Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment (Solutions), by Tom Hierck, Charlie Coleman
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Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment (Solutions), by Tom Hierck, Charlie Coleman
Best Ebook PDF Online Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment (Solutions), by Tom Hierck, Charlie Coleman
Students thrive when educators commit to proactively meeting their behavioral as well as academic needs. This book will help teachers and school leaders transform the research on behavior, response to intervention, and professional learning communities into practical strategies they can use to create a school culture and classroom climates in which learning is primed to occur.
Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment (Solutions), by Tom Hierck, Charlie Coleman- Amazon Sales Rank: #1388699 in eBooks
- Published on: 2015-05-22
- Released on: 2015-05-22
- Format: Kindle eBook
Review Hierck, Coleman, and Weber provide a remarkably simple roadmap for ensuring success for all students and teachers in ever-changing school systems that have become increasingly complex and diverse. This timely book provides the necessary detail, research, hands-on procedures, and compelling examples to enable school administrators, building teams, and teachers to adopt the approaches with confidence. I strongly recommend it to all educators. --Geoff Colvin, PhD, Educational Consultant, Behavior Associates, Eugene, OregonStudent behavior and academic success are undeniably interconnected. Unless a child masters the personal traits of respect and responsibility, teaching and learning are virtually impossible. As educators, we do not expect students to enter school possessing the skills of phonemic awareness or number sense, yet many schools expect their students to innately know essential behavior skills such as how to treat others, stay focused, act appropriately in various school settings, and successfully resolve conflicts. Pyramid of Behavior Interventions provides the practical strategies schools need to intentionally teach appropriate behavior and systematically respond when students need additional support. Best of all, the authors recommendations are not merely theory, but proven processes and practices from successful schools across North America. I highly recommend this book to any school that wants to improve student behavior and learning and create a safe and positive school environment --Mike Mattos, Coauthor, Pyramid Response to InterventionCreating an environment that fosters growth intellectual, behavioral, social, and emotional can be a challenge for new educators as well as those with years of experience. Hierck, Coleman, and Weber have provided teachers with a guide for reflective, responsive practice that will encourage even the most seasoned teachers as they strive to create a positive learning environment. --Karen Harris, 6th Grade Social Studies Teacher, Arcadia Middle school, Rochester, New YorkStudent behavior and academic success are undeniably interconnected. Unless a child masters the personal traits of respect and responsibility, teaching and learning are virtually impossible. As educators, we do not expect students to enter school possessing the skills of phonemic awareness or number sense, yet many schools expect their students to innately know essential behavior skills such as how to treat others, stay focused, act appropriately in various school settings, and successfully resolve conflicts. Pyramid of Behavior Interventions provides the practical strategies schools need to intentionally teach appropriate behavior and systematically respond when students need additional support. Best of all, the authors recommendations are not merely theory, but proven processes and practices from successful schools across North America. I highly recommend this book to any school that wants to improve student behavior and learning and create a safe and positive school environment --Mike Mattos, Coauthor, Pyramid Response to InterventionCreating an environment that fosters growth intellectual, behavioral, social, and emotional can be a challenge for new educators as well as those with years of experience. Hierck, Coleman, and Weber have provided teachers with a guide for reflective, responsive practice that will encourage even the most seasoned teachers as they strive to create a positive learning environment. --Karen Harris, 6th Grade Social Studies Teacher, Arcadia Middle school, Rochester, New York
About the Author Tom Hierck, M.A., is executive director of the British Columbia Principals and Vice Principals Association. Until recently, he was the assistant superintendent of School District No. 46 (Sunshine Coast) in Gibsons, British Columbia. Formerly, he was a principal in the Kootenay Lake School District in British Columbia. Tom also served with the Ministry of Education, where he worked with pilot districts on the development of a funding model that is school-based and connected to student success. An experienced educator in secondary, middle, and elementary schools, Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world.
Tom is a contributing author to The Teacher as Assessment Leader and The Principal as Assessment Leader. He has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. Tom s dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that every student is a success story waiting to be told has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Charlie Coleman, M.Ed, is principal of Cowichan Secondary School in Duncan, British Columbia, where he is leading the staff to build a results-oriented professional learning community (PLC). He has been a principal at the elementary, middle, and secondary levels in ethnically and socioeconomically diverse communities. Charlie is former principal at Quamichan Middle School and Khowhemun Elementary schools, and he has also been involved with the Ministry of Education School Improvement Project in a variety of middle and high school settings. He is a certified staff developer who combines his experience and expertise with an engaging sense of humor in his workshops and presentations.
As former principal of Khowhemun Elementary School, Charlie brought students and staff through challenges familiar to many socioeconomically disadvantaged communities. Four years after he became principal, the percent of all Khowhemun students who met or exceeded expected scores in math and reading (based on the British Columbia Performance Standards) increased significantly.
Chris Weber, Ed.D., is a consultant and administrative coach for Chicago Public Schools and the Oakland (California) Unified School District. As principal of R.H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, Chris was the leader of a highly effective PLC. Together with his staff, he lifted the school to remarkable levels of success.
Designated Schoolwide Title I, with over 60 percent of all students English language learners and Latino and over 75 percent socioeconomically disadvantaged, R.H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of California s Title I Academic Achievement Award. Under Chris leadership, R.H. Dana earned the first California Distinguished School Award in the school s 42-year history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School. Chris credits these achievements to the daily practice of key principles: (1) focusing on student engagement, (2) maximizing instructional time, (3) reallocating resources, and (4) developing systematic student support programs based on response to intervention (RTI).
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Most helpful customer reviews
1 of 1 people found the following review helpful. book has some valid points, but good teachers already know By hugi This book has some valid points, but common (or uncommon) sense isn't affected by the suggestions......you can dance around the maypole all you want, but if a student isn't raised properly, apply zones, call it what you will, it still amounts to renaming the issues. We want to keep kids in school, and if anyone gleans something big from this, good for them. For us, who both teach, it just renames what we do.
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