Literaturnachweis - Detailanzeige
| Autor/in | McCracken, J. David |
|---|---|
| Sonst. Personen | Bowen, Blannie E. (Hrsg.) |
| Institution | Mississippi State Univ., Mississippi State. Dept. of Agricultural and Extension Education.; Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College. |
| Titel | Maintaining Effective Classroom Control in Vocational Education. |
| Quelle | (1981), (64 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Behavior Problems; Classroom Techniques; Corporal Punishment; Discipline; Discipline Problems; Secondary Education; Teacher Attitudes; Theories; Vocational Education |
| Abstract | This handbook is designed to assist vocational teachers in maintaining effective classroom and laboratory control. Following an introduction to the topic, the importance of effective control and teacher attitude are overviewed. The third section offers definitions of discipline and "in loco parentis", a perspective on discipline, and reasons for disruptive behavior. Section 4 first discusses 31 strategies for managing the classroom and laboratory. Facility organization, beginning the year, and problem awareness are briefly addressed. Discussion follows of corrective techniques for use in dealing with misbehavior, including leave it alone, end the action, attend more fully, spell out directions, track the student's progress, withhold reinforcement, use suspense, use individual conferences, and use volume. Corporal punishment is addressed, and techniques to avoid are described. A table of 20 common discipline situations with three possible solutions each is provided. The final section of the handbook summarizes seven theories of classroom discipline. Each one is described and key ideas and suggestions for implementation are presented. The theories are managing the group; classroom awareness, student accountability, and group management; shaping desired behavior; addressing the situation with sane messages; good behavior comes from good choices; confronting mistaken goals; and assertively taking charge. References are appended. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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