000			04353cam a2200313 a 4500
999			_c926 _d926
001			15178596
003			OSt
005			20190830102624.0
008			080212s2008 cau b 001 0 eng
010			_a 2008006269
020			_a9781412960151 (pbk.)
020			_a1412960150 (pbk.)
035			_a(OCoLC)ocn191924633
035			_a(OCoLC)191924633
040			_aDLC _cDLC _dBTCTA _dBAKER _dYDXCP _dC#P _dDLC
050	0	0	_aLB3013 _b.P24 2008
082	0	0	_a371.102 4 PAG _223
100	1		_aPage, Marilyn L.
245	1	0	_aYou can't teach until everyone is listening : _b6 simple steps to preventing disorder, disruption, and general mayhem / _cMarilyn L. Page ; foreword by Bruce A. Marlowe.
260			_aThousand Oaks, CA : _bCorwin Press, _cc2008.
300			_axxviii, 135 p. ; _c23 cm.
504			_aIncludes bibliographical references (p. 126-131) and index.
505			_aForeword by Bruce A. Marlowe Preface Acknowledgments About the Author Introduction 1. The Critical Beginning: Knowing and Using Students' Names Barry Knowing and Using Students' Names Your Number 1 Classroom Management Tool Student Teachers and Interns Novice and Experienced Elementary Teachers An Easy Strategy Other Approaches Back to Barry Summary: Step 1 What Comes Next? 2. Avoiding Anonymous and Dangling Questions Dave Types of Questions Teachers Ask Levels of Questions Teachers Ask 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 Researcher's) Tale The Results of These Better Strategies Anonymous Questions: What Are They? What's Wrong With These Questions? How Can a Teacher Fix This? Did Dave Recover? The Experiment The Results Summary: Step 2 What's Next? 3. Choosing and Using Words Wisely Mariah Mariah's Goal What's in a Word? The Importance of Tight and Professional Language What Are Filler Words? What Happens When You Use Filler Words? An Unprofessional Word Mariah's Transformation Terry And Danae Using Words of Civility in the Classroom The Common Thread Three Other Powerful Hints About Language Making These Language and Tone Changes in Your Classroom Summary: Step 3 Coming Attractions 4. Avoiding Confusion When Giving Directions Elizabeth Clarifying Directions The Results A Pilot Project: A Different Story Chris What Are We Supposed to Do? Giving Instructions That Don't Lead to Disruption Why It's Important for Students to Re-explain Back Up! We Are Missing Two Preliminary Steps Chris' Plan The Results Summary: Step 4 What's Next? 5. Attending to Civility With Reminders and Cues Seventh Period: A Special Ninth-Grade Class The First Day of School What Happened With This Class? Mrs. Watkins' Advice The Problem With Classroom Rules Simple Expectations of Civility Jeannie Reminders and Cues How Often Do You Have to Give Reminders or Cues? Jeannie's Approach The Results The Bottom Line Summary: Step 5 Coming Next 6. Upgrading Interactions: Can You Feel the Heartbeat? The Title Julia Moving to a Higher Level Challenging Julia The Results Two Challenges for You How to Begin What Can Go Wrong Here? Subtle Classroom Disorder Jake Shy Students Detached Students National History Day Phil The Contest The Points of This Story The Results The Ultimate Goal Summary: Step 6 Now What? 7. Harry and Clara Reclaim Their Classes Harry Harry's Mistake: An Ultimatum Harry's Meltdown and Recovery The Letter The Students' Responses The Results Streamlining Harry's Format Clara Clara's Approach The Results A Bonus: You Learn More Than You Think From Student Letters or Student Drawings Your Turn 8. Making This Happen Beginning Teacher Preparation Courses and Preservice Teachers University Professors Student Teachers Novice Teachers Experienced Teachers Bon Voyage Appendix: Handling Unwanted and Inappropriate Responses Examples References Index
650		0	_aClassroom management.
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip0811/2008006269.html
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS