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The Resource Teach Me, I Dare You!

Teach Me, I Dare You!

Label
Teach Me, I Dare You!
Title
Teach Me, I Dare You!
Creator
Contributor
Subject
Language
eng
Summary
This book provides practical tools for educators who work with disenchanted and disengaged youths. It offers clear, research-based, and explicit strategies for motivating, connecting, and intervening with these students. The practical wisdom in this book demonstrates what you can do to connect these students to their schools and to a promising future
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Teach Me, I Dare You!
Label
Teach Me, I Dare You!
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=1487226
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Cover -- Title Page -- Copyright Page -- Dedication -- Meet the Authors -- Foreword -- Table of Contents -- Introduction -- 1 Understanding Those Who Dare Us -- Category I: Students in Transition: Socially, Emotionally, Physically, Morally, Intellectually -- Category II: Students at Risk from Their Environment -- Category III: Students Who Lack Social Skills -- Category IV: Puberty and Social Risk -- Category V: Students Who Are Academically at Risk -- Category VI: Gifted Students Who Are Not Challenged by the School Curriculum -- Category VII: Students Identified by State Guidelines as At-Risk -- Category VIII: Special Education Students -- Category IX: High-Risk Students -- Resources and References -- Websites on the Developmental Characteristics of Adolescents and Young Adolescents -- Websites on the Developmental Characteristics of Students at Risk -- 2 Identifying Why the Dare Is Made -- Identification by Teacher Talk -- Identification by Asking the Essential Questions -- Identification by Observation of Students and Their Records -- Identification by Shadow Study -- Identification by Sharing Concerns About Students with Other Teachers -- Identification of School and Societal Structures That Foster At-Risk Behaviors -- Misperceptions of Student Behaviors -- Matching Identification of Students with Goals for Student Success -- Resources and References -- Websites on Identification of Students at Risk -- 3 Motivating Those Who Dare Us -- The Task -- Implications for Educators -- The Context -- Implications for Educators -- Self-Perceptions -- Implications for Educators -- Reflection Questions -- Resources and References -- Websites: -- 4 Connecting with Those Who Dare Us -- Connecting Students to the School -- Connecting Students to Other Learners -- When in Doubt, Ask the Students! -- Extracurricular Activities
  • Connecting Families to the School -- Teaming is the Key! -- Creating a Caring and Supportive Environment by Connecting with High-Risk Students -- Recognition of Student Abilities -- Self-Assessment as a Learning Tool -- Designing Successful Communication Systems -- Step 1: List current communication systems -- Step 2: Give teachers, counselors, and teams time to share information about students -- Step 3: Construct a visual diagram that shows all personnel and resources available for getting help for a student within the school -- Step 4: Offer training for teachers in handling special needs of students in the classroom -- Step 5: Establish a connections program where every student in the building has one adult who knows them, knows them well, and cares for them -- Step 6: Implement one-on-ones as a strategy for all teachers and students -- Step 7: Collect and distribute a comprehensive list of places and people in your community who work with children and adolescents -- Step 8: Help students learn the process of goal setting -- Maintaining the Dignity of Students -- Resources and References -- Other Resources -- Websites: Creating a School Culture -- Websites: Creating a Positive Learning Environment for At-Risk Students -- 5 Minimizing the Dare: Teaching for Success -- Teacher Considerations to Ensure Success -- Keep a Positive Outlook -- Use Effective Communication -- Monitor the Classroom -- Facilitate Student Responsibilities for Learning -- Learner Considerations to Ensure Success -- Content Consideration to Ensure Success -- Considerations About the Context for Instruction -- Challenge of the Assignment -- Alter the Students' Working Environment and Use Peer Tutoring and Cooperative Learning -- Make Learning Relevant to Students -- Summary -- Resources and References -- 6 Intervening with Those Who Dare Us -- Classroom Interventions
  • The School Culture -- Proactive Interventions -- Remedial Interventions -- Mentors -- Making a Plan of Action -- Curricular Interventions -- High-Ability At-Risk Students -- Successful Interventions from Successful Teachers -- Interventions for High-Risk Students -- Interventions for "Teach Me-I Dare You Students" Who Are Discipline Problems -- Successful Intervention Programs Outside of the School -- Health Issues -- First Steps in Intervention -- Intervention Suggestions for Parents -- References and Resources -- Websites Related to Intervention -- Federal Intervention Programs for At-Risk Students -- 7 Evaluating Change -- The Plan -- Progress -- A Mentor -- Support -- Feedback -- Sample Student Survey Questions -- Conclusion -- Appendix -- Index
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9781317926962&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4407682'}
Extent
1 online resource (212 pages)
Form of item
online
Isbn
9781317926962
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

    • Folsom LibraryBorrow it
      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
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