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These research-based approaches for defusing disruptions such as off-task behavior, disrespect, and noncompliance help teachers avoid escalation, correct misbehaviors, and maintain the flow of instruction!
- Sales Rank: #339652 in Books
- Brand: Corwin
- Published on: 2010-06-14
- Original language: English
- Number of items: 1
- Dimensions: 10.25" h x 7.00" w x .50" l, .79 pounds
- Binding: Paperback
- 168 pages
- Strategies that target specific behaviors, including off-task behavior, rule violations,
- Common classroom scenarios and solutions for K-12 general and special education teachers
- Checklists and action plans for applying the strategies while maintaining the flow of instructionDefusing
- Title - Defusing Disruptive Behavior In The Classroom
- Authored - Geoff Colvin
Review
"Geoff Colvin provides teachers a set of very useful, clear, and sensible tools to manage the behavior of a very important, often-overlooked contributor to their classroom environment: themselves. His strategies are a welcome booster shot for veteran teachers and a great foundation for new teachers just learning the intricacies of balancing instruction and environment in their classrooms. Colvin's research-based ideas are already finding their way into my daily routine." (Mike McCornack, Technology Coordinator/Choral Director 2010-02-04)
"The goal of Colvin's work is teacher fluency in their first response to behavior, and I have already witnessed this in action as I observe our early career teachers. It is difficult, if not impossible, to provide quality instruction without effective classroom management. Every early career teacher needs to be well equipped with the concepts Colvin provides in this book." (Krista D. Parent, Superintendent 2010-02-04)
"Colvin establishes the importance of empowering teachers with a range of specific, practical, research-based strategies to prevent problem behaviors from occurring and to respond effectively when problems do occur. Each strategy is grounded not only in applied behavior analytic techniques, but also respectful approaches to fostering more positive student-teacher interactions. Each chapter provides step-by-step instruction and clearly articulated illustrations. The strategies increase in intensity to support increasingly challenging behaviors. Colvin does an excellent job of teaching the reader the importance of the first response when undesirable behaviors occur." (Kathleen Lane, Associate Professor of Special Education 2010-02-04)
"This is exactly what every teacher needs when dealing with problem behavior! I tried Colvin's strategies in my classroom and they worked! The students who had problems have done a total turnaround with the tactics that Colvin said would work! I was shocked to see how easy they were to use and implement. It has totally changed my classroom!" (Jennifer Stargel, Fifth-Grade Teacher 2010-02-09)
About the Author
Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon, and national public school consultant. Recognized as a national expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, and has also directed a juvenile detention school and a program for seriously emotionally disturbed youth. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students with problem behavior.
Most helpful customer reviews
4 of 4 people found the following review helpful.
Scenarios included and are, for the most part, realistic.
By Ginny L. Huckaba
This is a good book for teachers who want to learn from "real life" scenarios. Every single intervention begins with: 1. assess the situation (seriously, don't we always assess the situation, even when we react in ways that exacerbate things/) 2. maintain the flow of instruction 3. attend to those who are performing appropriately first (unless, as the authors say, someone is being harmed. I say that's always true and for non-assaultive situations well ok, this works for most situations, but when you get to the very extreme misbehaviors of a relative few who are yet and still not assaulting anybody, this will NOT work).
Having written that...it really is one of the most practical "student behavior management" books I've read and believe me, as a former teacher and high-school principal who now trains both groups, I've done a LOT of reading and research.
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