ERIC Number: ED418919
Record Type: Non-Journal
Publication Date: 1997
Making Choice Theory Work in a Quality Classroom.
This book focuses on teacher behavior and explores the concept of noncoercive classroom management. It is a companion to a previous book, "A Multiple Intelligences Road to a Quality Classroom." The book describes what teachers can do to eliminate fear and coercion, model learning tasks, honor all ways of being intelligent, collect authentic information about student learning, and make classrooms joyful places in which to work and learn. Chapter 1 describes how to change the classroom management system and create a reinforcing feedback system. Chapter 2 discusses establishing and maintaining a quality physical, emotional, and collegial climate for effective learning. Chapter 3 explains how to manage classrooms for quality classwork, focusing on making learning meaningful, building on what students know, modeling tasks, expecting quality, and using self-evaluation for growth. Chapter 4 discusses using choice theory in the classroom, explaining that the principles of choice theory involve meeting basic needs and learning appropriate behavior. Chapter 5 highlights the importance of creating cooperative learning group environments that satisfy all students' needs. Chapter 6 explains the theory and use of multiple intelligences to target all students' strengths. Chapter 7 describes quality authentic assessment and evaluation in the classroom. Each chapter includes student activities. (SM)
Descriptors: Classroom Environment, Classroom Techniques, Collegiality, Cooperative Learning, Educational Quality, Evaluation Methods, Feedback, High Schools, Secondary School Teachers, Student Behavior, Student Evaluation, Teacher Expectations of Students, Teacher Student Relationship, Teamwork
IRI/SkyLight Training and Publishing Inc., 2626 S. Clearbrook Drive, Arlington Heights, IL 60005; phone: 800-348-4474; fax: 847-290-6609 (Item no. 1525, $24.95).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A