You cant teach until everyone is listening

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FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page i FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page ii To Alia, with her brilliant personality, playfulness, and humor, who came into my life unexpectedly and enhances it immeasurably; to her friend Ocean who is as beautiful in every way as her name; and to twins Violet and Aria, miracles who make every day a joy and who take my breath away; Alia, Ocean, Violet, and Aria, the future is yours Source: Photo, art, and production by Dave and Jen Page FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page iii FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page iv Copyright © 2008 by Corwin Press All rights reserved When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher For information: Corwin Press A SAGE Company 2455 Teller Road Thousand Oaks, California 91320 www.corwinpress.com SAGE India Pvt Ltd B 1/I Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Ltd Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom SAGE Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Printed in the United States of America Library of Congress Cataloging-in-Publication Data Page, Marilyn L You can’t teach until everyone is listening: six simple steps to preventing disorder, disruption, and general mayhem/Marilyn L Page p cm Includes bibliographical references and index ISBN 978-1-4129-6014-4 (copy) ISBN 978-1-4129-6015-1 (pbk.) Classroom management I Title LB3013.P24 2008 371.102′4—dc22 2008006269 This book is printed on acid-free paper 08 09 10 11 12 Acquisitions Editor: Editorial Assistants: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer: Cover Designer: 10 Carol Chambers Collins Gem Rabanera, Brett Ory Eric Garner Gretchen Treadwell C&M Digitals (P) Ltd Charlotte Waisner Kathleen Paparchontis Lisa Riley FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page v Contents Foreword By Bruce A Marlowe Preface Acknowledgments About the Author Introduction The Critical Beginning: Knowing and Using Students’ Names Barry The Context Barry’s Plan Friday Justin The Questions After Justin Knowing and Using Students’ Names Your Number One Classroom Management Tool Student Teachers and Interns Before the Teaching Practicum Begins Student Teacher’s Responsibility Novice and Experienced Elementary Teachers Aito The Upside of Aito’s Schedule The Downsides of Aito’s Schedule and Class Size Shalee Getting to Know Shalee xiii xviii xxv xxviii 9 9 10 10 10 11 12 13 13 14 14 15 16 16 16 17 17 FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page vi The Results Novice and Experienced Middle and Secondary Teachers Preteens and Teens The Middle and Secondary School Day Learning the Names Other Approaches The Seating Chart Name Tags and Name Signs Block Scheduling Back to Barry The View From the Back of the Room What Happened to Barry? Summary: Step What Comes Next? 18 Avoiding Anonymous and Dangling Questions Dave The Context Dave’s Problem The Lesson And the Rest of the Class? Types of Questions Teachers Ask Type Type Type Type Levels of Questions Teachers Ask Lower Level Questions Higher Level Questions Dangling Questions: What Are They and What Was Dave Doing Wrong? Students Left in the Dark Worse Consequences What Can You Do? The Problems With Hand Raising A Better Way An Old Teacher’s (or Is It a Researcher’s?) Tale The Results of These Better Strategies Anonymous Questions: What Are They? 25 25 25 26 26 27 27 28 28 28 28 29 29 29 18 18 19 19 21 21 21 22 22 22 23 24 24 30 30 31 32 32 33 34 35 35 FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page vii What’s Wrong With These Questions? How Can a Teacher Fix This? Questions 1, 3, and What About Question 2? Question Did Dave Recover? The Experiment The Results Summary: Step What’s Next? 35 36 36 36 37 37 38 38 39 40 Choosing and Using Words Wisely Mariah The Context The School Mariah’s Goal The Problem Yawning and More What’s in a Word? The Importance of Tight and Professional Language George Orwell Sloppy Language What Are Filler Words? What Happens When You Use Filler