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-) and-§ Q)L -) newџџ-џўџРџЎ)W -) term-§ Q)ci-) no-§ Q)4l-) ogy.џџ-џўџРџЎ)V -) Teachers-§`Ѓ)Ж -(Ъw today need to-§ Q(Ъ’ -) prov-§ Q)\i-) deџџ-џўџРџЎ)3 -) feedback-§ Q)Й t-)oџџ-џўџРџЎ) -) students-§ Q)Б -) inџџ-џўџРџЎ)% -§ Q) a -)$wayџџ-џўџРџЎ)S -) that-§ Q)T -) isџџ-џўџРџЎ) -) nonj-§ Q)Zu-)dgmentalџџ-џўџРџЎ)С -) yet-§ Q)A -(wrecognizes thei-§ Q(Јr-) eff-§ Q)Bo-)rtsџџ-џўџРџЎ)6 -) and-§ Q)L c-)!o-§ Q)r-)rectsџџ-џўџРџЎ)d -) th)+eir -§ Q)@c-)ourse ofџџ-џўџРџЎ)Ї -) act-§ Q)>i-) on.џџ-џўџРџЎ)A -) Th-§ Q)2e-)ref-§ Q)9o-)re,џџ-џўџРџЎ)6 -) y-§ Q)o-)uџџ-џўџРџЎ) -) w-§ Q)$i-) llџџ-џўџРџЎ) -) see-§ Q)F -) that (Dwwe advocate the use of su-§ Q(D‡p-)por-§ Q)Et-)iveџџ-џўџРџЎ); -) feedback-§ Q)Й -) an-§ Q)2d-) -§ Q) c-) orrectiveџџ-џўџРџЎ)Ж -) ac-§ Q)-t-)ions.џџ-џўџРџЎ)` -) T-§ Q)h-)isџџ-џўџРџЎ) -) new-§ Q)W -) edi-§ Q)>t-)io-§ Q)%n -(wplaces added e-§ Q(Єm-))phasisџџ-џўџРџЎ) -) o-§ Q)n-) aџџ-џўџРџЎ)# -§ Q) p-)roactiveџџ-џўџРџЎ)Є -) ap-§ Q)2p-)roa-§ Q)Cc-)hџџ-џўџРџЎ) -§ Q) t-)oџџ-џўџРџЎ) -) behavi-§ Q)‡o-)rџџ-џўџРџЎ) -) management.-§ Q(` -) Byџџ-џўџРџЎ)2 -) assuming-§ Q)П -(Оw"that some students will misbehave -§ Q(ОCo-)rџџ-џўџРџЎ) -) te)*st your-§ Q)Œ -) l-§ Q) i-) mits,џџ-џўџРџЎ)d -) you-§ Q)K -) ca-§ Q)-n-) pl-§ Q)0a-)nџџ-џўџРџЎ) -§ Q) h-)owџџ-џўџРџЎ)> -) to-§ Q)+ -) h-§ Q)a-)ndleџџ-џўџРџЎ)X -) t-§ Q)h-)ose (ћwsituations bef-§ Q(ћŠo-)reџџ-џўџРџЎ)* -) they-§ Q)[ -) haveџџ-џўџРџЎ)b -) a-§ Q) -) ch-§ Q)/a-)nceџџ-џўџРџЎ)H -) to-§ Q)+ -) escalate. Perhapsџџ-џўџРџЎ(ћ -) the-§ Q)D -) mostџџ-џўџРџЎ)g -) im-§ Q)3p-)ortantџџ-џўџРџЎ) -) ad-§ Q)2d-)it-§ Q)i-) on (8wto this new versio-§ Q(8оn-) isџџ-џўџРџЎ)* -) the-§`Ѓ)D -) factџў-џ§џ€џ\)M -) that-§`Ѓ)T -) weџў-џ§џ€џ\)= -) stress-§`Ѓ)w -) moreџў-џ§џ€џ\)l -) than-§`Ѓ)] -) everџў-џ§џ€џ\)Z -) the-§`Ѓ)D -) valueџџ-џўџРџЎ)m -) of-§ Q)) b-)&u-§ Q)i-) ld-§ Q)%i-) ngџџ-џўџРџЎ)2 -(uw positive rela-§ Q)їt-)ionsh-§ Q)mi-) psџџ-џўџРџЎ). -) with-§ Q)Z -) students.)О Trusting a-§ Q)гn-)d caring relati-§ Q(uYo-)nshipsџџ-џўџРџЎ) -) wit-§ Q)@h-) ad-§ Q)=u-)ltsџџ-џўџРџЎ)0 -) is-§ Q) -) vital (Вwfor -§ Q)Ea-)l-§ Q) l-) studentsџџ-џўџРџЎ)М -) to-§ Q)+ -) succeedџџ-џўџРџЎ)Є -) even-§ Q)c -) theџџ-џўџРџЎ)D -) most-§ Q)g -) ch-§ Q)/a-)llen-§ Q)Ig-)ingџџ-џўџРџЎ)= -) students.-)О -§ Q(№w *= €€€€-(j*BEYOND DISCIPLINE: -§`Ѓ(jз -(Ї~FROM COMPLIANCE TO COMMUNITY-§ Q(Їx -(ф“Alfie -§ Q)fK-)ohn-§`Ѓ)N -§ Q(!