Here's How to Reach Me: Matching Instruction to Personality Types in Your Classroom

Pauley Ph.D., Judith; Bradley Ph.D., Dianne; Pauley, Joseph

ISBN 10: 1557665664 / ISBN 13: 9781557665669

Editore: Brookes Publishing (edition 1), 2001

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The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

Codice articolo 1557665664-7-1-13

Dati bibliografici

• Titolo: Here's How to Reach Me: Matching Instruction to Personality Types in Your Classroom
• Editore: Brookes Publishing (edition 1)
• Data di pubblicazione: 2001
• Lingua: Inglese
• ISBN 10: 1557665664
• ISBN 13: 9781557665669
• Rilegatura: Paperback
• Edizione: 1.
• Condizione: Fair

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Riassunto

Teachers in today's diverse schools need a new kind of guidebook for classroom management — one that teaches them how to understand each of their students' personalities. In this book, they'll find what thousands of teachers nationwide have already learned from the authors' seminars on process communication: that once teachers identify a student's primary personality type (reactor, workaholic, persister, dreamer, rebel, or promoter), they'll know the secret to instructing and interacting with that student. In-service and preservice educators will be engaged by

• narratives that illuminate each personality type



• real-life examples of positive interactions between teachers and students with different personality types



• ideas for blending process communication with existing approaches in all types of classrooms



• forms that help pinpoint a student's personality structure, motivational needs, and strengths and challenges



• logs to track the success of intervention strategies

With this easy-to-use guidebook, adapted from the concepts in Dr. Taibi Kahler's best-selling The Mastery of Management, educators will build better relationships with all students and keep the classroom focus where it belongs — on learning.

Informazioni sull?autore

Judith A. Pauley, Ph.D., retired in 1999 from a distinguished, 42-year career teaching chemistry and physics in high school, college, and graduate school in the United States of America and Asia. She received numerous awards for her teaching methods and was named science teacher of the year by the Maryland Association of Science Teachers, Trinity College, and the Society of Sigma Xi. She is one of the founders of the Maryland Chemathon, is a past president of the Montgomery County Maryland Science Fair Association and the Chemical Educators of Maryland, and serves on the boards of several scientific organizations, including the Maryland Association of Science Teachers. She has presented extensively at local, national, and international science, science teaching, at-risk, dropout prevention, and other teaching conferences. She has written several articles on science teaching and helping every student succeed in the classroom and contributed to Restructuring for Caring and Effective Education: Piecing the Puzzle Together, Second Edition (Villa & Thousand, Brookes Publishing Co., 2000). Dr. Pauley is Chief Executive Officer of Process Communications, Inc., which provides training on the Process Communication Model (PCM) and the discoveries of Dr. Taibi Kahler. She is the mother of three children, including a daughter with Down syndrome for whom she has been a lifelong advocate.

Dianne F. Bradley, Ph.D., is a retired teacher and educational administrator. She has taught in both general education and special education classrooms from elementary school to graduate school and is an authority on successfully including students with disabilities in general education classrooms. She has written many articles on inclusive education and on helping every student succeed and is a co-author of Teaching Students in Inclusive Settings (Allyn & Bacon, 1997). She has presented extensively at local, national, and international education conferences on inclusive education and on helping every child succeed in the classroom, including the Association for Supervision and Curriculum Development (ASCD) and Council for Exceptional Children (CEC). Dr. Bradley has considerable experience supervising and mentoring new teachers and has done many in-service presentations for educators in applying the concepts of Process Communication in the classroom to reach and teach every child. She is an Adjunct Professor of Education at Johns Hopkins University in Maryland and Trinity College in Washington, D.C., and is the Vice President for Education of Process Communications, Inc.

Joseph F. Pauley has taught at all levels, from elementary school through graduate school. He lived in Asia for 21 years and is an authority on cross-cultural communication and motivating people from other cultures. He has trained teachers in the internationally acclaimed concepts of PCM for the past 15 years to help them reach every student. He has presented extensively at local, national, and international conferences, including the National Dropout Prevention and At-Risk Student conferences sponsored by Clemson University. He has presented at the American Association for the Advancement of Science (AAAS), ASCD, National Science Teachers' Association (NSTA), and CEC conferences and at summer institutes sponsored by the University of Vermont and California State University, San Marcos. He has written several articles on ways to reach every student and contributed to Restructuring for Caring and Effective Education: Piecing the Puzzle Together, Second Edition (Villa & Thousand, Brookes Publishing Co., 2000), and to Making It Happen: Student Involvement in Education Planning, Decision Making, and Instruction (Wehmeyer & Sands, Brookes Publishing Co., 1998). Mr. Pauley is the President of Process Communications, Inc., and Vice President for Education at Kahler Communications, Inc., which provides communication skills training to schools, businesses, and government agencies. He is the father of three children, including a daughter with Down syndrome for whom he has been a lifelong advocate.