Save Our Schools: Change Education to Educating


Save our Schools is committed to, without increasing costs, saving one at-risk student at a time, and adequately teaching all others while ensuring all enjoy the process.

Save our Schools is dedicated to educating each child appropriately and identifying at-risk youngsters by Grade Two and salvaging them by Grade Eight.

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Save our Schools is committed to, without increasing costs, saving one at-risk student at a time, and adequately teaching all others while ensuring all enjoy the process.

Save our Schools is dedicated to educating each child appropriately and identifying at-risk youngsters by Grade Two and salvaging them by Grade Eight.

Read More Show Less

Product Details

  • ISBN-13: 9780595128198
  • Publisher: iUniverse, Incorporated
  • Publication date: 9/13/2000
  • Pages: 436
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.97 (d)

Table of Contents

Epigraph xvii
Preface xix
Introduction xxxi
Part 1
Chapter 1 Opening Statement 3
A Realistic Twenty-First Century Mind-Set
Mind-Set 1 What We Want from Schools
Mind-Set 2 The Attitudes and Inclination of the Clients Schools Must Serve and What They Will Accept from Us
Mind-sets about Behavior, Attitudes, Security, Respect, Learning
Mind-sets about Synergy and SRL Satisfaction
Mind-set 3 A Workable School Organizational Scheme Which Will Coordinate What We Want With What Students Will Accept
Postulates for School Reform
Closing Chapter One
Chapter 2 What? How much? How well? 27
A 21st Century Mind-Set about What To Teach: The Success Oriented School Curriculum
What? How Much?
Curriculum: Essential Concepts (Ecs)
Curriculum: Enrichment (EEs)
Curriculum: Life Orientation
How Well
Evaluating for SOS
Evaluating for SOS: A Hierarchy of Cognitive Potentials
Chapter 3 For Whom 49
Clumping vs Segregation
Willing vs Non-Willing
Closing Chapter Three: SOS Alternatives
Part 2 How One Tailoring Schools To Young People
Chapter 4 Tailoring by Administrators 67
Some Ineffective Educational Mind-Sets on Which School Organization Is Historically Based
Coordinating Staff With School Aims
A Summary of Four Types of Students
Those who can and do
Those who try and can't do
Those who don't try
The Risk Condition: Origin, Effect, and Management
Managing Adolescent Mores
Appropriate Grouping
Systems of Grouping: Mainstreaming/Heterogeneous vs. Tracking/Homogeneous vs. Attitude/Speed of Learning
SOS Grouping
Differentiating Between the Willing and Unwilling
SOS Curriculum: Tailoring
General School Organization for Success Oriented Schools
A Students' and Parents' Guide to Success Oriented Schools
An Administrator's Look at Structured Classrooms
The Superintendent
Directions for School Reform
Who Must Start School Reform
How to Obtain the Most Appropriate Reform for the Least Expense
The Success Oriented Schools Option
Starting Success Oriented Schools
Success Oriented High Schools (SOHS)
SOS and Pupil/Teacher Ratios
Enrollment/Teacher Balancing
Handling Negotiated Conditions
The Limitations of Texts
The SOS Chain of Command
Workable Classrooms
Characteristics of Workable Classrooms
Closing Superintendents' Section
The SOS Principal and Administrative Satellites
SOS Organization (K-12) and Teacher Assignment
Selecting Teachers
A Partial List of Job Descriptions for SOS Teachers
Some Hints for Organizing Success Oriented Schools and Classrooms
Success Oriented High Schools
Eliminating Discrepancies Among State, Home, and School Entities
Supervising Teacher Supervisors
A Few Hints About Observing
Supervising Guidance
Guidance: Recruitment for Life Orientation
Guidance: Successful Parenting Workshops (SPW)
Guidance: Counseling Hints
Closing Principals' Section
Part 3 How Two An SOS Frame of Reference for Teachers, Counselors, Parents, and Young People
Chapter 5 Roles Of SOS Teachers 163
Organizing Lives
Mental Maturity
Organizing the Classroom
Organizing for students' classroom stay
Honing Teaching Skills
Hidden Curriculums
Hidden Curriculum: Bruised Egos
Hidden Curriculum: The Worrisome Way
Hidden Curriculum: Curses of The Curve
Avoiding Some Teacher-Oriented Hidden Curriculums
A Word About Memorizing
Willingness and Homework
Correlation and Transfer
Speed of Learning and Cognition
School Attitudes: Generated at School
Tailoring Methods and Content
Considerations for Teaching Risk Young People (RYs)
Coping With Quick Unwilling Young People (QU's)
Coping With Slow Unwilling Young People (SU)
Coping with Willing Young People
Coping with Quick Willing Young People (QW)
Coping With Slow Willing Young People (SW)
The teacher's role in Life Orientation
What the Base-Home Teacher Can do in Those Half Hours Before Students Enter the Classroom and After the Last Student Leaves
Organize the room
Plan Lessons
Closing Teachers' Section
Chapter 6 To Counselors, Parents, and Young People 214
To Counselors
To Parents
To Spank or Not to Spank to Speak About Sex or Not to Speak About It
Parents, Sex, and Young People
Stress and Young People
Signs of a Stressful Classroom
More Best Gambles for Successful Parenting
A Message to Young People
You and Substance Use
You and Narcotics
You and Being What You are Willing to Settle For
You and Sadness, Depression, and Worry
You and Sex
You and Pregnancy
You and Sex-Related Diseases
You and Respect
You and Popularity
You and Demeanor
You and Odors
You and Tantrums
You and Procrastination
You and Rationalizations
You and Learning
You and School
You and School Marks
You and Study
You and Courses in Which You Don't Do Well
You and Problem-Solving
You and Mental Blocks
You and Habits: Making and Breaking Them
You and Skin Problems
You and Maltreatment
You and Counselors
You and Suicide
You, Status and Respect
You and SOS
You and Growing Up
You and Being Yourself
You and Handling Life
You and Purpose
Closing Young Peoples' Section
A Summary of Willingness--Capacity Groups
A Comparison of Willingness--Capacity Groups
Self-General Continued
Peer Group
Attitude-Behavior Differences Between Children, Adolescents, Adults, and Residual Juveniles
Attitudes and Behavior: Child, Adolescent, Adult and Residual Juvenile
Descriptive Words and Phrases
Attitudes and Behavior
Early Detection of Risk
Suggested Instruments for SOS Grouping
Appendix A A Summary of Willingness-Capacity Groups 289
Appendix B Attitude-Behavior Differences Between Children, Adolescents, Adults, and Residual Juveniles 302
Appendix C Early Detection of Risk 309
Appendix D Suggested Instruments for SOS Grouping 312
Selecting Students by Teachers--D1
Selecting Groups by Students--D2
Selecting Teachers by Administration--D3
Appendix E A Summary of Life Orientation, Preemptive Counseling and Self-Sculpting 319
Appendix F SOS Report Cards and Evaluation 325
Appendix G A Summary Of SOS Psychology 327
Appendix H A Summary Of SOS Psychology 347
Sources 365
Glossary 387
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