ћ -(^ЂEXCERPT-§`Ѓ)В -§ Q(›ћ -(иwMy argument is that ou-§ Q(иSr-) f-§ Q)i-) rstџџ-џўџРџЎ)6 -) questio-§ Q)—n-) shou-§ Q)ml-) dџџ-џўџРџЎ) -) be-§ Q)3 в-)!Whatџџ-џўџРџЎ)o -) d-§ Q)o-) c-§ Q) h-)il-§ Q)d-)r)en nee-§ Q)Šd-)?гџџ-џўџРџЎ), -) а) -§ Q) f-)o-§ Q)l-) lowed (wimmediately by в-§ Q(аH-) oџџ-џўџРџЎ) -) ca-§ Q)-n-) weџџ-џўџРџЎ)H -) meet-§ Q)k -) thoseџџ-џўџРџЎ)r -) needs?г-§ Q)І -) а) and that -§ Q)Сf-)romџџ-џўџРџЎ)S -) t-§ Q)h-)isџџ-џўџРџЎ) -) p-§ Q)o-)intџџ-џўџРџЎ)6 -§ Q) o-)fџџ-џўџРџЎ) -) dep-§ Q)Ma-)rture (Rwwe will -§ Q)˜e-)ndџџ-џўџРџЎ)4 -§ Q) u-)pџџ-џўџРџЎ) -§ Q) i-) nџџ-џўџРџЎ) -) a-§ Q) -) veryџџ-џўџРџЎ)X -§ Q) d-)iff-§ Q))e-)rentџџ-џўџРџЎ)U -) pl-§ Q)%a-)ceџџ-џўџРџЎ). -) than-§`Ѓ)] -) ifџў-џ§џ€џ\) -) we-§ ѕ)= -) hadџ§-џќџ@џ )L -) begun-§рG) -) byџќ-џћџўИ)1 -) asking,-§рG)Œ -) вHowџќ-џћџўИ)r -§ Q) d-)oџџ-џўџРџЎ) -) I-§ Q)  -) getџџ-џўџРџЎ)B -(wchi-§ Q):l-) drenџџ-џўџРџЎ)^ -§ Q) t-)oџџ-џўџРџЎ) -§ Q) d-)oџџ-џўџРџЎ) -) what-§ Q)g -) Iџџ-џўџРџЎ)  -) want?г-§ Q)“ (Ьw -*=!My argument is that how students ( >act i-§ Q)Tn-) scho-§ Q)ho-)l isџџ-џўџРџЎ)6 -) so-§ Q). -) bou-§ Q)Nn-)dџџ-џўџРџЎ) -) u-§ Q)p-) withџџ-џўџРџЎ)e -) what-§ Q)g -) theyџџ-џўџРџЎ)[ -) ar-§ Q))e-) be-§ Q)>i-) ngџџ-џўџРџЎ)2 -(Fwasked tl learn as t-§ Q(Fйo-) r-§ Q)a-)iseџџ-џўџРџЎ)8 -) serious-§ Q)‘ q-)&uestionsџџ-џўџРџЎ)Ћ -) ab-§ Q)2o-) ut whetherџџ-џўџРџЎ)у -) classroo-§ Q)Ѕm-)) managementџџ-џўџРџЎ(Fќ -) can-§`Ѓ)G -(ƒwreasonably be -§ Q(ƒžt-)reatedџџ-џўџРџЎ)† -) as-§ Q), -) aџџ-џўџРџЎ) -) separate-§ Q)В -) fi-§ Q)e-)ld.џџ-џўџРџЎ)2 -§`Ѓ)  -§ Q(Рw -*=:My argument is that the quest to get students to act вappr-§ Q(§o-)priat-§ Q)_e-)lyгџџ-џўџРџЎ)7 -) is-§ Q) -) c-§ Q)u-)ri-§ Q)o-)usly ( :w reminiscent-§ Q)я -) ofџџ-џўџРџЎ)) -) the-§`Ѓ)D -) questџў-џ§џ€џ\)r -) to-§`Ѓ)+ -) getџў-џ§џ€џ\)B -) them-§`Ѓ)l -) toџў-џ§џ€џ\)+ -§ Q) p-)rod-§ Q)Eu-)ceџџ-џўџРџЎ). -) the-§ Q)D -) rightџџ-џўџРџЎ)_ -) answers-§ Q)Ј i-)nџџ-џўџРџЎ) -) academ-§ Q) i-) cџџ-џўџРџЎ) -) lessons.-§ Q)Ё -§ Q)  ( ww џџ-( ДёCOOPERATIVE DISCIPLINE-§`Ѓ( Д -( ё} Linda Albert-§`Ѓ)ќ -§ Q( .ћ -( k EXCERPT-§ Q)Ж ( Јћ -( хwTo -§ Q)=p-)utџџ-џўџРџЎ)+ -) it-§ Q) -) sim-§ Q)Gp-)ly,џџ-џўџРџЎ). -) Cooperative Dis-§ Q( хc-)ipline)m shows tea-§ Q)иc-)hersџџ-џўџРџЎ)X -) how-§ Q)X -) t-§ Q)o-) workџџ-џўџРџЎ)q -) h-§ Q)a-)nd inџџ-џўџРџЎ)e -) h-§ Q)a-)ndџџ-џўџРџЎ)4 -) wit-§ Q)@h -( "wstudents, colleagues, -§ Q( "+a-)ndџџ-џўџРџЎ)4 -) p-§ Q)a-)rentsџџ-џўџРџЎ)i -) to-§ Q)+ -) solveџџ-џўџРџЎ)i -) the-§ Q)D d-)&is-§ Q)c-)ip-§ Q)%l-) ineџџ-џўџРџЎ)> -§ Q) d-)ilemma.