EMPOWERING DISCIPLINE by Vicki PhillipsThird Edition (Revised and Expanded, (c) 2011) Most school discipline programs have one thing in common; their primary goal is to CONTROL student behavior. This tends to work with the majority of students; however there remains a group with whom nothing seems to work--so we label these students as "at-risk" and attempt to tighten our control. The author of this book, Vicki Phillips, was principal of an award-winning alternative school for at-risk students for twenty-two years. Since all of her students were at-risk, she had to come up with strategies which would work with them, which meant applying a non-traditional approach. After years of being successful with students labeled difficult by the mainstream, Vicki shares her approach in this book and guarantees that it works! Vicki calls for a shift in our thinking about the issue of control. Traditionally, schools try to "control" these students. When this doesn't work, the schools escalate the control, which causes the students to escalate their behavior. Students with no aspirations, who feel they have nothing to lose, can end up "winning" any power-struggle since they don't care about our "consequences"! "Control" becomes counter-productive and these students spiral downhill. In contrast, Vicki's strategies recognize the need of most at-risk students to be self-directed, and they involve working with students instead of against them. They are based on therapeutic principles and are designed to build emotional intelligence and "perspective modification," so that students will view the situation in a different way and choose to respond more appropriately. COMMENTS ABOUT EMPOWERING DISCIPLINE "Vicki Phillips' book EMPOWERING DISCIPLINE provides what every classroom teacher needs these days: practical strategies and perspectives to help kids who aren't happy campers in school discover their true strengths and abilities. Her book can save teachers from wasting time on externally-controlling discipline systems and help them turn the 'at-risk' student into the 'at-promise' learner!" --Thomas Armstrong, PhD., Author of THE MYTH OF THE ADD CHILD, MULTIPLE INTELLIGENCES IN THE CLASSROOM, & AWAKENING YOUR CHILD'S NATURAL GENIUS "Finally! A discipline model that blends the needs of at-risk students, indeed all students, and the kinds of teacher behaviors that can make school an exciting and emotionally safe place for everyone. If you are looking for effective, positive, and preventative ways to deal with disruptive behavior, rebelliousness, resistance, passive learning, and problems of student dropout or truancy, you'll find answers here." --Jane Bluestein, PhD., author of 21st CENTURY DISCIPLINE: Teaching Students Responsibility & Self-Control and BEING A SUCCESSFUL TEACHER "Vicki Phillips clearly understands at-risk kids and their powerful need to make their own choices regardless of whether the choices get them in trouble. EMPOWERING DISCIPLINE is an exciting practical tool for anyone working with 'discipline resistant' kids because it gives step-by-step directions for how to get the most resistant kids to make good choices about their behavior as well as their school work. If you ever wondered what in the world to say or do with an oppositional teenager, EMPOWERING DISCIPLINE is the help you need. --Joyce Divinyi, M.S., Licensed Professional Counselor, Director of The Wellness Connection, author of SUCCESSFUL STRATEGIES FOR WORKING OR LIVING WITH DIFFICULT KIDS
Armed with practical ideas for getting started at both the school and district levels, Phillips and Olson remind us that the best way to evaluate teaching performance is to use a balanced approach that includes multiple measures.
Teachers deserve to get the feedback and support that are necessary to make learning as powerful as possible for both their students and themselves. Based on research from the Bill & Melinda Gates Foundation and the experiences of nearly 3,000 teachers across the United States, Vicki Phillips and Lynn Olson reveal multiple ways to identify effective teaching and provide teachers with actionable, reliable information they can trust to continuously improve their performance. Teachers and administrators will learn how and why it's critical to (1) measure effective teaching, (2) ensure high-quality data, and (3) invest in improvement. Armed with practical ideas for getting started at both the school and district levels, Phillips and Olson remind us that the best way to evaluate teaching performance is to use a balanced approach that includes multiple measures.
For over a decade, Chicagoans woke up to Bob "Uncle Bobby" Collins on their radio. The WGN-AM 720 morning radio host's death brought an outpouring of emotion and tears as Chicagoans sought to share their grief. Noted for his folksy radio personality, Collins was as genuine as he seemed and a friend with many. His charitable works, especially with the Salvation Army and WGN's Neediest Kids Fund, were unmatched. Every morning, Uncle Bobby is missed in Chicago. I Remember Bob Collins is a collection of anecdotes about the legendary broadcaster from his friends, fans, fellow broadcasters, and the media. Some notable figures include Wally Phillips, former governor Jim Edgar, Chicago mayor Richard Daley, Tom Collins, as well as many others who share their memories of Bob Collins.
There are two distinct strands in the literature on gambling: one that focuses on how to play and win the various games of chance and one that focuses on gambling compulsion and addiction. Gambling and Gender forges a new direction, studying gambling as more communication than compulsion, more recreation than deviance, more sociology than psychology. Within that framework it seeks to explore several aspects of gender: How do the gambling behaviors of men and women differ? How have women adapted to and/or changed the historically male dominance of the gambling arena? What gambling activities have women claimed as their own and used to develop uniquely female relationships? How have recent trends in technology and mass media changed the ways in which men and women claim - or reject - their gender identities? The authors use a variety of research strategies, including content analysis, survey research, interviews, and participative observation, to shed new light on this fascinating subject and to suggest ways to explore it further.
Outline and discussion of a set of approaches that have been increasingly adopted in the USA by educators and administrators as they attempt to ensure the success of educational reforms designed to improve public schooling.
This work is an exploration of the relationship which psychotherapy has with religion. Sigmund Freud and Carl Rogers were chosen for this exposition because they were each seduced by the high status given to science. Freud and Rogers, both founders of psychotherapies, left a legacy which is not that of scientists whom they claimed they were. Freud and Rogers each had a problematic relationship with religion. This has had a lasting effect on the work and attitudes of their respective followers. In order to explore effectively this relationship, the work begins with a critical examination of the historical context in which both Freud and Rogers worked, and how in their determination to be scientists both missed the importance of the religious. The work continues with an exploration of the effects of this legacy on the work of contemporary psychotherapists. The context in which their followers work relies on a relationship with the founder, which goes beyond that of science, and in addition, each practitioner is influenced by socio-economic circumstances which are peculiar to them. The resistance from psychotherapists to embrace religion has been complex, although, as it will be illustrated, today there are some who are acknowledging the importance of the spiritual. That psychotherapy functions as a religious movement has been excluded by practitioners in their determination to reflect the wishes of their founder, which was that their work should be regarded as science. Psychotherapists have traditionally been considered the custodians of the real and that their clients are the ones suffering from delusions. With respect to their attitudes to religion–not least the spiritual–the positions seem to be reversed.
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