Teacher Effectiveness Training

Name: Teacher Effectiveness Training | The Program Proven to Help Teachers Bring Out the Best in Students of All Ages
Brand: Crown Archetype
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The Program Proven to Help Teachers Bring Out the Best in Students of All Ages

Thomas Gordon(Autor*in)

Crown Archetype (Verlag)

1. Auflage

Erschienen am 7. Juli 2010

368 Seiten

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978-0-307-54792-7 (ISBN)

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Beschreibung

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Inhalt

Intro
Other Books By This Author
Title Page
Dedication
Contents
How Teachers Can Get the Most Out of This Book
Behind This Book: The Idea and the People
Author's Note
Chapter 1 - Teacher-Learner Relationships: The Missing Link
What's Crucial About the Teacher-Student Relationship
Tested Skills, Not Vague Abstractions
Skills That Help Students Grow
An Alternative to the "Hoop-Jump-Biscuit" Game
One Philosophy for All Ages and Types of Students
What to Do About the Ubiquitous Discipline Problem
How to Resolve the Authoritarian-Permissive Controversy
Chapter 2 - A Model for Effective Teacher-Student Relationships
Myths, Expectations, and Playing Roles
What Is a Good Teacher-Student Relationship?
A Way of Viewing the Teacher-Student Relationship
Unaccepting Teachers and Accepting Teachers: A Crucial Difference
The Unfixed Line in the Ever-Changing Behavior Window
How to Understand Changes in the Self (Teacher)
How to Understand Different Feelings Toward Different Students
How to Understand the Influence of the Environment or Situation
Is Pretended Acceptance Ever All Right?
Who Owns the Problem?
Why "Problem Ownership" Is So Important
Why the No Problem Area Is Important
Chapter 3 - What Teachers Can Do When Students Have Problems
Why Teachers Fail in Helping with Student-Owned Problems
The Language of Unacceptance: The Twelve Roadblocks to Communication
Why the Twelve Roadblocks Are So Ineffective
Three Common Misunderstandings
Why the Language of Acceptance Is So Powerful
More Constructive Ways of Helping Students Who Have Problems
Passive Listening (Silence)
Acknowledgment Responses That Work
What Door Openers Can Do
The Need for Active Listening
What Communication Is Really All About
How to Learn Active Listening
What's Required for Effective Active Listening
"Why Counsel Students? I'm a Teacher!"
Two Types of Verbal Communication and Their Effects on Students: A Catalogue
The Twelve Communication Roadblocks
Ordering, Commanding, Directing
Warning, Threatening
Moralizing, Preaching, Giving "Shoulds" and "Oughts"
Advising, Offering Solutions or Suggestions
Teaching, Lecturing, Using Logic, Giving Facts
Judging, Criticizing, Disagreeing, Blaming
Name-Calling, Stereotyping, Ridiculing
Interpreting, Analyzing, Diagnosing
Praising, Agreeing, Giving Positive Evaluations
Reassuring, Sympathizing, Consoling, Supporting
Questioning, Probing, Interrogating, Cross-Examining
Withdrawing, Distracting, Being Sarcastic, Humoring, Diverting
Communication Facilitators
Passive Listening (Silence)
Acknowledgment Responses
Door Openers, Invitations to Talk
Active Listening (Feedback)
Chapter 4 - The Many Uses of Active Listening
How to Foster Effective Content-Centered Classroom Discussions
How to Use Active Listening to Handle Resistance
How to Use Active Listening to Help Dependent Students
How to Make the Most of Student-Centered Discussion Groups
How Active Listening Helps Parent-Teacher Conferences
What Three-Way Conferences Can Accomplish
Summing Up
Chapter 5 - What Teachers Can Do: When Students: Give Them Problems
What to Do About Teacher-Owned Problems
What Typical Ineffective Confrontations Do
Why Solution Messages Fail
Why Put-Down Messages Fail
Why Indirect Messages Fail
You-Messages Versus I-Messages
What's Wrong with You-Messages
Why I-Messages Are More Effective
How to Put an I-Message Together
How to Shift Gears After Sending an I-Message
How Teachers Make Themselves Angry
Sending I-Messages Can Be Risky
What Effective I-Messages Can Accomplish
Chapter 6 - How to Modify the Classroom Environment to Prevent Problems
Some Inadequacies of the Typical Classroom
How to Think Creatively About Change
How to Think Systematically About the Classroom Environment
How to Enrich the Environment
How to Impoverish the Environment
How to Restrict the Environment
How to Enlarge the Environment
How to Rearrange the Environment
How to Simplify the Environment
How to Systematize the Environment
How to Plan Ahead
How to Upgrade the Quality of Time in the Classroom