џџ-џўџРџЎ)Є -§ Q) W-)-ithџџ-џўџРџЎ)6 -) cooperative)№ as ( _w the byword-§ Q)щ,-)  twoџџ-џўџРџЎ)Z -) ac-§ Q)-h-)ievements are possible-§ Q( _ы:-) f-§ Q)i-) rst, theџџ-џўџРџЎ)’ -) classroom-§`Ѓ)Э -) becomesџў-џ§џ€џ\)З -) a-§`Ѓ) -) safe,џџ-џўџРџЎ)` -( worde-§ Q)^r-) ly, invit-§ Q)’i-) ngџџ-џўџРџЎ)2 -) place-§`Ѓ)k -) inџў-џ§џ€џ\)% -) w-§ Q)$h-)ic-§ Q) h-) toџџ-џўџРџЎ)6 -) teach-§ Q)q -) a-§ Q)n-)d learn-§ Q).-) Secon-§ Q)„d-),џџ-џўџРџЎ)  -) student-§ Q) -) self)G-)esteem-§ Q)˜  €€џџ! 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ф! ф і! і!  у! у ѕ! ѕ!  т! т є! є!  с! с ѓ! ѓ!  р! р ђ! ђ!  п! п ё! ё!  о! о №! №!  н! н я! я!  м! м ю! ю!џўџ р…ŸђљOhЋ‘+'Гй0јQ˜ РЬф№ $ D P \ ht|„Œ”'ASSERTIVE DISCIPLINENancy MarkowitzNormalNancy Markowitz3Microsoft Word 11.5.6@^аВ@вОŽ{ХЪ@ф 3<ЦЪ@ˆ4 =ЦЪШпG\PўџџџPICTPRdџ џў,, ф іЁђMSWD™™33ff ф і, “рCalibri“р 2.(\ASSERTIVE DISCIPLINE-§`Ѓ(\р -(™Lee And Marlene Canter-§`Ѓ(™і -§ Q(жћ -( EXCERPT-§ Q)Ж (Pћ -(w In this thi-§ Q)Нr-)dџџ-џўџРџЎ) -) e-§ Q)d-)itionЩyo-§ Q)Џu-) wi-§ Q):l-) lџџ-џўџРџЎ)  -§ Q) f-)in-§ Q)%d-) someџџ-џўџРџЎ)z -) new-§ Q)W -) c-§ Q)o-)nc-§ Q)/e-)ptsџџ-џўџРџЎ)? -) and-§ Q)L -) newџџ-џўџРџЎ)W -) term-§ Q)ci-) no-§ Q)4l-) ogy.џџ-џўџРџЎ)V -) Teachers-§`Ѓ)Ж -(Ъw today need to-§ Q(Ъ’ -) prov-§ Q)\i-) deџџ-џўџРџЎ)3 -) feedback-§ Q)Й t-)oџџ-џўџРџЎ) -) students-§ Q)Б -) inџџ-џўџРџЎ)% -§ Q) a -)$wayџџ-џўџРџЎ)S -) that-§ Q)T -) isџџ-џўџРџЎ) -) nonj-§ Q)Zu-)dgmentalџџ-џўџРџЎ)С -) yet-§ Q)A -(wrecognizes thei-§ Q(Јr-) eff-§ Q)Bo-)rtsџџ-џўџРџЎ)6 -) and-§ Q)L c-)!o-§ Q)r-)rectsџџ-џўџРџЎ)d -) th)+eir -§ Q)@c-)ourse ofџџ-џўџРџЎ)Ї -) act-§ Q)>i-) on.џџ-џўџРџЎ)A -) Th-§ Q)2e-)ref-§ Q)9o-)re,џџ-џўџРџЎ)6 -) y-§ Q)o-)uџџ-џўџРџЎ) -) w-§ Q)$i-) llџџ-џўџРџЎ) -) see-§ Q)F -) that (Dwwe advocate the use of su-§ Q(D‡p-)por-§ Q)Et-)iveџџ-џўџРџЎ); -) feedback-§ Q)Й -) an-§ Q)2d-) -§ Q) c-) orrectiveџџ-џўџРџЎ)Ж -) ac-§ Q)-t-)ions.џџ-џўџРџЎ)` -) T-§ Q)h-)isџџ-џўџРџЎ) -) new-§ Q)W -) edi-§ Q)>t-)io-§ Q)%n -(wplaces added e-§ Q(Єm-))phasisџџ-џўџРџЎ) -) o-§ Q)n-) aџџ-џўџРџЎ)# -§ Q) p-)roactiveџџ-џўџРџЎ)Є -) ap-§ Q)2p-)roa-§ Q)Cc-)hџџ-џўџРџЎ) -§ Q) t-)oџџ-џўџРџЎ) -) behavi-§ Q)‡o-)rџџ-џўџРџЎ) -) management.