000			03324cam a2200445 i 4500
003			OCoLC
005			20221101230411.0
008			160216s2017 caua b 001 0 eng
010			_a 2016000258
011			_aBIB MATCHES WORLDCAT
020			_a9781506337494 _q(pbk. ; _qacid-free paper)
020			_a150633749X _q(pbk. ; _qacid-free paper)
035			_a(ATU)b14982936
035			_a(OCoLC)943696532
040			_aDLC _beng _erda _cDLC _dBTCTA _dOCLCO _dOCLCQ _dATU
042			_apcc
050	0	0	_aLB3013 _b.S424 2017
082	0	0	_a371.1024 _223
100	1		_aScott, Terrance M., _eauthor. _9841348
245	1	0	_aTeaching behavior : _bmanaging classrooms through effective teaching / _cTerrance M. Scott.
246	3		_aTeaching behaviour
246	3	0	_aManaging classrooms through effective teaching
264		1	_aThousand Oaks : _bCorwin, _c[2017]
264		4	_c©2017
300			_axxiii, 270 pages : _billustrations ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aPreface -- Section I. Behavior and instruction -- 1. The teacher defined: what it means to be a teacher -- 2. Effective teachers provide effective instruction: teachers use effective practices -- 3. Evidence, and probability in defining effective teaching practices: some things work better than other things -- 4. Considering behavior: communicating about what students do and don't do -- 5. Assessing student behavior: knowing why behavior happens so we can identify what to teach -- Section II. The daily grind -- 6. Setting up a classroom: arranging environments to predict maximum success -- 7. Planning instruction I: the learner: planning for what to teach and gathering materials -- 8. Planning instruction II: the lesson: planning and sequencing examples for instruction -- 9. Presenting instruction: providing effective and engaging instruction -- 10. Providing consequences for behavior: feedback as an essential part of instruction -- Section III. Individualized strategies -- 11. Monitoring and measuring behavior: assessing the degree to which instruction has been effective -- 12. Classroom systems and strategies: extra tricks for students who need a little more -- 13. Responding to escalation: avoiding the use of restraint and seclusion -- References -- Index.
520			_a"Teaching Behavior goes well beyond setting classroom rules, communicating consequences, and providing the usual tips on engaging students and building relationships. It draws on the most current evidence-based practices and rich, real-world examples to get to the heart of effective teaching. A national expert in behavior and special education, Terry Scott shares clear, detailed and proven instructional strategies to maximize student success." -- Publisher's website.
650		0	_aClassroom management. _9315515
650		0	_aEffective teaching. _9328395
650		0	_aTeacher-student relationships. _9324817
650		0	_aBehavior modification. _9314481
907			_a.b14982936 _b06-09-21 _c15-06-16
942			_cB
945			_a371.1024 SCO _g1 _iA528263B _j0 _lnmain _o- _p$0.00 _q- _r- _s- _t0 _u8 _v1 _w1 _x7 _y.i13507990 _z02-08-16
998			_an _ab _b02-08-16 _cm _da _feng _gcau _h0
999			_c1307267 _d1307267