MARC details
| 000 -LEADER |
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| fixed length control field |
05807cam a2200409Ii 4500 |
| 001 - CONTROL NUMBER |
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| control field |
334765 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210816151821.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
131028s2014 ilua b 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781629500041 |
| 040 ## - CATALOGING SOURCE |
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| Description conventions |
rda |
| 050 14 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB 1033 |
| Item number |
.St97 2014 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Sturtevant, James Alan, |
| 9 (RLIN) |
33339 |
| 245 10 - TITLE STATEMENT |
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| Title |
You've gotta connect : |
| Remainder of title |
building relationships that lead to engaged students, productive classrooms, and higher achievement / |
| Statement of responsibility, etc |
by James Alan Sturtevant. |
| 246 3# - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
You have got to connect |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Building relationships that lead to engaged students, productive classrooms, and higher achievement |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Chicago, Illinois : |
| Name of publisher, distributor, etc |
Incentive Publications by World Book, a Scott Fetzer Company, |
| Date of publication, distribution, etc |
[2014]. |
| 264 #1 - PUBLISHER--PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Chicago, Illinois : |
| Name of publisher, distributor, etc |
Incentive Publications by World Book, a Scott Fetzer Company, |
| Date of publication, distribution, etc |
[2014]. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
279 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
23 cm. |
| 336 ## - rdacontent |
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| Content type term (R) |
text |
| Content type code (R) |
txt |
| Source |
rdacontent |
| 336 ## - rdacontent |
|---|
| Content type term (R) |
still image |
| Content type code (R) |
sti |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
"IP 631-1".--Spine. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references (pages 273-279) |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Commitment Don't Start Class Without It -- The Pitch -- Why Connect? -- What Is Connection? -- Major in Chemistry -- Get-Connected! Action Steps -- Connection Do's and Don'ts -- Repeat That! -- It's Just Her! It's Just Him! -- Up for Grabs -- What's Working? Start There! -- Learning Targets Checklist -- Acceptance It's Not the Kids, It's YOU -- The Pitch -- Take a Close Look (Your biases are showing) -- Get an Attitude Adjustment -- Beware the Teachers' Lounge -- Kiss Nostalgia Goodbye -- Trade Annoyance for Acceptance -- Get-Connected! Action Steps -- Attitude Inventory -- Change Your Self-Talk -- Give It a Rest! -- Up Close & Personal -- Environment Stealth Check -- Repeat That, but Change the Subject -- Pardon Me, Your Biases Are Showing -- Learning Targets Checklist -- Communication What You Say (and How You Say It) Matters -- The Pitch -- Put Yourself Out There -- Get to Know Them -- Get to the One-on-One -- Watch What You Say -- Watch How You Say It -- Notice What They Hear -- More Words About Words -- You're Being Watched -- Be Wary of Needy Messages -- Protect Students -- Make a Pact -- Be Polite -- Get-Connected! Action Steps -- Cultural Literacy Checkup -- Invitation to Connection -- How Do I Know You? -- What Do I Really Say? -- What Do My Students Hear? -- Hone In on Tone -- Anxiety Check -- Take Affirmative Action -- Learning Targets Checklist -- Nonverbal Communication What You Don't Say Matters -- The Pitch -- Ramp Up Awareness -- Learn to Read Signals -- Face -- Arms & Hands -- Legs & Feet -- Posture -- Join Forces -- Get-Connected! Action Steps -- What Do I Broadcast? -- What Do Students Broadcast? -- Without a Word -- Mirror Movements -- On a Mission -- Learning Targets Checklist -- Safety They've Gotta Know You Have Their Backs -- The Pitch -- Check Your Mindset -- Do a Safety Inspection -- Plan That First Impression -- Set the Tone -- Clarify Expectations -- My First-Day Preparations -- Survive Beyond Day One -- Meet the Warm Demander -- Get-Connected! Action Steps -- Safety Inspection -- Listen In on First Impressions -- You'll Love This Class! -- What Can We Expect? -- What Did You Hear? -- How Do You Stack Up? -- Grow as a Warm Demander -- Learning Targets Checklist -- Enjoyment If You're Not Smiling, You're Not Connecting -- The Pitch -- Find 1,000 Ways to Laugh -- Tell Jokes -- Capitalize on Fun Phrases -- Add Wisdom -- Tell Personal Stories -- Connect with Care -- Embrace the Class Clown -- General Disruptions -- Sarcasm -- Derision -- Get-Connected! Action Steps -- Joke-Telling 101 -- Storytelling 101 -- Photo-Embellished Stories -- Signature Phrase Cache -- Safe Humor -- Behold, the Class Clown! -- Managing the Class Clown -- Learning Targets Checklist -- Advocacy Run Toward Trouble -- The Pitch -- Look for Trouble -- Don't Borrow Trouble -- Preconceived Notions -- Unrealistic Expectations -- Reputations & Stereotypes -- Differences & Disappointments -- Egos & Humility -- Connections Over the Long Haul -- Handle Double Trouble -- Confront Colleague Trouble -- Get-Connected! Action Steps -- How Did I Handle That? -- Welcome to Conflict! -- Typecasting the Teacher -- Past Efforts -- Your Intervention Plan -- Turnaround: The Inside Story -- It's Not Just Lunch -- Learning Targets Checklist. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Demonstrates how to build a strong student-teacher connection in the classroom. A secure and trusting relationship between teacher and students is at the heart of positive discipline and a safe, productive classroom. The positive effects of building teacher-student relationships impact all aspects of classroom life. Students come to class and like to be there, they are more engaged in learning, they retain more of what they learn, and their creativity is unleashed. There are fewer behavior issues, lower dropout rates, and more harmony between class members. With humor, practical action steps for the teacher, and a few wacky stories, Jim Sturtevant shows all educators how to connect with students and operate a classroom in ways that show acceptance, breed mutual respect, handle and reduce conflict, build self-esteem, support students in trouble, and add peace and enjoyment. --Amazon.com |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teacher-student relationships. |
| 9 (RLIN) |
33340 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Effective teaching |
| Form subdivision |
Anecdotes. |
| 9 (RLIN) |
33341 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Communication in education. |
| 9 (RLIN) |
20711 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teaching. |
| 9 (RLIN) |
33342 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teachers. |
| 9 (RLIN) |
33343 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Item type |
Circulation |
| 984 ## - WLN AUTOMATIC HOLDINGS STATEMENT (OCLC) |
|---|
| Holding library identification number |
000194 |
| Physical description codes |
lac |
| Holding library identification number |
000898 |