Words? Boredom and Worse A Mirror Image An Unprofessional Word A Test The Answer Mariah’s Transformation The Results The Other Side of the Language Coin Terry The Context The Problem And Danae The Context The Problem 41 41 41 42 42 42 43 43 44 44 44 45 46 46 46 46 47 47 48 49 49 49 49 50 50 50 51 FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page viii Using Words of Civility in the Classroom Five Important Words Examples The Common Thread Terry Danae Three Other Powerful Hints About Language Language Tone: You Don’t Need to Yell The Power of No Language Getting the Class’s Attention While They Are Involved in Group Work Making These Language and Tone Changes in Your Classroom Summary: Step Coming Attractions Avoiding Confusion When Giving Directions Elizabeth Class Begins The Context Her Instructions Pandemonium Clarifying Directions The Results A Pilot Project: A Different Story The Purpose of the Project Three Phases Ben The Context Ben’s Issue What Are We Supposed to Do? Giving Instructions That Don’t Lead to Disruption Why It’s Important for Students to Re-Explain Forget About Asking: “Does Everyone Understand?” Forget About Asking: “Are There Any Questions?” 52 52 52 53 53 54 55 55 56 56 57 58 58 59 59 59 60 60 61 62 62 63 64 64 64 64 65 66 67 67 67 68 FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page ix Back Up! We Are Missing Two Preliminary Steps First: An Explanation Second: Students Need to Ask Questions Up Front Ben’s Plan The Barbarian Hordes Following the Steps The Time Factor The Results Special Needs Summary: Step What’s Next? Attending to Civility With Reminders and Cues Seventh Period: A Special Ninth-Grade Class The First Day of School Whoa! Fourteen IEPs What Happened With This Class? Mrs Watkins’s Advice Classes Have Different Needs Horrified? The Problem With Classroom Rules Can You Define Respect? Lack of Consistency Simple Expectations of Civility Jeannie The Context The Class The Issue Reminders and Cues How Often Do You Have to Give Reminders or Cues? Jeannie’s Approach The Lesson Jeannie’s Reminders and Cues The Results The Bottom Line Summary: Step Coming Next 69 69 70 71 71 72 73 74 74 75 76 77 77 77 78 78 78 79 79 79 80 81 81 82 83 83 83 84 85 86 87 87 87 88 88 89 89 Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:29 PM Page 126 References Alder, N I., & Moulton, M R (1998) Caring relationships: Perspectives from middle school students Research in Middle Level Education Quarterly, 21(3), 15–32 Alliance for Excellent Education (2005, August) Teacher attrition: A costly loss to the nation and to the states Issue Brief Retrieved March 2, 2008, from http://www.all4ed.files/archive/publica tions/TeacherAttrition.pdf (Search “teacher attrition”) Bandura, A (1986) Social foundations of thought and action: A social cognitive theory Englewood Cliffs, NJ: Prentice Hall Bandura, A (1996) Multifaceted impact of self-efficacy beliefs on academic functioning Child Development, 67, 1206–1222 Banks, J A & Banks, C A M (Eds.) (2004) Handbook of research on multicultural education (2nd ed.) San Francisco: Jossey-Bass Beane, J (1997) Curriculum integration: Designing the core of democratic education New York: Teachers College Press Bergan, M (2007, January 25) California teacher turnover costs money, expertise Capitol Weekly Retrieved March 2, 2008, from http://www.capitolweekly.net/article.php?xid=wnom4vplkf4t6b& done=search Blum, R W., McNeely, C A., & Rinehard, P M (2002) Improving the odds: The untapped power of schools to improve the health of teens Minneapolis: Center for Adolescent Health and Development, University of Minnesota Brophy, J (1996) Teaching problem students New York: Guilford Charles, C M (2000) The synergetic classroom: Joyful teaching and gentle discipline New York: Longman Christiansen, D (1996) The professional knowledge-research base for teacher education In J Sikula, T Buttery, & E Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp 38–52) New York: Simon & Schuster Clark, R J., et al (1989) The Math English Science Technology Education Project University of Massachusetts, Amherst, 126 Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:17 