-§ Q(` -) Byџџ-џўџРџЎ)2 -) assuming-§ Q)П -(Оw"that some students will misbehave -§ Q(ОCo-)rџџ-џўџРџЎ) -) te)*st your-§ Q)Œ -) l-§ Q) i-) mits,џџ-џўџРџЎ)d -) you-§ Q)K -) ca-§ Q)-n-) pl-§ Q)0a-)nџџ-џўџРџЎ) -§ Q) h-)owџџ-џўџРџЎ)> -) to-§ Q)+ -) h-§ Q)a-)ndleџџ-џўџРџЎ)X -) t-§ Q)h-)ose (ћwsituations bef-§ Q(ћŠo-)reџџ-џўџРџЎ)* -) they-§ Q)[ -) haveџџ-џўџРџЎ)b -) a-§ Q) -) ch-§ Q)/a-)nceџџ-џўџРџЎ)H -) to-§ Q)+ -) escalate. Perhapsџџ-џўџРџЎ(ћ -) the-§ Q)D -) mostџџ-џўџРџЎ)g -) im-§ Q)3p-)ortantџџ-џўџРџЎ) -) ad-§ Q)2d-)it-§ Q)i-) on (8wto this new versio-§ Q(8оn-) isџџ-џўџРџЎ)* -) the-§`Ѓ)D -) factџў-џ§џ€џ\)M -) that-§`Ѓ)T -) weџў-џ§џ€џ\)= -) stress-§`Ѓ)w -) moreџў-џ§џ€џ\)l -) than-§`Ѓ)] -) everџў-џ§џ€џ\)Z -) the-§`Ѓ)D -) valueџџ-џўџРџЎ)m -) of-§ Q)) b-)&u-§ Q)i-) ld-§ Q)%i-) ngџџ-џўџРџЎ)2 -(uw positive rela-§ Q)їt-)ionsh-§ Q)mi-) psџџ-џўџРџЎ). -) with-§ Q)Z -) students.)О Trusting a-§ Q)гn-)d caring relati-§ Q(uYo-)nshipsџџ-џўџРџЎ) -) wit-§ Q)@h-) ad-§ Q)=u-)ltsџџ-џўџРџЎ)0 -) is-§ Q) -) vital (Вwfor -§ Q)Ea-)l-§ Q) l-) studentsџџ-џўџРџЎ)М -) to-§ Q)+ -) succeedџџ-џўџРџЎ)Є -) even-§ Q)c -) theџџ-џўџРџЎ)D -) most-§ Q)g -) ch-§ Q)/a-)llen-§ Q)Ig-)ingџџ-џўџРџЎ)= -) students.-)О -§ Q(№w *= €€€€-(j*BEYOND DISCIPLINE: -§`Ѓ(jз -(Ї~FROM COMPLIANCE TO COMMUNITY-§ Q(Їx -(ф“Alfie -§ Q)fK-)ohn-§`Ѓ)N -§ Q(!ћ -(^ЂEXCERPT-§`Ѓ)В -§ Q(›ћ -(иwMy argument is that ou-§ Q(иSr-) f-§ Q)i-) rstџџ-џўџРџЎ)6 -) questio-§ Q)—n-) shou-§ Q)ml-) dџџ-џўџРџЎ) -) be-§ Q)3 в-)!Whatџџ-џўџРџЎ)o -) d-§ Q)o-) c-§ Q) h-)il-§ Q)d-)r)en nee-§ Q)Šd-)?гџџ-џўџРџЎ), -) а) -§ Q) f-)o-§ Q)l-) lowed (wimmediately by в-§ Q(аH-) oџџ-џўџРџЎ) -) ca-§ Q)-n-) weџџ-џўџРџЎ)H -) meet-§ Q)k -) thoseџџ-џўџРџЎ)r -) needs?г-§ Q)І -) а) and that -§ Q)Сf-)romџџ-џўџРџЎ)S -) t-§ Q)h-)isџџ-џўџРџЎ) -) p-§ Q)o-)intџџ-џўџРџЎ)6 -§ Q) o-)fџџ-џўџРџЎ) -) dep-§ Q)Ma-)rture (Rwwe will -§ Q)˜e-)ndџџ-џўџРџЎ)4 -§ Q) u-)pџџ-џўџРџЎ) -§ Q) i-) nџџ-џўџРџЎ) -) a-§ Q) -) veryџџ-џўџРџЎ)X -§ Q) d-)iff-§ Q))e-)rentџџ-џўџРџЎ)U -) pl-§ Q)%a-)ceџџ-џўџРџЎ). -) than-§`Ѓ)] -) ifџў-џ§џ€џ\) -) we-§ ѕ)= -) hadџ§-џќџ@џ )L -) begun-§рG) -) byџќ-џћџўИ)1 -) asking,-§рG)Œ -) вHowџќ-џћџўИ)r -§ Q) d-)oџџ-џўџРџЎ) -) I-§ Q)  -) getџџ-џўџРџЎ)B -(wchi-§ Q):l-) drenџџ-џўџРџЎ)^ -§ Q) t-)oџџ-џўџРџЎ) -§ Q) d-)oџџ-џўџРџЎ) -) what-§ Q)g -) Iџџ-џўџРџЎ)  -) want?г-§ Q)“ (Ьw -*=!My argument is that how students ( >act i-§ Q)Tn-) scho-§ Q)ho-)l isџџ-џўџРџЎ)6 -) so-§ Q). -) bou-§ Q)Nn-)dџџ-џўџРџЎ) -) u-§ Q)p-) withџџ-џўџРџЎ)e -) what-§ Q)g -) theyџџ-џўџРџЎ)[ -) ar-§ Q))e-) be-§ Q)>i-) ngџџ-џўџРџЎ)2 -(Fwasked tl learn as t-§ Q(Fйo-) r-§ Q)a-)iseџџ-џўџРџЎ)8 -) serious-§ Q)‘ q-)&uestionsџџ-џўџРџЎ)Ћ -) ab-§ Q)2o-) ut whetherџџ-џўџРџЎ)у -) classroo-§ Q)Ѕm-)) managementџџ-џўџРџЎ(Fќ -) can-§`Ѓ)G -(ƒwreasonably be -§ Q(ƒžt-)reatedџџ-џўџРџЎ)† -) as-§ Q), -) aџџ-џўџРџЎ) -) separate-§ Q)В -) fi-§ Q)e-)ld.