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A Guidance Approach for the Encouraging Classroom

ISBN: 9780827376175 | 0827376170
Edition: 2nd
Format: Paperback
Publisher: Thomson Delmar Learning
Pub. Date: 9/9/1997

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Table of Contents
... MORE
Prefacexii(3)
Acknowledgmentsxv
UNIT ONE: FOUNDATIONS OF A GUIDANCE APPROACH1(92)
Chapter 1: The Guidance Tradition
3(29)
Pioneers of the Guidance Tradition
5(3)
Friedrich Froebel
7(1)
Maria Montessori
7(1)
John Dewey
8(1)
Mid-20th Century Influences: The Developmental and Self Psychologists
8(6)
Jean Piaget
10(1)
The Self Psychologists
11(1)
Theodore Dreikurs
12(1)
Haim Ginott
13(1)
The 1980s: Guidance or Obedience-Based Discipline
14(3)
The Push-Down of Academics
14(1)
Assertive Discipline
15(1)
Effects on Children
16(1)
Effects on Teachers
16(1)
The Transition from Discipline to Guidance
17(5)
The Contribution of Early Childhood Education
17(2)
The Contribution of Developmentally Appropriate Practice
19(2)
Guidance and the Conflict Management Movement
21(1)
Parents and the Guidance Tradition
22(4)
Froebel's Kindergarten
22(1)
Montessori's Children's Houses
22(1)
The Nursery School Movement
23(1)
Head Start
23(1)
The Public Schools
23(2)
Parents and Developmentally Appropriate Practice
25(1)
Summary
26(1)
Follow-up Activities
27(2)
Recommended Resources
29(1)
References
29(3)
Chapter 2: Mistaken Behavior
32(27)
Beyond Misbehavior
33(1)
The Concept of Mistaken Behavior
34(2)
Relational Patterns: A Paradigm for Social Development
36(4)
Three Levels of Mistaken Behavior
40(9)
Common Sources of Motivation
41(1)
Level One: Experimentation Mistaken Behavior
41(2)
Level Two: Socially Influenced Mistaken Behavior
43(2)
Level Three: Strong Needs Mistaken Behavior
45(4)
Mistaken Behavior and Intentionality
49(3)
Visual Summary: Three Levels of Mistaken Behavior
51(1)
Communicating with Parents about Mistaken Behavior
52(1)
Summary
53(2)
Follow-up Activities
55(2)
Recommended Resources
57(1)
References
58(1)
Chapter 3: Guidance: The Bottom Line
59(34)
Guidance Depends on Positive Teacher-Child Relations
60(11)
Unconditional Positive Regard
61(1)
The Problem with Discipline
62(1)
Building Positive Teacher-Child Relations
63(5)
Ginott's Cardinal Principal
68(3)
Guidance Reduces the Need for Mistaken Behavior
71(4)
The Challenges of Childhood
71(1)
The Match of the Child and the Program
72(3)
Guidance Takes a Solution-Orientation
75(5)
Conflict Management
76(1)
The Teacher as Democratic Leader
76(1)
Crisis Intervention
77(1)
Learning While Teaching
78(1)
Accepting our Humanness
79(1)
Guidance Means Teamwork with Other Adults
80(6)
Team Teaching
81(1)
The Teaching Team
81(5)
Guidance Means Partnerships with Parents
86(1)
Summary
87(2)
Follow-up Activities
89(1)
Recommended Resources
90(1)
References
91(2)
UNIT TWO: BUILDING THE ENCOURAGING CLASSROOM93(148)
Chapter 4: Creating a Climate for the Encouraging Classroom
95(30)
A Professional, not a Technician
97(1)
The Learning Dynamic
98(9)
Piaget and Developmental Stages
98(6)
Erikson: Initiative and Industry
104(3)
Developmentally Appropriate Practice and Teacher-Child Relations
107(6)
DAP in the Primary Grades
110(1)
Working Together for Change
111(1)
Role of the Principal
111(1)
School Anxiety
112(1)
Liberation Teaching and the Encouraging Classroom
113(2)
A Climate for Partnership with Parents
115(3)
Before School Begins
115(1)
After Start-up
116(2)
Summary
118(1)
Follow-up Activities
119(2)
Recommended Resources
121(1)
References
121(4)
Chapter 5: Organizing the Encouraging Classroom
125(25)
Learning Centers Organize the Preprimary Classroom
125(5)
Carpentry and Active Play
127(1)
Independent Activity at the Preprimary Level
128(2)
Centers at the Primary Level
130(3)
Independent Activity at the Primary Level
131(1)
Learning Centers and Integrated Curriculum
131(2)
Theme Based Instruction in a Second Grade: A Case Study
133(3)
Routines in the Encouraging Classroom: A Teacher's Perspective
136(3)
