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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010335302 | LC4801 M37 2013 | Open Access Book | Book | Searching... |
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Summary
Summary
Create lasting, positive change for our most troubled students!
How do you move beyond traditional classroom management to create a learning environment that engages our hardest-to-reach students--students who may be struggling due to emotional disturbances or disabilities or environmental circumstances? Michael Marlowe and Torey Hayden have the answer: through a relationship-driven classroom. With the help of their book, you will:
Gain a meaningful understanding of troubled students and how to reach and teach them effectively Learn how to change inappropriate behavior rather than just control it Become more reflective about teaching and learning with challenging childrenDrawing on real-life stories, including some of those described in Torey Hayden′s bestselling books on working with troubled children, the authors shed new light on the challenges of working with hard-to-reach students and identify the key skills teachers need to build successful classroom relationships and facilitate learning for all.
"The authors have done a good job of putting ′method′ to relationship teaching and have the real-life background references to authenticate what is said."--Sharon Jefferies, TeacherLakeville Elementary, Apopka, FL"The case studies and research behind building relationships in classroom environments are major strengths, as is the myriad of methodology regarding discipline, identifying and managing troubled students, and how to decrease disruptions."--Tara Howell, AP Science TeacherUniversity City High School, San Diego, CA
Author Notes
Mike Marlowe is a professor of special education at Appalachian State University, North Carolina. He has also taught special education at the University of Wyoming, and Tennessee Technological University. He specializes in coursework in emotional and behavioural disorders and classroom management. Prior to university teaching Mike taught children in classrooms for emotional and behavioural problems in the public schools of Indiana and Kentucky. Torey Hayden has spent most of her adult life working with children in distress. Starting out as a special education teacher for children with emotional difficulties, she latterly moved into research and therapeutic intervention, specializing in psychogenic language disorders. Now living in Great Britain, she provides counselling and advice services for several child-oriented charities.
Table of Contents
Preface | p. vii |
Preface | p. xv |
Acknowledgments | p. xxi |
About the Authors | p. xxiii |
Chapter 1 The Relationship-Driven Classroom | p. 1 |
Chapter 2 Relationships as a Means of Change: Goal Versus Process Orientation | p. 15 |
Chapter 3 Teacher Skills Needed to Develop a Relationship-Driven Classroom | p. 29 |
Chapter 4 Discipline | p. 49 |
Chapter 5 Creating a Positive Classroom Climate | p. 75 |
Chapter 6 Relationship Skills | p. 91 |
Chapter 7 Developing a Strong Teacher-Student Relationship | p. 117 |
Chapter 8 Preparing the Child for Successful Peer Relationships | p. 127 |
Chapter 9 Successful Group Dynamics | p. 147 |
Chapter 10 The Future | p. 161 |
References | p. 195 |
Index | p. 203 |