Learning to Trust describes a constructivist approach to classroom management and discipline that was developed by the Child Development Project, a multiyear research and development project that applied attachment theory, care, and self-determination theories to the elementary school classroom. In this book, Marilyn Watson provides an overview of the research on attachment theory and a detailed description of its implications for teaching and classroom
management, while chronicling one teacher, Laura Ecken, and her second-third grade class in a high poverty school across two years as she implements the Child Development Project and manages the class, guided by
attachment theory. Watson documents in detail Laura's day by day and week by week efforts to build caring, trusting relationships with and among her students and describes the many steps Laura takes to guide the class into becoming a caring, learning community while also meeting her students' individual needs for autonomy and competence. Of course, not all goes well in this very real classroom and the ways Laura manages the pressures of competition and students' many
misbehaviors, ordinary and serious, are clearly and sometimes humorously described. Such teaching is not easy, and is counter to more controlling management approaches common in many schools. The book
concludes with a chapter on how teachers might find support in their current schools for this more collaborative approach to classroom management, as well as a chapter that includes reflections from a number of the students seven years after leaving the class.
Learning to Trust describes a constructivist approach to classroom management and discipline that was developed by the Child Development Project, a multiyear research and development project that applied attachment theory, care, and self-determination theories to the elementary school classroom. In this book, Marilyn Watson provides an overview of the research on attachment theory and a detailed description of its implications for teaching and classroom
management, while chronicling one teacher, Laura Ecken, and her second-third grade class in a high poverty school across two years as she implements the Child Development Project and manages the class, guided by
attachment theory. Watson documents in detail Laura's day by day and week by week efforts to build caring, trusting relationships with and among her students and describes the many steps Laura takes to guide the class into becoming a caring, learning community while also meeting her students' individual needs for autonomy and competence. Of course, not all goes well in this very real classroom and the ways Laura manages the pressures of competition and students' many
misbehaviors, ordinary and serious, are clearly and sometimes humorously described. Such teaching is not easy, and is counter to more controlling management approaches common in many schools. The book
concludes with a chapter on how teachers might find support in their current schools for this more collaborative approach to classroom management, as well as a chapter that includes reflections from a number of the students seven years after leaving the class.
Foreword to First Edition
Alfie Kohn
Foreword to Second Edition
Alfie Kohn
Preface
Introduction: A Classroom Where Everyone Belongs
PART ONE: Attachment Theory and Laura Ecken's Class
1. Understanding Attachment Theory
2. Laura Ecken and Her Second-Third Grade Class
PART TWO: Building Trust
3. Building the Teacher-Student Relationship
4. Teaching Children How to Be Friends
5. Guilding the Community
PART THREE: Managing the Classroom
6. Meeting Students' Needs for Competence and Autonomy
7. Managing Mistakes and Misbehavior: Taking a Teaching Stance
8. Managing Mistakes and Misbehavior: When Teaching and Reminding
Aren't Enough
9. Competition in the Classroom
PART FOUR: Putting It All Together
10. Showing Students How to Compose a Life
11. Finding the Conditions for Success
PART FIVE: Lasting Effects
12. Laura's Students 1 and 7 years later
Epilogue: Bringing it Back Home
Afterword to First Edition
Laura Ecken
Afterword to Second Edition
Laura Ecken
Appendix: Annotated List of References
Marilyn Watson retired in 2001 after 20 years with the
Developmental Studies Center (DSC). As director of the center's
Child Development Project, she guided the DSC's approach to
professional development. Watson is author or coauthor of more than
40 articles and chapters and three books on social, moral or
character education. She chaired the Character Education
Partnership's teacher education project and served on the
Association of Teacher
Education's Commission on Character Education in Teacher Education.
Prior to her work at DSC, Watson taught preschool, was a faculty
member in the education department at Mills College in Oakland,
California, and director of
the Mills College Children's School.
Praise for the First Edition
"This is a wonderful resource for teachers on how to change
classrooms by sharing developmental discipline in a step-by-step
process."
-- Childhood Education
"If you read one book on discipline during your teaching career,
this should be the one."
-- Rethinking Schools
"Learning to Trust should be required reading for any elementary or
secondary school teacher."
-- Education Review
|
Ask a Question About this Product More... |
|