PM Page 127 References——127 Massachusetts Project report summary submitted to the Office of Educational Research and Improvement in Washington, DC (ERIC Document Reproduction Service No ED 320 895) Connecticut State Department of Education (2005) Handbook for the BEST program for beginning teachers Retrieved March 2, 2008, from http://www.sde.ct.gov/sde/search/search.asp?qu=videotaping Cothran, D J., & Ennis, C D (2002) Building bridges to student engagement: Communicating respect and care for students in urban high schools Journal of Research and Development in Education, 33(2), 106–111 Cothran, D J., Kulinna, P H., & Garrahy, D A (2003) “This is kind of giving a secret away ”: Students’ perspectives on effective class management Teaching and Teacher Education, 19, 435–444 Crosnoe, R., Johnson, M K., & Elder, G H (2004) Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships Sociology of Education, 77, 60–81 Darling-Hammond, L (2003) Keeping good teachers: Why it matters, what leaders can Education Leadership, 60(8), 6–13 Davis, K (1999) A study of beginning teachers’ perceptions regarding their teacher preparation programs Unpublished master’s thesis University of Minnesota, Minneapolis Denzin, N R., & Lincoln, Y S (Eds.) (2005) The SAGE handbook of qualitative research (3rd ed.) Thousand Oaks, CA: Sage DiGiulio, R (2007) Positive classroom management (3rd ed.) Thousand Oaks, CA: Corwin Press Dornbusch, S M., Erickson, K G., Laird, J., & Wong, C A (2001) The relation of family and school attachment to adolescent deviance in diverse groups and communities Journal of Adolescent Research, 16(4), 396–422 Emmer, E T., & Gerwels, M C (2006) Classroom management in middle and high school classrooms In C M Evertson & C S Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp 407–438) Hillsdale, NJ: Lawrence Erlbaum Associates Ennis, C D., & McCauley, M T (2002) Creating urban classroom communities worthy of trust Journal of Curriculum Studies, 34(2), 149–172 Evertson, C M., & Weinstein, C S (2006) Classroom management as a field of inquiry In C M Evertson & C S Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp 3–15) Hillsdale, NJ: Lawrence Erlbaum Associates Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:17 PM Page 128 128——You Can’t Teach Until Everyone Is Listening Foster, H L (1986) Ribbin', jivin', and playing the dozens: The persistent dilemma in our schools Cambridge, MA: Ballinger Publications Foundation for a Better Oregon (2005) Create safe and respectful learning environments In Improving Quality and Strengthening Accountability in Oregon’s Schools: Fall Report Retrieved March 2, 2008, from http://www.chalkboardproject.org/images/PDF/ QualityAccountReport.pdf Gardner, H (1991) The unschooled mind: How children think and how schools should teach New York: Basic Books Geddes, H (2007) Attachment in the classroom: The links between children’s early experiences, emotional well-being and performance in school London: Worth Publishing Gee, J P (2001) What graduates in education fear most about their first year of teaching Paper presented at the Annual Meeting of the Louisiana Educational Research Association, Baton Rouge, LA, March 8–9 (ERIC Document Reproduction Service No ED 454 161) Hargreaves, A (2003) Teaching in the knowledge society: Education in the age of insecurity New York: Teachers College Press Ingersoll, R., & Smith, T (2003) The wrong solution to the teacher shortage Educational Leadership, 60(8), 30–33 Irvine, J J (2003) Because of the kids: Seeing with a cultural eye New York: Teachers College Press Jay, T (1996) What to when your students talk dirty San Jose, CA: Resource Publications Jerald, C D., & Boser, U (2000) Setting policies for new teachers Education Week, 19(18), 44–45, 47 Jones, V F., & Jones, L S (2004) Comprehensive classroom management: Creating communities of support and solving problems (7th ed.) Boston: Allyn & Bacon Kohn, A (1993) Punished by rewards: The trouble with gold stars, incentive plans, A’s praise, and other bribes Boston: Houghton Mifflin Labinowicz, E (1980) The Piaget primer: Thinking, learning, teaching