{"product_id":"teacher-effectiveness-training-isbn-9780609809327","title":"Teacher Effectiveness Training","description":"For nearly thirty years, \u003cb\u003eTeacher Effectiveness Training\u003c\/b\u003e, or the T.E.T. book, based on Dr. Thomas Gordon’s groundbreaking program, has taught hundreds of thousands of teachers around the world the skills they need to deal with the inevitable student discipline problems effectively and humanely.\u003cbr\u003e\u003cbr\u003eNow revised and updated, T.E.T. can mean the difference between an unproductive, disruptive classroom and a cooperative, productive environment in which students flourish and teachers feel rewarded.\u003cbr\u003e\u003cbr\u003eYou will learn:\u003cbr\u003e\u003cbr\u003e• What to do when students give you problems\u003cbr\u003e• How to talk so that students will listen\u003cbr\u003e• How to resolve conflicts so no one loses and no one gets hurt\u003cbr\u003e• How to best help students when they’re having a problem\u003cbr\u003e• How to set classroom rules so that far less enforcement is necessary\u003cbr\u003e• How to increase teaching and learning time\"T.E.T. is bound to be as great for you as it was for me.\"\u003cbr\u003e\u003cbr\u003e-- Dr. Charles R. Bruning, Associate Professor of Teacher Education, University of Minnesota, Minn.\u003cbr\u003e\u003cbr\u003e\"T.E.T. is tops! I feel elated with the results of the course.\"\u003cbr\u003e\u003cbr\u003e-- Dr. Ronald Simcox, Superintendent, Hinsdale District 181 (Chicago)\u003cbr\u003e\u003cbr\u003e\"T.E.T. supplies the building blocks for effective teacher-student relationships.\"\u003cbr\u003e\u003cbr\u003e-- Dr. Joseph C. Clancy, School Psychologist, Newton (Mass.) Public Schools\u003cbr\u003e\u003cbr\u003e\"T.E.T. reaches beyond the classroom into all relationships in the school. I consider T.E.T. to be the most valuable program offered to school during my 22 years as a teacher and administrator.\"\u003cbr\u003e\u003cbr\u003e-- Kenneth Fields, Principal, Trinity Street Elementary School, Los Angeles, Calif.\u003cbr\u003e\u003cbr\u003e\"Teacher Effectiveness Training has proven to be the most sought after and appreciated of all the in-service training programs we offer to teachers in Lutheran pre-schools, elementary and high throughout the United States.\"\u003cbr\u003e\u003cbr\u003e-- Norman Junghans, Project Effectiveness Training for Lutherans, Lutheran Church, Missouri Synod\u003cbr\u003e\u003cbr\u003e\"T.E.T. has had tremendous impact. I would not have the slightest hesitation to recommend it.\"\u003cbr\u003e\u003cbr\u003e-- Joseph E. Stephens, Assistant Superintendent, Tooele County (Utah) School DistrictDr. Thomas Gordon, a licensed clinical psychologist, has authored nine books, including \u003cb\u003eParent Effectiveness Training\u003c\/b\u003e (P.E.T.) and\u003cb\u003e Leader Effectiveness Training\u003c\/b\u003e (L.E.T.). These books have sold more than six million copies worldwide. He was nominated for the Nobel Peace Prize three times and was a consultant to the White House Conference on Children. Dr. Gordon founded Gordon Training International (www.gordontraining.com), a human relations training organization with programs for parents, teachers, and businesspeople. Gordon Training International is based in Solana Beach, California, and has representatives in more than thirty countries around the world.\u003cb\u003eTeacher-Learner Relationships: The Missing Link\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003eTeaching is a universal pursuit-everybody does it. Parents teach  their children, employers teach their employees, coaches teach their  players, wives teach their husbands (and vice versa), and, of course,  professional teachers teach their students. This is a book about how  teaching can become remarkably more effective than it usually  is-about how it can bring more knowledge and maturity to learners  while simultaneously cutting down on conflicts and creating more  teaching time for teachers.\u003cbr\u003e\u003cbr\u003eAlthough Teacher Effectiveness Training (T.E.T.) is a complete  program for professionals, the methods and skills we offer here will  increase the effectiveness of anyone who instructs.