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Educator or bully? : managing the 21st-century classroom / Marie Menna Pagliaro.

By: Pagliaro, Marie Menna, 1934-.
Material type: TextTextSeries: eBooks on EBSCOhost.Publisher: Lanham, Md. : Rowman & Littlefield Publishers, c2011Description: 1 online resource (vii, 125 p.).ISBN: 9781610484527 (electronic bk.); 1610484525 (electronic bk.).Subject(s): Classroom management -- United States | School discipline -- United States | Teacher-student relationships -- United StatesAdditional physical formats: Print version:: Educator or bully?.DDC classification: 371.102/40973 Online resources: Click here to view this ebook.
Contents:
pt. 1. Guidelines for improving classroom management -- pt. 2. Reviewing/acquiring classroom management strategies (systems).
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB3013 .P245 2011 (Browse shelf) http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=386355 Available AN386355

Includes bibliographical references.

pt. 1. Guidelines for improving classroom management -- pt. 2. Reviewing/acquiring classroom management strategies (systems).

Description based on print version record.

Reviews provided by Syndetics

CHOICE Review

The most crucial component of classroom management is setting up an environment that makes instruction flow smoothly with minimal interruptions and student behaviors. This book is concerned with how to establish this environment--thus the question posed by the book's title, Educator or Bully?. Pagliaro (professional development consultant) provides a solid background of the characteristics of the 21st-century classroom on which the concepts discussed in the book are based. What bothered this reviewer is the seeming disconnect between the first and second halves of the book. The concepts in the first half were interesting and informative, but not well connected to the second half of the book. The latter is a review of classroom management theorists. This half seemed to choose traditional approaches and not some of the more current approaches. Overall, the book was informative to one who has dealt with the teaching of classroom management for some time. However, lay readers may not find the entire book to be accessible. Summing Up: Recommended. Upper-division undergraduates, graduates, and professionals. G. L. Willhite University of Wisconsin - La Crosse

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