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Keep calm and teach : empowering K-12 learners with positive classroom management routines Cover Image Book Book

Keep calm and teach : empowering K-12 learners with positive classroom management routines

Lentfer, Victoria (author.).

Summary: "Developing classroom management skills and techniques that work can be extremely challenging for classroom teachers, especially new teachers. The purpose of this book is to provide educators with proactive strategies that address behavior management with all students, and especially students of poverty, English Language Learners, and at-risk students. The proactive strategies consist of teaching behavior expectations that are primarily addressed within the first month of school and taught through communication models, proactive behavior expectations, and a culture of inclusive practices. Teaching these expectations through modeling and providing student choices empowers students in taking responsibility in self-regulating their behavior. CALM Management stands for Communicate, Assess, Lead, and Motivate. Each portion of CALM is not a stand-alone concept; rather each pillar shares the vision of creating a calm, peaceful classroom for teachers and students to academically achieve at the highest level. Students of poverty are coming to school with academic and social behavior deficits. This book serves as a guide for teachers in high poverty districts that emphasizes defining respect by teaching positive behavior which will enhance relationships so students are able to academically achieve" --

Record details

  • ISBN: 9781506397764
  • ISBN: 150639776X
  • Physical Description: print
    xvii, 214 pages ; 24 cm
  • Publisher: Thousand Oaks, California : Corwin, A SAGE Company ; [2018]

Content descriptions

General Note:
Place of publication for second publisher from publisher's website.
Bibliography, etc. Note: Includes bibliographical references (pages 205-209) and index.
Formatted Contents Note: Machine generated contents note: ch. 1 CALM Management Program -- How I Got From There to Here -- Teach Content and Behavior -- CALM Management -- Communication -- Accountability -- Leadership -- Motivation -- Proactive Measures -- Positive Reinforcements -- Pacing -- Learning Goals -- Behavior Goals -- Summary -- Reflection Questions -- Quick Wins -- pt. I CALM Communication -- ch. 2 Positive Behavior Expectations -- Explicit Expectations Lead to Positive Results -- In the Research -- Beginning the CALM Classroom Process -- Bullying -- Special Situations -- Summary -- Reflection Questions -- Quick Wins -- ch. 3 Redirect Behavior Model -- Redirect Behavior Model Defined -- Empower Students -- Framework of the Redirect Behavior Model -- Implementing the Phases of the Redirect Behavior Model -- Phase I Explain Student Behavior Expectations -- Phase I Noncompliance---What to Do if a Student Does Not Accept the Redirection -- Phase II Encourage Student Ownership -- Phase III Problem-Solve With the Noncompliant Student -- Delivering the Redirect Behavior Model -- Say It and Move On -- Make It Conversational -- Be Prepared for Students to Feel Uncomfortable -- Remain Calm -- Redirect Behavior Model for Instruction -- Summary -- Reflection Questions -- Quick Wins -- ch. 4 Voice-Movement-Task Model -- Voice-Movement-Task Model Defined -- Research -- When to Use -- Voice -- Movement -- Materials -- Task -- Summary -- Reflection Questions -- Quick Wins -- pt. II CALM Accountability -- ch. 5 Accountability---Collaborative Work Groups -- Think Beyond the Four Walls -- Small-Group Interaction Model -- Prior to Activity (Standard Procedures for All Activities) -- Peer Feedback -- How to Teach Students to Provide Academic Feedback -- Positive Behavior Expectations for Feedback -- Role-Play Scenarios -- Summary -- Reflection Questions -- Quick Wins -- ch. 6 Accountability---Conversations, Consequences, and Follow Through -- Student Choices -- Consequences to Promote Growth -- Conversations to Promote Growth -- Relying on Positive Consequences May Require a Change in Mindset -- Positive Consequences -- Consequences That Address Negative Behavior -- Inappropriate Responses to Negative Behavior -- Consequence Progression -- Follow Through -- Summary -- Reflection Questions -- Quick Wins -- pt. III CALM Leadership -- ch. 7 Teacher as a Leader -- Five Effective Practices for a Teacher Leader -- Reflective Practice -- Communication -- Teacher Presence -- Positive Mindset -- Instruction -- Summary -- Reflection Questions -- Quick Wins -- ch. 8 Student as a Leader -- Student Communication Model -- Community Council -- Purpose of the Community Council -- Appointing the Council Leader -- When the Council Convenes -- Community Council Whole-Class Meeting Protocol -- Teacher Role -- Incentive -- Summary -- Reflection Questions -- Quick Wins -- pt. IV CALM Motivation -- ch. 9 Motivation Plan -- Motivation Plan---Whole Class -- Disengaged Student---Work for Wins -- Disengaged Student---Mentor Tutoring -- Summary -- Reflection Questions -- Quick Wins -- ch. 10 Final Thoughts -- Key Takeaways -- One Last Collaborative Group Activity -- Where Do We Go From Here?.

