Teaching Children Who Are Hard to Reach Relationship-Driven Classroom Practice

ISBN-10: 1452244448
ISBN-13: 9781452244440
Edition: 2013
List price: $33.95 Buy it from $23.52
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Description: In the age of increasing inclusion, decreasing resources, and economic turmoil, general education teachers find themselves instructing students with a range of emotional and behavioral issues that they as educators have not been equipped to  More...

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Book details

List price: $33.95
Copyright year: 2013
Publisher: Corwin Press
Publication date: 10/23/2012
Binding: Paperback
Pages: 240
Size: 6.25" wide x 9.50" long x 0.50" tall
Weight: 0.792
Language: English

In the age of increasing inclusion, decreasing resources, and economic turmoil, general education teachers find themselves instructing students with a range of emotional and behavioral issues that they as educators have not been equipped to handle.The good news is that a relationship-driven classroom model offers a much needed alternative to behaviorist methods as the almost exclusive approach in educating alienated youth. In the relationship-driven classroom, the focus is on teaching to change inappropriate behavior; whereas, behaviorists focus on controlling inappropriate behavior. Simply imposing external control does not teach new behaviors. In a relationship-driven classroom, functional behavior is taught via the teacher-child relationship in order to give children experience of the appropriate behaviors they are expected to learn.This book provides fresh insight into how teachers need to think about teaching and student behavior. It describes the kinds of skills teachers need to develop in order to experience success with troubled children. Educators will not only gain insight into how to create and maintain a relationship-driven classroom, but also, through reflective practice, come to a deeper understanding of how to effectively reach and teach troubled children.

Mike Marlowe is a professor of special education at Appalachian State University in the scenic Blue Ridge Mountains of western North Carolina. He has also taught special education at the University of Wyoming and Tennessee Technological University. He specializes in coursework in emotional and behavioral disorders and classroom management. Prior to university teaching Mike taught children in classrooms for emotional and behavioral problems in the public schools of Indiana and Kentucky. He has also worked as a wilderness instructor in the Daniel Boone National Forest, as director of an alternative school, and as a community placement worker at a psychiatric hospital. He was inducted into the Order of Kentucky Colonels because of his work in special education. He is a member of the Council for Exceptional Children and the Council for Children’s Behavioral Disorders. Mike has published extensively and presented at state, national, and international conferences on Torey Hayden’s approach to teaching children with emotional and behavioral problems. Mike and his artist wife Susan have three children, who all live far away: Auckland, New Zealand, Los Angeles, and Denver. He enjoys nature, hiking with his yellow lab, Gracie, and an occasional round of golf. Questions or comments can be directed to marlowemj@appstate.edu.

Preface
Preface
Acknowledgments
About the Authors
The Relationship-Driven Classroom
Relationships as a Means of Change: Goal Versus Process Orientation
Teacher Skills Needed to Develop a Relationship-Driven Classroom
Discipline
Creating a Positive Classroom Climate
Relationship Skills
Developing a Strong Teacher-Student Relationship
Preparing the Child for Successful Peer Relationships
Successful Group Dynamics
The Future
References
Index

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