000			06368cam a2200745 i 4500
001			ocn959922831
003			OCoLC
005			20240829163236.0
006			m d
007			cr |||||||||||
008			161003s2016 mdu o 000 0 eng
010			_a 2016045685
040			_aDLC _beng _erda _cDLC _dN$T _dOCLCF _dIDEBK _dEBLCP _dYDX _dVLB _dDLC _dOCLCO
019			_a962825608 _a964544369
020			_a9781475827170 _q(electronic)
020			_a1475827172
020			_z9781475827163 (pbk. : alk. paper)
020			_z1475827164 _q(pbk. ; _qalk. paper)
035			_a1420846 _b(N$T)
035			_a(OCoLC)959922831 _z(OCoLC)962825608 _z(OCoLC)964544369
042			_apcc
050	0	0	_aLB1072
072		7	_aEDU _x042000 _2bisacsh
072		7	_aEDU _x036000 _2bisacsh
072		7	_aEDU _x024000 _2bisacsh
082	0	0	_a370.15/34 _223
049			_aMAIN
100	1		_aBaker, Rachel, _d1982- _91004259
245	1	4	_aThe Empower Program, K-2 : _bconcrete strategies for positive behavioral support / _cRachel Baker.
264		1	_aLanham, Maryland : _bRowman & Littlefield, _c2016.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
588			_aDescription based on print version record and CIP data provided by publisher.
505	0		_aCover; Half Title; Title; Copyright; Contents; Foreword; Acknowledgments; Author's Note; Introduction; Goal #1: Provide Concrete Strategies; Goal #2: Reduce Teacher Stress; Goal #3: Empower Students; 3 Sections for 3 Student Goals; Section 1: Environment-Safe; Section 2: Ability-Successful; Section 3: Motivation-Connected; Who Should Read This Book?; How Is This Book Organized?; Inside Each Section; Classroom Scenarios; Research and Relevancy; Concrete Strategies; Key Points Shadowboxes; To Sum Up; Section 1 Environment; Environment Classroom Scenarios; When This Happens ...
505	8		_aAiden and Jessica -- Version 1What if This Happened, Instead?; Aiden and Jessica -- Version 2; Environment Research And Relevancy; Why Did that Happen?; The Research; The Limbic System -- The Engine; The Power of Prosody -- The Jack; The Hormones of Stress -- The Gas or The Breaks; The Relevancy; Relevancy in a Cultural Context; Data; Questions; The Good News . . .; Environment Concrete Strategies; What Can I Do?; Foundation Strategies; Strategy 1: Build Trust; Tip 1. Give J.O.Y; Tip 2. Cultivate Caregivers; Tip 3. Ask Questions; Tip 4. Vet Yourself; Tip 5. Own Up; Tip 6. Invest
505	8		_aTip 7. Learn What They LoveTip 8. Listen ... and Hear; Tip 9. Validation by Saturation; Tip 10. Lawyer Up; Tip 11. Learn your ABCs; Verbal Strategies; Strategy 2: Correct and Connect; Beware of the "But-Rule"; Beware of the "Sinister Whisper"; Back to the Big Picture; Strategy 3: Executive Questioning; Structural Strategies; Strategy 4: The Rebuilding Area; 1. Separation of Space; How to Create Your Rebuilding Area; 2. Presentation of the Rebuilding Area; Introducing The Rebuilding Area; How The Rebuilding Area Works; 3. Perception of the Rebuilding Area; Strategy 5: Solution Sheets
505	8		_aHow Each Solution Sheet Works1 -- The Vent Solution Sheet; 2 -- The Rent Solution Sheet; 3 -- The Rebuild Solution Sheet; 4 -- The Respond Solution Sheet; Section 2 Ability; Ability Classroom Scenarios; When This Happens . . .; Tyson and Julie -- Version 1; What if This Happened, Instead?; Tyson and Julie -- Version 2; Ability Research And Relevancy; Why Did that Happen?; The Research; Executive Functioning; Emotion + Attention = Learning; Why Reward/Punish Doesn't Work; The Relevancy; Relevancy in a Cultural Context; Data; Questions; The Good News . . .; Ability Concrete Strategies; What Can I Do?
505	8		_aStrategy 1: Common Language PromptsAnalyze the Experience; But What Should I Be Doing Instead?; Other Benefits of Common Language Prompts for Students; Strategy 2: Teaching Social-Emotional Learning Skills; How are the Social Skills Organized?; Self Skills; Stop Skills; Simmer Skills; Solve Skills; Strive Skills; How do I teach these skills directly?; Breaking Down each Lesson Plan into Parts; The Logistics Section; The Hook Section; The Teach Section; The Practice Section; The Perform Section; Strategy 3: Weekly Frameworks for Instruction; Review Game Activities
520			_aEducators are often left without the time to plan positive behavioral supports or the sanity to cultivate compassionate relationships with their students. Even though they understand the critical relationship between behavior and instruction, they're often left with the same hair-pulling question: How can I empower-rather than overpower-my students, while still keeping a controlled classroom so that I can teach and students can learn? The "Empower Program" delivers user-friendly strategies that are realistic for educators to implement and practical for their students to use.
590			_aWorldCat record variable field(s) change: 650
650		0	_aAffective education. _9100709
650		0	_aSocial learning. _9151857
650		0	_aEarly childhood education. _9218070
650		0	_aEducation, Primary. _9261288
650		6	_aÉducation affective. _9431672
650		6	_aApprentissage social. _9358783
650		6	_aÉducation de la première enfance. _9226460
650		7	_aearly childhood education. _2aat _9218070
650		7	_aEDUCATION _xEssays. _2bisacsh _9133380
650		7	_aEDUCATION _xOrganizations & Institutions. _2bisacsh _920265
650		7	_aEDUCATION _xReference. _2bisacsh _9133381
650		7	_aAffective education. _2fast _0(OCoLC)fst00798871 _9100709
650		7	_aEarly childhood education. _2fast _0(OCoLC)fst00900596 _9218070
650		7	_aSocial learning. _2fast _0(OCoLC)fst01122621 _9151857
655		4	_aElectronic books. _9396
776	0	8	_iPrint version: _aBaker, Rachel, 1982- _tEmpower Program, K-2 _dLanham, Maryland : Rowman & Littlefield, 2016 _z9781475827163 _w(DLC) 2016045397
856	4	0	_3EBSCOhost _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1420846
938			_aYBP Library Services _bYANK _n13262719
938			_aProQuest MyiLibrary Digital eBook Collection _bIDEB _ncis35318845
938			_aEBSCOhost _bEBSC _n1420846
938			_aProQuest Ebook Central _bEBLB _nEBL4741433
994			_a92 _bN$T
999			_c688400 _d688400