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2002 (7)

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A behaviorist looks at form recognition
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ISBN: 0585419655 9780585419657 1410607127 9781410607126 0805841822 9780805841824 9786612324475 6612324473 1282324470 9781282324473 Year: 2002 Publisher: Mahwah, NJ : L. Erlbaum Associates,

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A behaviorist looks at form recognition
Author:
ISBN: 1410607127 0805841822 9786612324475 1282324470 Year: 2002 Publisher: Mahwah, NJ : L. Erlbaum Associates,

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Book
La structure du comportement
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ISBN: 2130525792 Year: 2002 Volume: 123 Publisher: Paris : PUF,

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Behaviour management in the classroom
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ISBN: 0203462300 1283965283 1136612912 9781136612916 9780203462300 1853468266 9781853468261 9781136612862 1136612866 9781136612909 1136612904 9781138152083 1138152080 9781283965286 Year: 2002 Publisher: London David Fulton

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Ask any trainee teacher, or indeed experienced teacher, which aspect of teaching concerns them most and they will probably say ""getting pupils to behave."" This book looks at the relationships between teachers and pupils in the classroom. It explores ways of using the ideas in Transactional Analysis to create win-win situations in the classroom, making a more pleasant and productive atmosphere for all concerned. It offers teachers practical examples of how to model behavior, structure time, use contracts and praise pupils in order to avoid or resolve conflict quickly and fairly so tha

Educating children with emotional and behavioural difficulties : inclusive practice in mainstream schools
Authors: --- ---
ISBN: 1134581394 1283883090 1280114525 0203994396 9780203994399 0415230519 0415230500 9781134581344 9781134581382 9781134581399 9780415230506 9780415230513 1134581386 Year: 2002 Publisher: London ; New York : RoutledgeFalmer,

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Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the school. Using a case-study approach, the importance of school leadership, organisational culture and classroom strategies for working with troubled individuals and their families is also emphasised. The authors also draw attention to the fact that teachers need to recognise and take account of

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