- Shopping Bag ( 0 items )
"Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better."
- Nel Noddings, Professor Emeritus, Stanford University, and author of Caring
This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality.
The new edition includes:
"Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about."
- Daniel Goleman, Author of Emotional Intelligence
"I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom."
- Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA
|Sect. I||Building a Learning Community||7|
|2||I See You, I See Everything||27|
|3||Making the Rules with Children||69|
|4||Teaching the Rules||107|
|5||The Critical Contract: A Student's Individual Goals for the Year||123|
|Sect. II||Making the Community Work||139|
|6||Using Logical Consequences When Rules Are Broken||143|
|7||Time-Out: Establishing Boundaries and Promoting Self-Control||165|
|8||The Five Percent||191|
|9||Working Together to Support the Rules||211|
|Sect. III||The Voices of Teaching||227|
|10||Empowering Language: Say What You Mean and Mean What You Say||233|
|11||Stress the Deed, Not the Doer||247|
|12||The Voices of Authority||265|
|Sect. IV||Further Strategies for Difficult Classroom Behaviors||273|
|13||Problem-Solving Class Meetings||277|
|14||Teachers as Mirrors: Using Social Conferences||305|
|Sect. V||Clear Positives||361|
|16||Teaching by Clear Positives: Revisiting Ideals||369|
|17||Clear Positives in Action||383|
|Conclusion: Authentic Teaching||403|