Managing Unstoppable Learning. Tom Hierck
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Teacher
Pitner Elementary School
Acworth, Georgia
Sarah Starr
Principal
Longview School
Germantown, Maryland
Shannon Stone
Goal Clarity Coach
Johnsontown Road Elementary School
Louisville, Kentucky
Shondra Walker
Grades 6–12 Principal
Wonderful College Prep Academy
Delano, California
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Table of Contents
By Douglas Fisher and Nancy Frey
1 Improving Behavior Management Through Cultural Change
Understanding Culture and Structure
Making a Collective Commitment to the Cultural Change
Assessing Your Current Reality
Aligning the Classroom Culture
The Takeaways
Practices That Promote Positive Outcomes
2 Supporting Teacher-Student Relationships
Expectations, Not Rules
Strategies for Improving Teacher-Student Relationships
The Takeaways
3 Supporting Group Interactions and Peer Relationships
Benefits of Group Work
Cautions About Group Work
Behavior and Groups
Strategies for Peer Relationship Support
The Takeaways
4 Supporting a Positive Learning Environment
Positivity by Design
Positivity Outcomes
Research-Based Best Practice
The Learning Pit
Strategies and Tools for Fostering Positive Behaviors
The Takeaways
The ABC Direct-Observation Tool
CICO Form
5 Responding to Problem Behaviors
The Why of Behavior
Educators’ Responsibility
Academic and Social Behavior Priority Standards
Defiance
Responses to Defiance
Intervention: When and If
The Takeaways
Appendix: A Case Study—Thomas Jefferson Junior High School
Background
First Year of Behavioral Management Implementation
Second Year of Behavioral Management Implementation
Third Year of Behavioral Management Implementation
Fourth Year of Behavioral Management Implementation
Sixth Year of Behavioral Management Implementation
The Work Ahead
The Takeaways
About the Editors
Douglas Fisher, PhD, is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. He teaches courses in instructional improvement and formative assessment. As a classroom teacher, Fisher focuses on English language arts instruction. He was director of professional development for the City Heights Educational Collaborative and also taught English at Hoover High School.
Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership. For his work as codirector of the City Heights Professional Development Schools, Fisher received the Christa McAuliffe Award. He was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English (NCTE) as well as the 2014 Exemplary Leader for the Conference on English Leadership, also from the NCTE.
Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Unstoppable Learning, Teaching Students to Read Like Detectives, Checking for Understanding, Better Learning Through Structured Teaching, and Rigorous Reading.
He earned a bachelor’s degree in communication, a master’s degree in public health, an executive master’s degree in business, and a doctoral degree in multicultural education. Fisher completed postdoctoral study at the National Association of State Boards