Encouraging Parents to be Classroom Volunteers
139(4)
Roadblocks to Involving Parents
140(1)
Helping Parents Feel Comfortable
141(2)
Summary
143(3)
Follow-up Activities
146(1)
Recommended Resources
147(1)
References
148(2)
Chapter 6: Managing the Encouraging Classroom
150(36)
The Daily Program
151(4)
Three Sample Schedules
152(2)
Tracking the Daily Schedule
154(1)
Mixing Active and Quiet Times
155(3)
Rest and Relaxation
156(2)
Active Play
158(1)
The Place of Large Groups
158(12)
Taking Attendance
162(1)
Calendar and the Weather
162(1)
Show and Tell
163(1)
Using Stories with Children
164(2)
Large Group Instruction
166(4)
Managing Transitions
170(5)
Buffer Activities
173(1)
Learning to Live with Lines
173(2)
Parents and Other Classroom Volunteers
175(5)
Helping Parent Volunteers Feel Welcome
176(2)
Working With Regulars
178(2)
Summary
180(2)
Follow-up Activities
182(1)
Recommended Resources
183(1)
References
184(2)
Chapter 7: Leadership Communication with the Group
186(32)
Establishing Leadership
187(3)
Guidance and Routines
189(1)
Guidelines, Not Rules
190(5)
Logical Consequences
191(1)
The Benefits of Guidelines
192(1)
Guidelines and Different Age Levels
193(1)
Creating Guidelines
193(2)
Encouragement
195(6)
Encouragement More Than Praise
195(3)
Encouragement--What to Say
198(2)
Stickers and Smiley Faces: Extrinsic Rewards
200(1)
When Praise Is Appropriate
201(1)
Discussing Inclusively
201(2)
The Class Meeting
203(3)
Scheduled Class Meetings
204(1)
Unscheduled Class Meetings
204(2)
Class Meetings and Circle Times
206(1)
Leadership Communication with Parents
206(6)
Written Notes
207(1)
Telephone Calls
208(1)
Parent Meetings
209(1)
Parent-Teacher Conferences
209(3)
Summary
212(2)
Follow-up Activities
214(1)
Recommended Resources
215(1)
References
216(2)
Chapter 8: Leadership Communication with the Individual
218(23)
Listening to Life Experiences
219(3)
Listening for School-Related Stress
219(1)
Listening for Stress Related to the Home and Neighborhood
220(2)
Contact Talk
222(5)
Contact Talks at the Preschool Level
224(1)
Contact Talks in the Primary Grades
225(2)
The Compliment Sandwich
227(1)
Humor
228(2)
Touch
230(2)
Leadership Communication in the Parent-Teacher Conference
232(4)
Joining with Parents
232(2)
Listening to Parents
234(2)
Summary
236(1)
Follow-up Activities
237(2)
Recommended Resources
239(1)
References
239(2)
UNIT THREE: SOLVING PROBLEMS IN THE ENCOURAGING CLASSROOM241(135)
Chapter 9: Guiding Children to Solve Social Problems
243(32)
Two Conflict Management Basics
244(2)
Mediation/Negotiation
245(1)
Peace Education
245(1)
The Factor of Societal Violence
246(3)
Understanding Social Problem-Solving
249(5)
Understanding Conflict Management Models
254(4)
Peace Props
254(1)
Core Elements in Conflict Management Models
255(2)
Sample Management Models
257(1)
Teaching Conflict-Management Skills
258(9)
High-Level Teacher Mediation
262(2)
Low-Level Teacher Mediation
264(1)
Child Negotiation
265(2)
Parent Involvement at St. Philip's: Building a Peaceable School Community
267(3)
First Year
267(1)
Second Year
267(1)
Third Year
268(1)
Fourth Year
269(1)
Fifth Year
269(1)
Summary
270(5)
Follow-up Activities
272(1)
Recommended Resources
273(1)
References
274(1)
Chapter 10: Problem-Solving Mistaken Behavior
275(43)
Mistaken Behavior: Applying the Concept
276(6)
Level One Mistaken Behavior
276(2)
Level Two Mistaken Behavior
278(1)
Responding to Level Two Behavior in Individual Children
279(1)
Responding to Level Two Behavior in the Group
280(1)
Level Three Mistaken Behavior
281(1)
The Decision to Intervene
282(7)
Whether to Intervene
284(3)
Firmness of Intervention
287(2)
Quick Intervention Strategies
289(7)
Negotiation Reminders
289(2)
Humor as Problem-Solver
291(1)
Nonverbal Techniques
292(2)
Brevity
294(1)
Being Direct
294(2)
Behaviors Reported by Other Children
296(2)
Intervention When Follow-up Is Needed
298(9)
Negotiating Teacher-Child Conflicts
299(1)
Reflective Listening
300(2)
Including Children's Ideas
302(2)
Guidance Talks
304(2)
Reconciliation
306(1)
Why Take the Time?