џџ-џўџРџЎ)2 -§`Ѓ)  -§ Q(Рw -*=:My argument is that the quest to get students to act вappr-§ Q(§o-)priat-§ Q)_e-)lyгџџ-џўџРџЎ)7 -) is-§ Q) -) c-§ Q)u-)ri-§ Q)o-)usly ( :w reminiscent-§ Q)я -) ofџџ-џўџРџЎ)) -) the-§`Ѓ)D -) questџў-џ§џ€џ\)r -) to-§`Ѓ)+ -) getџў-џ§џ€џ\)B -) them-§`Ѓ)l -) toџў-џ§џ€џ\)+ -§ Q) p-)rod-§ Q)Eu-)ceџџ-џўџРџЎ). -) the-§ Q)D -) rightџџ-џўџРџЎ)_ -) answers-§ Q)Ј i-)nџџ-џўџРџЎ) -) academ-§ Q) i-) cџџ-џўџРџЎ) -) lessons.-§ Q)Ё -§ Q)  ( ww џџ-( ДёCOOPER)­ATIVE DISCIPLINE-§`Ѓ( Д -( ё} Linda Albert-§`Ѓ)ќ -§ Q( .ћ -( k EXCERPT-§ Q)Ж ( Јћ -( хwTo ўџџџƒ„…†‡ˆ‰Š‹ŒŽўџџџ’“”•–—˜™š›œ‚џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџЅ<@ёџ< NormalCJaJmH sH tH DA@ђџЁD Default Paragraph FontRi@ѓџГR  Table Normalі4ж l4жaі (k@єџС(No List@џџџџ џџ z™ џџ z™ џџ z™о\@kБ,-56xyzŽЋЖЗПРопЖЗaby†‡IJJ K c v ~  _ `  ž ж х ц ю я !;OPXY %&'ТУийBР!ГжР!ГжР!ГжР!ГжР!Гж Р!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!ГжР!Гж,-56xyzŽЋЖЗПРопЖЗaby†‡IJJ K c v ~  _ `  ž ж х ц ю я !;OPXY %&'ТУийB˜0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€а€ ˜@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘0€€p`֘0€€p`֘@0€€p`֘@0€€p`֘0€€p`֘0€€p`֘@0€€p`֘0€€p`֘0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘@0€€p`֘0€€p`֘0€€p`֘0€€p`֘0€€а€ ,-56xyzŽЋЖЗПРопЖЗaby†‡IJJ K c v ~  _ `  ž ж х ц ю я !;OPXY %&'ТУB‚`I цАo‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€‚`I цАoџП€ ‚`I цАoџП€т.и1 ~Ќ- / f ЋА<>c i n u GNZa і§сц3>BТHЕ П “ › EPB::::џ@€??PJg ??cџ!атhЙ]ў5€B*phџHbK  ž ц э ю !X  $MNСТФийIJekl?@@ @@$@і@š$@œ$A,%@:%@<%@Ф@@ )@*@v-Ax-@І-Aј-Aњ-@р.@Ц@@т.@ /A /Aь/Aю/A$0A00A20@Ъ@џџUnknownџџџџџџџџџџџџGTimes New Roman5€Symbol3 Arial7Calibri Aˆ№аhЊŒуfАŒуfы„уFШп!!№ЅРДД€>4}˜№№џџџџџџџџџџџџџџџџџџџџџџ*dЉџџASSERTIVE DISCIPLINENancy MarkowitzNancy Markowitzievements are possible: first, the classroom becomes a safe, orderly, inviting place in which to teach and learn. Second, student self-esteem increases, which must happen if we want students to behave more responsibly and achieve more academically. When you use the corrective, preventive, and supportive strategies described in the pages that follow, you ll join the ranks of teachers who have harnessed this enormous power for the benefit of their students, themselves, and the entire school community. Discipline With Dignity Curwin and Mendler