ISBN-10:
1483350975
ISBN-13:
9781483350974
Pub. Date:
07/15/2014
Publisher:
SAGE Publications
Shouting Won't Grow Dendrites: 20 Techniques to Detour Around the Danger Zones / Edition 2

Shouting Won't Grow Dendrites: 20 Techniques to Detour Around the Danger Zones / Edition 2

by Marcia L. Tate
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Product Details

ISBN-13: 9781483350974
Publisher: SAGE Publications
Publication date: 07/15/2014
Edition description: Second Edition
Pages: 176
Sales rank: 513,056
Product dimensions: 8.40(w) x 10.90(h) x 0.50(d)

About the Author

Marcia L. Tate is the former executive director of professional development for the De Kalb County School System in Decatur, Georgia. During her 30-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia was named Staff Developer of the Year for the state of Georgia, and her department was selected to receive the Exemplary Program Award for the state.

Marcia is currently CEO of the consultant firm she shares with her husband, Tyrone, and has presented her workshops to over 500,000 administrators, teachers, parents, and community leaders from all over the United States and the world, including Australia, Canada, Egypt, Hungary, Oman, New Zealand, Singapore, and Thailand.

She is the author of the following eight bestsellers: Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain (3rd ed.), Sit & Get Won’t Grow Dendrites: 20 Professional Learning Strategies that Engage the Adult Brain (2nd ed.); Reading and Language Arts Worksheets Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain (2nd ed.); Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies that Engage the Brain; Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain; Social Studies Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain; Shouting Won’t Grow Dendrites: 20 Techniques to Detour Around the Danger Zones (2nd ed.); and Preparing Children for Success in School and in Life: 20 Ways to Increase Your Child’s Brain Power. She is also the author of Formative Assessment in a Brain-compatible Classroom: How Do We Really Know They Are Learning? which won the 2017 Independent Publishers Book Award. Marcia has written a number of published articles and chapters that have been included in other books. Participants in her workshops call them some of the best ones they have ever experienced since Marcia models the 20 strategies in her books to actively engage her audiences.
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Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, her master’s degree in remedial reading from the University of Michigan in Ann Arbor, and her specialist and doctorate degrees in educational leadership from Georgia State University and Clark Atlanta University, respectively. Spelman College awarded her the Apple Award for excellence in the field of education.

Marcia has not only been married to Tyrone for more than 39 years but they are the proud parents of three wonderful children, Jennifer, Jessica, and Christopher. If she had known how wonderful it would be to be a grandmother, Marcia would have had her eight grandchildren, Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, and Noah, before she had her children. She and her husband own the company, Developing Minds Inc., and can be contacted by calling the company at (770) 918-5039, by e-mailing her at marciata@bellsouth.net, or by visiting either her business website at www.developingmindsinc.com or her personal website at www.drmarciatate.com. Follow Marcia on Twitter and Instagram @drmarciatate.

Table of Contents

Acknowledgments
About the Author
Introduction
Detour: Get to Know Each Student
1. Develop a Relationship With Each Student
What: Creating a Caring Culture
Why: Theoretical Framework
How: Classroom Application
Reflection
2. Expect the Best!
What: You Get What You Expect
Why: Theoretical Framework
How: Classroom Application
Reflection
3. Understand the Symptoms
What: Causes of Misbehavior
Why: Theoretical Framework
How: Classroom Application
Reflection
Detour: Create a Physical Environment Conducive to Learning
4. Light Up Their World
What: Lighting and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
5. Let the Music Play
What: Music and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
6. Color Their World
What: Color and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
7. Stop and Smell the Roses
What: Aromas and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
8. Create a Natural Environment
What: Room Arrangement and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
Detour: Engage the Brains of Your Students
9. Use Brain-Compatible Strategies
What: Engaging the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
10. Hook Them Into Relevant Lessons
What: Attention and the Bain
Why: Theoretical Framework
How: Classroom Application
Reflection
11. Let Them Talk!
What: Conversation and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
12. Let Them Move!
What: Movement and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
13. Keep Them Laughing
What: Humor and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
Detour: Develop a Proactive Management Plan
14. Teach Your Rituals
What: Establishing Your Procedures
Why: Theoretical Framework
How: Classroom Application
Reflection
15. Accentuate the Positive
What: Creating an Affirming Classroom Environment
Why: Theoretical Framework
How: Classroom Application
Reflection
16. Celebrate Good Times, Come On!
What: Celebrations and the Brain
Why: Theoretical Framework
How: Classroom Application
Reflection
17. Use Low-Profile Interventions
What: Intervening Appropriately
Why: Theoretical Framework
How: Classroom Application
Reflection
18. De-emphasize the Negative
What: Consequences For Misbehavior
Why: Theoretical Framework
How: Classroom Application
Reflection
19. Get Help With Chronic Behavior Challenges
What: Managing the Difficult to Manage
Why: Theoretical Framework
How: Classroom Application
Reflection
20. Solicit Parental Support
What: Parents on Your Side
Why: Theoretical Framework
How: Classroom Application
Reflection
Bibliography
Index

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