307(2)
Cooperation with Parents
309(3)
Create a Team Concept
309(1)
Be Aware of Feelings Toward the Family
309(1)
Understand Parent Development
310(1)
Choose Words that Avoid Value Judgments
310(1)
Use Support Services
311(1)
Problem-Solving with Parents
312(1)
Summary
312(2)
Follow-up Activities
314(2)
Recommended Resources
316(1)
References
316(2)
Chapter 11: Guidance Through Intervention
318(36)
Conditions that Make Intervention Necessary
320(2)
Crisis Management Techniques
322(7)
Commanding Cooperation
322(2)
Separation
324(3)
Physical Restraint
327(2)
When Teachers Feel Anger
329(5)
Monitor Feelings; Make Adjustments
329(2)
Use Safeguards
331(1)
Practice Reconciliation
332(2)
Strategies for Working with Strong Needs Mistaken Behavior
334(9)
The Contribution of Special Education
335(1)
The Individual Guidance Plan
336(2)
Case Study One: Guidance Plan Used Informally with Sherry, Aged Four
338(1)
Case Study Two: Individual Guidance Plan with Gary, Aged Five
339(2)
Case Study Three: Individual Guidance Plan with Wade, Aged Seven
341(1)
IGP Afterthoughts
342(1)
When Teachers and Parents Disagree
343(5)
Encourage Mutual Respect
345(1)
Model Reflective Listening
345(1)
Talk to Situations
345(2)
Invite Continued Involvement
347(1)
Communicate with Staff and Consulting Professionals
347(1)
Switch to Mediation
347(1)
Collaborate for Safety
348(1)
Summary
348(2)
Follow-up Activities
350(1)
Recommended Resources
351(1)
References
352(2)
Chapter 12: Liberation Teaching
354(22)
Liberation Teaching, What It Is
355(3)
Stigma or Liberation
356(2)
Teacher Behaviors that Stigmatize
358(1)
Liberating Responses
358(1)
Liberation Teaching and Resiliency
359(2)
Liberation Teaching and Antibias Curriculum
361(4)
Liberation Teaching, an Additional Step
362(1)
The Contribution of Antibias Curriculum
362(2)
Liberation Teaching and Guidance
364(1)
Liberation Teaching and Peace Education
365(1)
Liberation Teaching and Parent Involvement
366(4)
Level One--Sharing Information
366(1)
Level Two--Active Involvement
367(1)
Level Three--Policy Participation
368(1)
Level Four--Professional Development
369(1)
Summary
370(2)
Follow-up Activities
372(1)
Recommended Resources
373(1)
References
374(2)
APPENDICES376(27)
A. The National Association for the Education of Young Children Code of Ethical Conduct376(7)
B. Sample Greeting Letters and Surveys to Children and Their Families383(6)
C. Sample Brochure: The Education Program in Our Class389(4)
D. Sample Flyer: Suggestions for Parent Involvement393(2)
E. Developmentally Appropriate Guidance of Young Children (Position Statement of the Minnesota Association for the Education of Young Children)395(7)
F. Individual Guidance Plan Worksheet402(1)
Glossary403(9)
Index412

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