Excerpt In Discipline with Dignity we share how the basic principles and related strategies of the approach are as applicable to the problems faced in inner-city schools as they are to rural and suburban schools. Set forth is a comprehensive framework that provides educators with structure and flexibility. In short, the three-dimensional approach offers methods of prevention, interventions to employ when students act out, and ways of working with student who chronically misbehave. There are 8 components of prevention that are defined and then articulated throughout the book. The action dimension show us how to handle inappropriate behaviors when they occur while the resolution dimension offers both conventional and unconventional ways of working with students who are chronically challenging. ODD GIRL OUT: THE HIDDEN CULTURE OF AGGRESSION IN GIRLS Rachel Simmons EXCERPT & At the end of every one-on-one interview I conducted, I asked women and girls to tell me what might have been done to make their lives easier during their ordeal. In group sessions, I asked girls why so many refuse to talk to their parents about bullying. I asked teachers to tell me their secrets for dealing with the issue, or what they would need to deal with it at all. Chapter Nine,  The Road Ahead is a collection of their responses, including a veritable laundry list of everything girls hate to hear when they are in social trouble with their peers. TEACHING CHILDREN TO CARE Ruth Sidney Charney EXCERPT  Charney reminds us that our words make a difference, and she urges us to separate the deed from the doer:  I like you. I don t like this behavior . Not only should teachers convey this message when a child misbehaves, but children should also learn to cast their complaints against others in this positive way. In everything that is said, we should try to confirm the best in each child and to preserve relations of care and trust. Nel Noddings in Preface My intention in writing Teaching Children to Care was to share what I had learned about how to help students become the kind of people we want them to be. POSITIVE DISCIPLINE Some books on discipline are qritten for parents. Others are written for teachers. This book is written for both& ..This book will explain a theory that will help increase your understanding of children, as well as offer methods for practical application that will helkp children learn self-discipline, responsibility, problem-solving skills, and cooperation.