Menlo Park, CA: Addison-Wesley Lacina-Gifford, L (2001) The squeaky wheel gets the oil but what about the shy student? Education, winter Retrieved March 3, 2008, from http://findarticles.com/p/articles/mi_qa3673/is_ 200101/ai_n8929995 Ladd, K (2000) A comparison of teacher education programs and graduate’s perceptions of experiences Dissertation Abstracts International, 1, 61(12A), 4695 (UMI NO 9998491) Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:17 PM Page 129 References——129 Marlowe, B A., & Page, M L (2005) Creating and sustaining the constructivist classroom (2nd ed.) Thousand Oaks, CA: Corwin Press Martin, W P (n.d.) The really big list of classroom management resources Retrieved March 3, 2008, from http://drwilliamp martin.tripod.com/classm.html McCaslin, M., & Good, T L (1996) The informal curriculum In D Berliner & R C Calfee (Eds.), The handbook of educational psychology (pp 622–670) New York: American Psychological Association/Macmillan McCormack, C (2001) Investigating the impact of an internship on the classroom management beliefs of preservice teachers The Professional Educator, 23(2), 1–11 Milne, A A (1926) Winnie-the-Pooh London: Methuen Morine-Dershimer, G (2006) Classroom management and classroom discourse In C M Evertson & C S Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp 127–156) Hillsdale, NJ: Lawrence Erlbaum Associates National History Day (2007) It’s not just a day It’s an experience Retrieved March 3, 2008, from http://www.nationalhistory day.org/ Nieto, S (1999) The light in their eyes: Creating multicultural learning communities New York: Teachers College Press Office of the Superintendent of Public Instruction (2007) Professional certification handbook Retrieved March 3, 2008, from http://www.k12.wa.us/certification/ProfEd/profcertprograms aspx Ohanian, S (2004) On stir-and-serve recipes for teaching In A S Canestrari & B A Marlowe (Eds.), Educational foundations: An anthology of critical readings (pp 112–119) Thousand Oaks, CA: Sage Orwell, G (1946) Politics in the English language Retrieved March 3, 2008, from http://www.orwell.ru/library/essays/politics/english/ e_polit Ottavi, T (2007) Why is Johnny so detached? A school professional’s guide to understanding and helping students with attachment issues Chapin, SC: Youthlight, Inc Page, M (1992) National History Day: An ethnohistorical case study Unpublished doctoral dissertation, University of Massachusetts, Amherst Page, M (1999) Seashore Novice Teacher Professional Certification Pilot Project: Annual report Seattle, WA: Seattle University Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:17 PM Page 130 130——You Can’t Teach Until Everyone Is Listening Page, M., Simpson, M., & Molloy, P (2001) Seashore Teacher Professional Certification Pilot: The clash of a developmental model of teacher performance assessment with a high stakes testing environment and the impact of that clash on novice teachers Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April 10–14 (Eric Document Reproduction Service: No ED 457 193) Piaget, J (1995) Essay on the theory of qualitative values in static sociology In J Piaget (Ed.), Sociological studies (pp 97–133) New York Routledge (Original work published 1941) Rosenberg, M., Wilson, R., Maheady, L., & Sindelar, P (1992) Educating students with behavior disorders Boston: Allyn & Bacon Ross, R P (1984) Classroom segments: The structuring of school time In L W Anderson (Ed.), Time and school learning: Theory, research and practice London: Croom Helm Russo, R (n.d.) Albert Einstein quotes Retrieved March 3, 2008, from http://www.worldofquotes.com/search.php (Search Einstein) Salinger, J D (1951) Catcher in the rye Boston: Little, Brown Schlosser, L K (1992) Teacher distance and student disengagement: School lives on the margin Journal of Teacher Education, 43(2), 128–140 Schneider, B H (1992) Children’s social competence in context Oxford, UK: Routledge Seidman, I (2006) Interviewing as qualitative research New York: Teachers College Press Shin, R., Daly, B., & Vera, E (2007) The relationship of peer norms, ethnic identity and peer support to school