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008			081104s2006 caua |b 001 0 eng
010			_a2005-032571
020			_a9780787977955 (pbk.)
020			_a0787977950 (pbk.)
039		9	_a201402040056 _bVLOAD _c201007311042 _dmalmash _c200811041137 _dalawaid _y200811041135 _zalawaid
050	0	0	_aLB3013 _b.S64 2006
082	0	0	_a373.1102/4 _222
100	1		_aSprick, Randall S. _910324
245	1	0	_aDiscipline in the secondary classroom : _ba positive approach to behavior management / _cRandall S. Sprick.
250			_a2nd ed.
260			_aSan Francisco : _bJossey-Bass, _cc2006.
300			_axvii, 286 p. : _bill. ; _c28 cm.
490	0		_aJossey-Bass teacher
504			_aIncludes bibliographical references (p. 273-277) and index.
505			_aThe Author.Acknowledgments.How to Use This Book.Foreword by Donald D. Deshler.Preface.Introduction.Chapter 1: Vision: Understand Key Concepts About Managing Student Behavior.Task 1: Understand the Basic Principles of Behavior Modification and Your Role in That Process.Task 2: Understand Motivation and the Variables That Can Be Manipulated to Increase It.Task 3: Understand the Importance of Maintaining High Expectations for Students' Academic and Behavioral Performance.Task 4: Understand the Importance of Building Personal Relationships with Students.Task 5: Develop and Implement Guidelines for Success.Task 6: Adjust the Structure of Your Management Plan Based on the Needs of Your Students.In Conclusion.Chapter 2: Grading: Design Instruction and Evaluation Systems.Task 1: Develop Clear Goals for Each Class You Teach.Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success.Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate This into Your Grading System.Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades.In Conclusion.Chapter 3: Organization: Prepare Routines and Procedures.Task 1: Arrange the Schedule of Activities for Each Class Period So It Maximizes Instructional Time and Responsible Behavior.Task 2: Arrange the Physical Space in Your Classroom So That It Promotes Positive Student-Teacher Interactions and Reduces Disruption.Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention.Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class Period.Task 5: Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work.In Conclusion.Chapter 4: Expectations: Plan to Teach Students How to Be Successful.Task 1: Define Clear and Consistent Behavioral Expectations for All
520			_aDiscipline and lack of motivation are two of the most vexing problems facing teachers today. Discipline in the Secondary Classroom, Second Edition gives high school teachers step-by-step guidance for designing a behavior management plan that will help prevent misbehavior and increase student motivation. The book is a hands-on resource that contains easy-to-implement strategies distilled from a research-based approach that is proactive, instructional, positive, and effective. Discipline in the Secondary Classroom, Second Edition is filled with forms, samples, and evaluation tools that will help teachers continually fine-tune their management plan to reach more students. Both new and seasoned teachers will find this book invaluable for designing a management plan that prevents problems, motivates students, and teaches them to behave responsibly. The book also equips the teacher with techniques for responding to misbehavior in a calm and consistent manner.
650		0	_aClassroom management. _910325
650		0	_aHigh school students _xDiscipline. _910326
650		0	_aProblem children _xDiscipline. _910327
856	4	0	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip063/2005032571.html
856	4	0	_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0644/2005032571-d.html
856	4	0	_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy0827/2005032571-b.html
942			_2lcc _n0 _cBK
999			_c3671 _d3671