~€ђєєі&L\^" "š$œ$ %*%,%<%>% )д)ќ)ў)**x-Ј-Њ-Ќ-їђђђђїїїїђђђђїїїїїђїїїїїђђђђgdЙ]ў$a$gdЙ]ўЌ-т. / /њёё ЦиgdЙ]ўgdЙ]ўт. /и1яфhЙ]ўhЙ]ўOJQJ hЙ]ўhЙ]ў5B* OJQJph€ьЅСb єПf jbjb{x{x8@џџџџџџˆ......˜Є„„„„˜<^юРРРРРРРРˆŠŠŠŠŠŠ,LRžŽЖb.РРРРРЖˆ..РРˆˆˆРŽ.Р.РˆˆB4v"....Рˆˆˆ..ˆД м6ЧЧ„N:ˆˆ.0^ˆ,ˆ,ˆˆ.<<D€ <<€ ASSERTIVE DISCIPLINE Lee And Marlene Canter EXCERPT In this third edition…you will find some new concepts and new terminology. Teachers today need to provide feedback to students in a way that is nonjudgmental yet recognizes their efforts and corrects their course of action. Therefore, you will see that we advocate the use of supportive feedback and corrective actions. This new edition places added emphasis on a proactive approach to behavior management. By assuming that some students will misbehave or test your limits, you can plan how to handle those situations before they have a chance to escalate. Perhaps the most important addition to this new version is the fact that we stress more than ever the value of building positive relationships with students. Trusting and caring relationships with adults is vital for all students to succeed even the most challenging students. BEYOND DISCIPLINE: FROM COMPLIANCE TO COMMUNITY Alfie Kohn EXCERPT My argument is that our first question should be “What do children need?” – followed immediately by “Ho can we meet those needs?” – and that from this point of departure we will end up in a very different place than if we had begun by asking, “How do I get children to do what I want?” My argument is that how students act in school is so bound up with what they are being asked tl learn as to raise serious questions about whether classroom management can reasonably be treated as a separate field. My argument is that the quest to get students to act “appropriately” is curiously reminiscent of the quest to get them to produce the right answers in academic lessons. 5z П a f ~ЄаМві\T"h"ш"і"š#Ў#š$œ$<% )*т.яфеЪфЙЎЂЎЂЎ“ˆ|ˆ|ˆ|ˆЎmbQFhеhХhЙ]ўOJQJ hеhХhЙ]ў5B* OJQJph€h€.ПhЙ]ўOJQJh€.ПhЙ]ўB*OJQJphџhgНhЙ]ў6OJQJhgНhЙ]ўOJQJhgНhЙ]ўB* OJQJph€hУ3АhЙ]ў6OJQJhУ3АhЙ]ўOJQJ hУ3АhЙ]ў5B*OJQJphџhбklhЙ]ўOJQJhбklhЙ]ўB* OJQJph€€hЙ]ўhЙ]ўOJQJ hЙ]ўhЙ]ў5B*OJQJph™3f,-56x y z Ž Ћ Ж З П Р о п Ж З a b c d f Rln~їїїїїђђђїїїїїїђђђђђђђђщїїїї ЦиgdЙ]ўgdЙ]ў$a$gdЙ]ўf ў":pЙ]ўАа/ Ар=!