Freedom to Learn
151 Pages

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Freedom to Learn


Gain access to the library to view online
Learn more
151 Pages

You can change the print size of this book


Ditch the behavioral charts and start teaching for universal success

  • Art Willans is owner and executive director of A Child's World, a preschool and therapeutic preschool.
  • Willans has holds a Masters in Education and has taught in the fields of education, special education, psychology, and child development
  • Cari Williams holds a Bachelor of Science in Education and Special Education K-12, and an endorsement in Early Childhood/Special Education from the University of Nevada, Reno
  • Elementary schools are plagued by behavioral and learning problems, but with the right interactive methods any teacher can achieve extraordinary results with every student.
  • Starting children off on the right foot is essential for success throughout their years of schooling. Early intervention makes all the difference for child development.
  • This book is based on a simple premise, when teachers get the classroom experience right, students learn at an accelerated rate.
  • This book describes methods for students to become self-disciplined and excel academically while explaining the underlying behavioral science and group dynamics necessary for classroom success
  • These methods are based on behavioral science, neuropsychology, group dynamics, and the psychological needs of children, and are presented in clear and simple language

Ditch the behavioral charts and start teaching for universal success

Disinterested students and behavioral problems are all too common in schools. Yet results show that behavior charts and other reward-and-punishment systems simply don't work. Teachers are burning out and students are failing. But what can be done?

The secret lies in a unique combination of behavioral science, neuropsychology, and group dynamics. When teachers get the classroom experience right, students want to succeed and achieve to their potential, while behavioral problems largely vanish.

For decades, it has been widely accepted that children have motivating needs including the need to avoid pain, a need for autonomy, and the need to belong. The authors harness these motivations into a method of interactions that increases cooperation, and in which children want to succeed and help others to thrive.

Packed with real classroom examples and practical guidance for using the methods, this guide gives teachers the tools to transform even difficult classrooms.

Start teaching for universal success in classroom management and academic accomplishments.


Chapter One: Students Reaching Their Potential
A Small Beginning for New Methods
Chapter Two: Understanding Human Behavior
Question and Answer
Chapter Three: Teaching Is a Group Activity
First Fundamental: A Common Purpose
Second Fundamental: Teachers as Leaders
Third Fundamental: Anything That Affects One Student, Affects Everyone
Fourth Fundamental: Use an Interactive Process That Develops Cooperation
Fifth Fundamental: Events May Have Different Effects When They Occur in a Group of Peers
Question and Answer
Chapter Four: Methods for Creating Successful Classrooms
The Motivational Process
Using Positive Motivation
Distributing Praise
Differential Social Attention: The Most Important Process
Students Soliciting Praise
Problem Behavior
Competing Reinforcers
The Teacher-Student Relationship
Application in Upper Grades
Reading to Students
Developing Attributes
Chapter Review
Question and Answer
Chapter Five: Building Successful Groups
Differences in Upper Grades
Question and Answer
Chapter Six: Developing Effective Learners
Developing Higher Academic Functions
The Academic Gap Between Students
Question and Answer
Chapter Seven: Coercion and Positive Alternatives in Classrooms
Systems of Warnings and Consequences
Group Punishment
The Happy/Sad Face Chart
The Home Note
The Purple Card System
Positive Alternatives
Creative Solutions for Problem Behavior
Creating a Positive Culture
Question and Answer
Chapter Eight: Dealing with Extreme Behavior
Emotion First, Behavior Second
De-escalation of Emotional Responses
Logical Consequences
Using Timeouts
Using Reprimands Properly
Classrooms for Students with Extreme Behavior Disorders
Question and Answer
Chapter Nine: Implementation and Training
Review of Methods

Annotated Bibliography
About the Authors
A Note about the Publisher



Published by
Published 15 May 2018
Reads 0
EAN13 9781771422666
Language English
Document size 1 MB

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