures to Prevent Problems. Minor Misbehaviors: Keeping Students On-Task. Cueing with Hand Signals. Managing the Physical Environment. The Action Zone. Arranging Student Space. Other Factors That Contribute to the Emotional Environment of the Classroom. Natural and Logical Consequences. Natural Consequences. Logical Consequences. Helping Students Learn from Their Mistakes. Time-Out as a Logical Consequence. The Difference between Punishment and Consequences. Teaching Beyond Consequences. Summary of Major Points in Chapter 10. APPENDICES. A: Humanistic Psychology. B: Activities to Enhance Acceptance. C: High-Risk Health Behaviors. D: Barriers to Health Care for Minority Populations. E: A Facilitator's Guide to Healthy Classroom Management. F: The Student with a Disability. G: Multicultural Magazines and Journals. REFERENCES. AUTHOR INDEX. SUBJECT INDEX.

Reseña del editor:

This text offers students pre-service teachers strategies and skills for classroom management that will empower both the children they will teach and themselves. Nakamura offers a practical, yet novel approach to classroom management with an emphasis on diversity. A healthy classroom can be attained if the pre-service teacher ascribes to Nakamura's technique: healthy motivation, healthy communication, and healthy discipline coupled with honesty, dignity, and respect. This text provides the student/future teacher with skills to build each child's strength and ability to succeed in the classroom, as well as tools to foster understanding and support of the emotional and social needs of the child. In addition, it instructs the student on how to instill responsibility, self-discipline, social interaction, and self-reliance into the typical, K-12 classroom/child. Activities are a strong asset to the text: the countless self-assessments, vignettes, chapter summaries, and quizzes add to the book's value and usefulness as a career reference.

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Raymond Nakamura
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Nakamura, Raymond
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Raymond Nakamura
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Raymond Nakamura
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