А"А# $ %АCOOPERATIVE DISCIPLINE Linda Albert EXCERPT To put it simply, Cooperative Discipline shows teachers how to work hand in hand with students, colleagues, and parents to solve the discipline dilemma. With cooperative as the byword, two achўџџџƒ„…†‡ˆ‰Š‹ŒЇџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџš›œ‚§џџџ ЁЂЃЄЅІ™ЈЉЊCџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСb єПf jbjb{x{x{x:@џџџџџџˆ......˜Є„„„„˜<‚юРРРРРРРР|~~~~~~,pRТŽЊ’.РРРРРЊ|..РР<|||Р‚.Р.Р||B4v"....Р|||..|Д 7ЧЧ„B:||R0‚|P|P||.<<D€ <<€ ASSERTIVE DISCIPLINE Lee And Marlene Canter EXCERPT In this third edition…you will find some new concepts and new terminology. Teachers today need to provide feedback to students in a way that is nonjudgmental yet recognizes their efforts and corrects their course of action. Therefore, you will see that we advocate the use of supportive feedback and corrective actions. This new edition places added emphasis on a proactive approach to behavior management. By assuming that some students will misbehave or test your limits, you can plan how to handle those situations before they have a chance to escalate. Perhaps the most important addition to this new version is the fact that we stress more than ever the value of building positive relationships with students. Trusting and caring relationships with adults is vital for all students to succeed even the most challenging students. BEYOND DISCIPLINE: FROM COMPLIANCE TO COMMUNITY Alfie Kohn EXCERPT My argument is that our first question should be “What do children need?” – followed immediately by “Ho can we meet those needs?” – and that from this point of departure we will end up in a very different place than if we had begun by asking, “How do I get children to do what I want?” My argument is that how students act in school is so bound up with what they are being asked tl learn as to raise serious questions about whether classroom management can reasonably be treated as a separate field. My argument is that the quest to get students to act “appropriately” is curiously reminiscent of the quest to get them to produce the right answers in academic lessons. ok will explain a theory that will help increase your understanding of children, as well as offer methods for practical application that will helkp children learn self-discipline, responsibility, problem-solving skills, and cooperation.~€ђєєі&L\^" "š$œ$ %*%,%<%>% )д)ќ)ў)**x-Ј-Њ-Ќ-їђђђђїїїїђђђђїїїїїђїїїїїђђђђgdЙ]ў$a$gdЙ]ўЌ-т. / /њёё ЦиgdЙ]ўgdЙ]ўт. /и1.8яфяhЙ]ўhЙ]ўOJQJ hЙ]ўhЙ]ў5B* OJQJph€