Coverart for item
The Resource How the Brain Influences Behavior : Strategies for Managing K{u0096}12 Classrooms

How the Brain Influences Behavior : Strategies for Managing K{u0096}12 Classrooms

Label
How the Brain Influences Behavior : Strategies for Managing K{u0096}12 Classrooms
Title
How the Brain Influences Behavior
Title remainder
Strategies for Managing K{u0096}12 Classrooms
Creator
Subject
Language
eng
Summary
Combining theory and practice, David A. Sousa helps educators understand what is happening in the brains of students with behavior problems and offers practical, effective intervention strategies compatible with current findings in neuroscience.In easy-to-understand language, the author presents current information on brain development and function and highlights factors that affect social and emotional decision-making and negative behaviors like impulsivity, defiance, and violence. Comprehensive yet concise, this guide for K{u0096}12 teachers and counselors provides methods for teaching self-contro
Member of
Cataloging source
EBLCP
http://library.link/vocab/creatorName
Sousa, David A
Dewey number
371.102/4
Index
no index present
LC call number
LB3013 .S628 2015
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/subjectName
  • Classroom management
  • Problem children
  • Brain
  • Brain
  • Classroom management
  • Problem children
  • EDUCATION / Administration / General
  • EDUCATION / Organizations & Institutions
Label
How the Brain Influences Behavior : Strategies for Managing K{u0096}12 Classrooms
Instantiates
Publication
Note
  • Description based upon print version of record
  • Peer-Mediated Behavior Management Strategies
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 227-240) and index
Carrier category
online resource
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover; Title Page; Copyright; Contents; About the Author; Acknowledgments; Introduction; Are Behavior Problems on the Rise?; Can Neuroscience Help?; About This Book; Questions This Book Will Answer; Chapter Contents; Other Helpful Tools; Chapter 1 -- Handling Social Misbehavior; The Social and Emotional Brain; Emotional Processing; Pathways of Emotional Signals; What Leads to Social Misbehavior?; The Teacher is the Key; Interventions for Handling Social Misbehavior; Dealing With Social Anxieties; Using Social Stories to Modify Behavior
  • A Case Study: Using a Social Story for a Verbally Aggressive StudentA Social Story for Angry Students; Summary; Chapter 2 -- Dealing With Impulsive Behavior; What Leads to Impulsivity and Violent Behavior; Genetic Variations; Prenatal Exposure to Cocaine; Cerebral Lesions; An Important Word About Testosterone; Ignorance of Rules of Behavior; Some Strategies for Controlling Impulsive Behavior; Cognitive and Cognitive-Behavioral Interventions; Putting Impulsive Problem Behavior in a Social Context; Using Picture Books to Curb Impulsive Anger or Anxiety; Other Suggested Strategies; Summary
  • Chapter 3 -- Teaching Self-Control Through Self-VerbalizationExamining Self-Control; What Is Self-Control?; Are Children Learning Self-Control?; Brain Structures for Self-Control; Do Mirror Neurons Play a Role in Self-Control?; Losing Self-Control; Helping Students Regain Self-Control; Verbal Self-Control of Aggressive, Defiant, or Other Behavior; The Power of Self-Talk; The ZIPPER Strategy; "Say No and Walk Away" to Resist Peer Pressure; Self-Control Through Self-Talk and Self-Monitoring; The Nature of Attention; Self-Monitoring for Other Problem Behaviors
  • Self-Control Through Self-Rating of Emotional IntensityThe Anger Thermometer; Summary; Chapter 4 -- Managing the Behavior of Boys; Why a Concern With Boys?; Gender Differences in Behavior; Genetic and Environmental Factors; Impact of Biology; Some Research Findings on Behavioral Differences; Using Research-Based Strategies; Movement-Based Instruction and Classroom Management; Boy-Friendly Instruction and Discipline; The Responsibility Strategy; And What About Girls?; The Rise of Cyberbullying; Bullying Versus Cyberbullying; Dealing With Cyberbullying; Summary
  • Chapter 5 -- Building Positive Relationships with Troubled StudentsRelationships and Research; Insights From Neuroscience; Some Research Findings; Developing Teacher-Student Relationships; The Importance of Positive Relationships With and For Students; Reaching Unreachable Students With Dialogue Journals; The Lunch Bunch: An Educator's Idea; Managing Serious Behavior Problems Through Adult Mentoring; Summary; Chapter 6 -- Using Peer Relationships to Modify Behavior; Examining Peer Relationships; Dealing With Peer Influence: A Two-Edged Sword; The Desire to Be Liked