Search for related items by subject

Subject: Children with social disabilities -- Education
Classroom management
Behavior modification

Available copies

  • 1 of 1 copy available at University College of the North Libraries.

Holds

  • 0 current holds with 1 total copy.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
The Pas Campus Library LC 4065 .L46 2018 (Text) 58500000105585 Stacks Volume hold Available -
► Summaries & More
► Additional Content
► Shelf Browser
▼ MARC Record
LDR 06136cam a2200337 i 4500
001121518635
003SITKA
00520190118202008.0
008180420s2018 caua b 001 0 eng
010 . ‡a 2018017823
035 . ‡a(NhCcYBP) 2018017823
040 . ‡aDLC ‡beng ‡erda ‡cDLC ‡dNhCcYBP ‡dNhCcYME ‡dMTPK
020 . ‡a9781506397764 ‡qpaperback ‡qalkaline paper
020 . ‡a150639776X ‡qpaperback ‡qalkaline paper
042 . ‡apcc
05000. ‡aLC4065 ‡b.L46 2018
08200. ‡a371.102/4 ‡223
1001 . ‡aLentfer, Victoria, ‡eauthor.
24510. ‡aKeep calm and teach : ‡bempowering K-12 learners with positive classroom management routines / ‡cVictoria Lentfer.
264 1. ‡aThousand Oaks, California : ‡bCorwin, A SAGE Company ; ‡a[Westerville, OH] : Association for Middle Level Education (AMLE), ‡c[2018]
300 . ‡axvii, 214 pages ; ‡c24 cm
336 . ‡atext ‡btxt ‡2rdacontent
337 . ‡aunmediated ‡bn ‡2rdamedia
338 . ‡avolume ‡bnc ‡2rdacarrier
500 . ‡aPlace of publication for second publisher from publisher's website.
504 . ‡aIncludes bibliographical references (pages 205-209) and index.
50500. ‡aMachine generated contents note: ‡gch. 1 ‡tCALM Management Program -- ‡tHow I Got From There to Here -- ‡tTeach Content and Behavior -- ‡tCALM Management -- ‡tCommunication -- ‡tAccountability -- ‡tLeadership -- ‡tMotivation -- ‡tProactive Measures -- ‡tPositive Reinforcements -- ‡tPacing -- ‡tLearning Goals -- ‡tBehavior Goals -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gpt. I ‡tCALM Communication -- ‡gch. 2 ‡tPositive Behavior Expectations -- ‡tExplicit Expectations Lead to Positive Results -- ‡tIn the Research -- ‡tBeginning the CALM Classroom Process -- ‡tBullying -- ‡tSpecial Situations -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gch. 3 ‡tRedirect Behavior Model -- ‡tRedirect Behavior Model Defined -- ‡tEmpower Students -- ‡tFramework of the Redirect Behavior Model -- ‡tImplementing the Phases of the Redirect Behavior Model -- ‡gPhase I ‡tExplain Student Behavior Expectations -- ‡gPhase I ‡tNoncompliance---What to Do if a Student Does Not Accept the Redirection -- ‡gPhase II ‡tEncourage Student Ownership -- ‡gPhase III ‡tProblem-Solve With the Noncompliant Student -- ‡tDelivering the Redirect Behavior Model -- ‡tSay It and Move On -- ‡tMake It Conversational -- ‡tBe Prepared for Students to Feel Uncomfortable -- ‡tRemain Calm -- ‡tRedirect Behavior Model for Instruction -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gch. 4 ‡tVoice-Movement-Task Model -- ‡tVoice-Movement-Task Model Defined -- ‡tResearch -- ‡tWhen to Use -- ‡tVoice -- ‡tMovement -- ‡tMaterials -- ‡tTask -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gpt. II ‡tCALM Accountability -- ‡gch. 5 ‡tAccountability---Collaborative Work Groups -- ‡tThink Beyond the Four Walls -- ‡tSmall-Group Interaction Model -- ‡tPrior to Activity (Standard Procedures for All Activities) -- ‡tPeer Feedback -- ‡tHow