Why Diffused Time Causes Problems
Why Individual Time Is Vital-and How to Get It
Why Optimum Time Is Vital-and How to Create It
The Great Potential of the Teaching-Learning Area
Chapter 7 - Conflict in the Classroom
What Conflict Really Is
What Really Produces Conflict?
How Teachers Typically Resolve Conflicts
The Two Win-Lose Approaches: Method I and Method II
What Is Known About Method I
What Is Known About Method II
When Vacillation Is the Name of the Game
How Methods I and II Rely on Power
Authority in the Classroom
Authority Type K (for Knowledge)
Authority Type P (for Power)
Serious Limitations of Power in the Classroom
Teachers Inevitably Run Out of Power
Power Is Destructive to Students
The Coping Mechanisms Students Use
Rebelling, Resisting, Defying
Retaliating
Lying, Sneaking, Hiding Feelings
Blaming Others, Tattling
Cheating, Copying, Plagiarizing
Bossing, Bullying, Pushing Others Around
Needing to Win, Hating to Lose
Organizing, Forming Alliances
Submitting, Complying, Buckling Under
Buttering Up
Conforming, Taking No Risks, Trying Nothing New
Withdrawing, Dropping Out, Fantasizing, Regressing
Why Not Use Method II?
How Power Affects the Winner
How Power and Authority Are Rationalized
The Myth of "The Wisdom of Age and Experience"
"Students Really Want Limits on Their Behavior"
The Myth of "Responsibility to Transmit the Culture"
"Isn't Power Necessary with Certain Kids?"
The Myth of "Firm, but Fair"
Chapter 8 - The No-Lose Method of Resolving Conflicts
Method III: The No-Lose Method of Resolving Conflicts
How Method III Works in the Classroom
Prerequisites for Method III
Method III: The Six-Step Problem-Solving Process
Step 1: Defining the Problem (Conflict)
Step 2: Generating Possible Solutions
Step 3: Evaluating the Solutions
Step 4: Making the Decision
Step 5: Determining How to Implement the Decision
Step 6: Assessing the Success of the Solution
Working with Method III in the Classroom
A Recorded Method III Meeting
The Benefits and Rewards of Method III in Schools
No Resentment
Motivation Increases to Implement the Solution
"Two Heads Are Better Than One"
No "Selling" Is Needed in Method III
No Power or Authority Is Required
Kids Like Teachers, and Teachers Like Kids
Method III Helps Uncover Real Problems
Students Become More Responsible, More Mature
Chapter 9 - Putting the No-Lose Method to Work: Other Uses of Method III in Schools
How to Resolve Teaching-Learning Conflicts with Method III
How to Resolve Conflicts Between Students with Method III
How to Use Method III to Set Classroom Rules and Policies
How Rule-Setting Class Meetings Work
Overcoming the Threat
Preparations
Conducting the Meeting
The Teacher's Role
The Benefits of the Rule-Setting Meeting
What About the Time Involved?
How to Deal with Typical Problems Teachers Encounter Using Method III
Competing "Solutions" Versus Competing "Needs"
When Students Don't Stick to the Agreement
What About Problems Outside the Teacher's Areaof Freedom?
"What If We Can't Agree on a Solution?"
When Students Build Punishment into a Solution
How to Enforce Rules Outside the Teacher's Area of Freedom
Are There Times When Method I Is Necessary?
The Value to Students of Learning These Skills Themselves
Chapter 10 - When Values Collide in School
How to Identify a Value Collision
Why I-Messages Seldom Work in Resolving Value Collisions
Why Method III Seldom Works in Resolving Value Collisions
Why Method I Is Ineffective in Resolving Value Collisions
Why Method II Is Ineffective in Resolving Value Collisions
How to Deal with Value Collisions
Become an Effective Consultant
Model What You Value
Modify Yourself to Become More Accepting
Find the "Serenity to Accept"
Chapter 11 - Making the School a Better Place for Teaching
Characteristics of Schools That Cause Problems for Teachers
Teachers Are Subordinates
Teachers Do Not Participate in Decision Making
Rigidity and Resistance to Change
Imposition of Uniform Values
Putting the Blame on Others
What Teachers Can Do to Increase Their Effectiveness in the Organization
Accept the Importance of Your Role
Always Look Through Your "Window"
"Can I Use the Confronting Skills with My Boss?"
Strength in Numbers
How to Become More Effective in Group Meetings
Before the Meeting
During the Meeting
After the Meeting
How to Be an Effective Consultant
Become an Advocate for Your Students
Chapter Notes
Suggested Reading
How You Can Learn These Skills
How to Learn the T.E.T. Skills
How to Learn the Parent Effectiveness Training (P.E.T.) Skills
How to Bring the Gordon Model Skills into Your Company
Acknowledgments
Copyright

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