engagement in urban youth Professional School Counseling, 10(4), 379–388 Supaporn, S (2000) High school students’ perspectives about misbehavior Physical Educator, 57(3), 124–136 Turiel, E (1983) The development of social knowledge: Morality and convention Cambridge, UK: Cambridge University Press Weinstein, C S., & Mignano, A J (2003) Elementary classroom management: Lessons from research and practice (3rd ed.) Boston: McGraw-Hill Wentzel, K R., & Watkins, D E (2002) Peer relationships and collaborative learning as contexts for academic enablers School Psychology Review, 31(3), 366–377 Whitney, L., Golez, F., Nagel, G., & Nieto, C (2002) Listening to voices of practicing teachers to examine the effectiveness of a teacher education program Action in Teacher Education, 23(4), 69–76 Ref-Page-45574:Ref-Page-45574.qxd 4/15/2008 12:17 PM Page 131 References——131 Winzer, M., & Gregg, N (1992) Educational psychology in the Canadian classroom Scarborough, ON: Prentice Hall Canada Zeidner, M (1988) The relative severity of common classroom management strategies: The student’s perspective British Journal of Educational Psychology, 58, 69–77 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 132 Index Anonymous questions avoiding, 35–37, 67–68 definition, 35 fixes for, 36–37 See also Questions Apple School of Tomorrow, 64 Asking questions See Questions Attrition, teacher, xxiii Audiotaping classroom, 97 Caring, detrimental/misplaced, 70–71 Civility reminders and cues, 85–89 classroom rules and, 80–82 examples of, 85–86 expectations of civility, 82 frequency of use, 86 implementing, 87–88 results of using, 88–89 summary, 89 videotaping classroom, 86 vignettes about, 77–80, 83–85 See also Word choice and use Classroom management, books on, 2–3 Classroom rules, 80–82 Dangling questions avoiding, 30–35, 68–69 definition, 30–32 fixes for, 32–35 See also Questions Detached students, interaction with, 101–107 132 Detrimental/misplaced caring, 70–71 Direction giving anonymous questions, avoiding, 67–68 dangling questions, avoiding, 68–60 detrimental/misplaced caring and, 70–71 displaying directions, 67, 72 explaining process to students, 67–68 five steps, for eliminating confusion, 67–71 five steps, implementing, 72–74 misinterpretations, reasons for, 74 pilot project, 63–66 pilot project, phases of, 64 pilot project, purpose of, 64 pilot project, vignette about, 64–66 re-explanation by students, 67, 70, 72, 73 student questions before beginning work, 70–71, 73–74 students with special needs, 74–75 summary, 75 verbal directions, 67, 72 videotaping classroom, 59–60 vignettes about, 59–63, 63–66 and 71–74 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 133 Index——133 Essential Academic Learning Requirements (EARLs), 64 Filler words definition, 45 consequences of using, 46 Interactions audiotaping class, 97 detached students, 101–107 ensuring ability of all students to hear, 97 interaction challenge, results of, 94–95 interaction challenge, student-to-student, 93, 94 interaction challenge, teacher-student, 93–94, 95 reasons to not desire, 98–99 shy students, 100–101 subtle classroom disorder, 99–107 summary, 107 unwanted/unexpected responses, 98 unwanted/unexpected responses, handling, 98–99, 123–125 videotaping class, 92, 93, 96–97 vignettes about, 91–95, 100, 101–107 Labels, caution about, Language tone, 55–56 Names, student See Student names, knowing and using Name tags/name signs, 14, 15, 21–22 National History Day (NHD) vignette, 101–107 Orwell, George, 44 Proactive, teacher need to be, Professional Growth Plan (PGP), 64, 65 Questions anonymous questions, 35–37, 68–69 anonymous questions, fixes for, 36–37 dangling questions, 30–35, 68–69 dangling questions, fixes for, 32–35 hand raising, problems with, 32–33 handling unexpected and unwanted responses, 123–125 higher level questions, 29 lower level questions, 29 student name, using when asking question, 34 summary, 39 types teachers ask, 27–29 videotaping classroom, 38–39 vignette about, 25–27 and 37–39 what is (are)/where is (are), 28 who did it/who is it, 28 why and how, 28–29 writing responses to, 33–34 yes/no answer, 28 Reclaiming classroom