Control code
904406949
Dimensions
unknown
Extent
1 online resource (458 p.)
File format
unknown
Form of item
online
Isbn
9781632209283
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
http://library.link/vocab/ext/overdrive/overdriveId
8c1415d4-fe54-42fc-bd2e-85790e9bc258
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)904406949
Label
How the Brain Influences Behavior : Strategies for Managing K{u0096}12 Classrooms
Publication
Note
  • Description based upon print version of record
  • Peer-Mediated Behavior Management Strategies
Antecedent source
unknown
Bibliography note
Includes bibliographical references (pages 227-240) and index
Carrier category
online resource
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover; Title Page; Copyright; Contents; About the Author; Acknowledgments; Introduction; Are Behavior Problems on the Rise?; Can Neuroscience Help?; About This Book; Questions This Book Will Answer; Chapter Contents; Other Helpful Tools; Chapter 1 -- Handling Social Misbehavior; The Social and Emotional Brain; Emotional Processing; Pathways of Emotional Signals; What Leads to Social Misbehavior?; The Teacher is the Key; Interventions for Handling Social Misbehavior; Dealing With Social Anxieties; Using Social Stories to Modify Behavior
  • A Case Study: Using a Social Story for a Verbally Aggressive StudentA Social Story for Angry Students; Summary; Chapter 2 -- Dealing With Impulsive Behavior; What Leads to Impulsivity and Violent Behavior; Genetic Variations; Prenatal Exposure to Cocaine; Cerebral Lesions; An Important Word About Testosterone; Ignorance of Rules of Behavior; Some Strategies for Controlling Impulsive Behavior; Cognitive and Cognitive-Behavioral Interventions; Putting Impulsive Problem Behavior in a Social Context; Using Picture Books to Curb Impulsive Anger or Anxiety; Other Suggested Strategies; Summary
  • Chapter 3 -- Teaching Self-Control Through Self-VerbalizationExamining Self-Control; What Is Self-Control?; Are Children Learning Self-Control?; Brain Structures for Self-Control; Do Mirror Neurons Play a Role in Self-Control?; Losing Self-Control; Helping Students Regain Self-Control; Verbal Self-Control of Aggressive, Defiant, or Other Behavior; The Power of Self-Talk; The ZIPPER Strategy; "Say No and Walk Away" to Resist Peer Pressure; Self-Control Through Self-Talk and Self-Monitoring; The Nature of Attention; Self-Monitoring for Other Problem Behaviors
  • Self-Control Through Self-Rating of Emotional IntensityThe Anger Thermometer; Summary; Chapter 4 -- Managing the Behavior of Boys; Why a Concern With Boys?; Gender Differences in Behavior; Genetic and Environmental Factors; Impact of Biology; Some Research Findings on Behavioral Differences; Using Research-Based Strategies; Movement-Based Instruction and Classroom Management; Boy-Friendly Instruction and Discipline; The Responsibility Strategy; And What About Girls?; The Rise of Cyberbullying; Bullying Versus Cyberbullying; Dealing With Cyberbullying; Summary
  • Chapter 5 -- Building Positive Relationships with Troubled StudentsRelationships and Research; Insights From Neuroscience; Some Research Findings; Developing Teacher-Student Relationships; The Importance of Positive Relationships With and For Students; Reaching Unreachable Students With Dialogue Journals; The Lunch Bunch: An Educator's Idea; Managing Serious Behavior Problems Through Adult Mentoring; Summary; Chapter 6 -- Using Peer Relationships to Modify Behavior; Examining Peer Relationships; Dealing With Peer Influence: A Two-Edged Sword; The Desire to Be Liked
Control code
904406949
Dimensions
unknown
Extent
1 online resource (458 p.)
File format
unknown
Form of item
online
Isbn
9781632209283
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
http://library.link/vocab/ext/overdrive/overdriveId
8c1415d4-fe54-42fc-bd2e-85790e9bc258
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)904406949

Library Locations

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      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
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