to Teach Students to Provide Academic Feedback -- ‡tPositive Behavior Expectations for Feedback -- ‡tRole-Play Scenarios -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gch. 6 ‡tAccountability---Conversations, Consequences, and Follow Through -- ‡tStudent Choices -- ‡tConsequences to Promote Growth -- ‡tConversations to Promote Growth -- ‡tRelying on Positive Consequences May Require a Change in Mindset -- ‡tPositive Consequences -- ‡tConsequences That Address Negative Behavior -- ‡tInappropriate Responses to Negative Behavior -- ‡tConsequence Progression -- ‡tFollow Through -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gpt. III ‡tCALM Leadership -- ‡gch. 7 ‡tTeacher as a Leader -- ‡tFive Effective Practices for a Teacher Leader -- ‡tReflective Practice -- ‡tCommunication -- ‡tTeacher Presence -- ‡tPositive Mindset -- ‡tInstruction -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gch. 8 ‡tStudent as a Leader -- ‡tStudent Communication Model -- ‡tCommunity Council -- ‡tPurpose of the Community Council -- ‡tAppointing the Council Leader -- ‡tWhen the Council Convenes -- ‡tCommunity Council Whole-Class Meeting Protocol -- ‡tTeacher Role -- ‡tIncentive -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gpt. IV ‡tCALM Motivation -- ‡gch. 9 ‡tMotivation Plan -- ‡tMotivation Plan---Whole Class -- ‡tDisengaged Student---Work for Wins -- ‡tDisengaged Student---Mentor Tutoring -- ‡tSummary -- ‡tReflection Questions -- ‡tQuick Wins -- ‡gch. 10 ‡tFinal Thoughts -- ‡tKey Takeaways -- ‡tOne Last Collaborative Group Activity -- ‡tWhere Do We Go From Here?.
520 . ‡a"Developing classroom management skills and techniques that work can be extremely challenging for classroom teachers, especially new teachers. The purpose of this book is to provide educators with proactive strategies that address behavior management with all students, and especially students of poverty, English Language Learners, and at-risk students. The proactive strategies consist of teaching behavior expectations that are primarily addressed within the first month of school and taught through communication models, proactive behavior expectations, and a culture of inclusive practices. Teaching these expectations through modeling and providing student choices empowers students in taking responsibility in self-regulating their behavior. CALM Management stands for Communicate, Assess, Lead, and Motivate. Each portion of CALM is not a stand-alone concept; rather each pillar shares the vision of creating a calm, peaceful classroom for teachers and students to academically achieve at the highest level. Students of poverty are coming to school with academic and social behavior deficits. This book serves as a guide for teachers in high poverty districts that emphasizes defining respect by teaching positive behavior which will enhance relationships so students are able to academically achieve" -- ‡cProvided by publisher.
650 0. ‡aChildren with social disabilities ‡xEducation.
650 0. ‡aClassroom management.
650 0. ‡aBehavior modification.
852 . ‡b58500000105585 ‡cLC4065 .L46 2018 ‡e32.64 ‡f30100 ‡lStacks ‡mBook ‡nYBP ‡oMTPK ‡q1 ‡sIn process
905 . ‡uNA978233
901 . ‡a121518635 ‡b ‡c121518635 ‡tbiblio ‡sYPB
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