student letters and drawings, 111–114, 115–117 teacher lessons learned, 117 ultimatum situation, 110–114, 115–117 ultimatum situation, rectifying, 111–114, 115–116 ultimatum situation, student input, 112–114, 116 videotaping classroom, 110 vignette about Clara, 114–117 vignette about Harry, 109–114 Reminders and cues See Civility reminders and cues Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 134 134——You Can’t Teach Until Everyone Is Listening Safe, teacher/student need to feel, 2, 7–8 Seashore Professional Certification Project, xxi–xxii Seating chart, 21 Shy students, interactions with, 100–101 Six Simple Steps, xxii, xxiv, 3–4 See also Six Simple Steps, implementation tips; individual steps Six Simple Steps, implementation tips during teacher preparation courses, 118–119 explaining before implementing, 7–8 for experienced teachers, 121 for novice teachers, 121 for preservice teachers, 118–119 for student teachers, 120–121 for university professors, 119–120 peer evaluations, 119–120 quality indicator lists, 119, 120 Sloppy language, 44 Special needs, students with, and direction giving, 74–75 Student names, knowing and using before practicum begins, 14 block scheduling and, 22 classroom management issues, 12, 23, 33 during teacher-student interactions, 95 name tags/name signs, 14, 15, 21–22 novice/experienced elementary teachers, 15–16 novice/experienced middle and secondary teachers, 18–21 reasons for, 12–13 seating chart, 21 student introduction strategy, 20 student teacher responsibility for, 14–15 student teachers and interns, 13–15 student use of names, 13, 16 summary, 24 tips for student presentations, 11 vignettes about, 9–12 and 22–23, 16–18 when asking for direction clarification, 69, 72 when asking questions, 34, 36, 38, 42 Subtle classroom disorder, 99–107 Teacher preparation programs, and classroom management training, xxii–xxiii Transitions See Civility reminders and cues Ultimatum See Reclaiming classroom Videotaping classroom, xx–xxi civility reminders and cues, 86 direction giving, 59–60 interactions, 92, 93, 96–97 question asking, 38–39 reclaiming classroom, 110 word choice and use, 48–49 What is (are)/where is (are) questions, 28 Who did it/who is it questions, 28 Why and how questions, 28–29 Word choice and use filler words, 45–46, 49 getting class attention during group work, 56–57 importance of tight/professional language, 44 language tone, 55–56 making changes in classroom, 55–56 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 135 Index——135 power of silence, 56, 57 sloppy language, 44 summary, 58 teaching words of civility to AP students, 54–55 teaching words of civility to ESL students, 53–54 unprofessional words, 46–48, 49 videotaping classroom, 48–49 vignettes about, 41–43 and 48–49, 49–51 and 53–55 words of civility, using in classroom, 52–55 See also Civility reminders and cues Yes/no answer questions, 28 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 136 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 137 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 138 Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 139 The Corwin Press logo—a raven striding across an open book—represents the union of courage and learning Corwin Press is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education By providing practical, hands-on materials, Corwin Press continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.” Index-Page-45574:Index-Page-45574.qxd 4/11/2008 12:26 PM Page 140 ... Page xiv xiv— You Can’t Teach Until Everyone Is Listening I finished this marvelous little book in one sitting; I imagine you will want to as well Here, in direct, unadorned prose, is a work of... Marilyn L You can’t teach until everyone is listening: six simple steps to preventing disorder, disruption, and general mayhem/Marilyn L Page p cm Includes bibliographical references and index ISBN... preventing misbehavior It is much more than that At its root, it is a manual for doing it FM-Page-45574:FM-Page-45574.qxd 4/11/2008 4:14 PM Page xvi xvi— You Can’t Teach Until Everyone Is Listening
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