\u003cbr\u003e\u003cbr\u003eAdults spend an amazing amount of time teaching young people. Some of  that time is richly rewarding because helping children of any age  learn new skills or acquire new insights is a joyous experience. It  makes one feel good-as a parent, a teacher, or youth leader-to  contribute to the growth of a child, to realize one has given  something of oneself to enrich the life of another human being. It is  exhilarating to watch a young person take from a teaching  relationship something new that will expand his understanding of the  world or add to his repertoire of skills.\u003cbr\u003e\u003cbr\u003eBut as everybody knows, teaching young people can also be terribly  frustrating and fraught with disappointment. All too often, parents,  teachers, and youth workers discover to their dismay that their  enthusiastic desire to teach something worthwhile to young people  somehow fails to engender an enthusiastic desire in their students to  learn. Instead, those who endeavor to teach encounter stubborn  resistance, low motivation, short attention spans, inexplicable  disinterest, and often open hostility.\u003cbr\u003e\u003cbr\u003eWhen young people, seemingly without reason, refuse to learn what  adults are so unselfishly and altruistically willing to teach them,  teaching is anything but exhilarating. In fact, it can be a miserable  experience leading to feelings of inadequacy, hopelessness, sheer  exasperation-and, too frequently, deep resentment toward the  unwilling and ungrateful learner.\u003cbr\u003e\u003cbr\u003eWhat makes the difference between teaching that works and teaching  that fails, teaching that brings rewards and teaching that causes  pain? Certainly, many different factors influence the outcome of  one's efforts to teach another. But it is the thesis of this book  that one factor contributes the most-namely, the degree of  effectiveness of the teacher in establishing a particular kind of  relationship with students.\u003cbr\u003e\u003cbr\u003eIt is the quality of the teacher-learner relationship that is  crucial-more crucial, in fact, than what the teacher is teaching, how  the teacher does it, or whom the teacher is trying to teach. How to  achieve this effective quality is what this book is all about.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWhat's Crucial About the Teacher-Student Relationship\u003cbr\u003e\u003c\/b\u003e\u003cbr\u003eIt is essential to zero in on the fact that teaching and learning are  really two different functions-two separate and distinct processes.  Not the least of the many differences between teaching and learning  is that the process of teaching is carried out by one person while  the process of learning goes on inside another. Obvious? Of course.  But worth thinking about. Because if teaching-learning processes are  to work effectively, a unique kind of relationship must exist between  these two separate parties-some kind of a connection, link, or bridge  between the teacher and the learner.\u003cbr\u003e\u003cbr\u003eMuch of this book therefore deals with the communication skills  required by teachers to become effective in making those connections,  creating those links, and building those bridges. These essential  communication skills actually are not very complex—certainly not hard for any teacher to understand—although  they require practice like any other skill, such as golf, skiing,  singing, or playing a musical instrument. Nor do these critical  communication skills place unusual demands on teachers to absorb vast  amounts of knowledge about the \"philosophy of education,\"  \"instructional methodologies,\" or \"principles of child development.\"\u003cbr\u003e\u003cbr\u003eOn the contrary, the skills we shall describe and illustrate  primarily involve talking-something most of us do very easily. Since  talk can be destructive to human relationships as well as enhancing,  talk can separate the teacher from students or move them closer  together. Again, obvious. But again, worth further thought. For the  effect that talk produces depends on the quality of the talk and on  the teacher's selection of the most appropriate kind of talk for  different kinds of situations.\u003cbr\u003e\u003cbr\u003eOur instruction for teacher effectiveness, then, builds on top of  elementary operations that teachers already perform every day. It is  an additional set of skills, an extra sensitivity, an extra  accomplishment.\u003cbr\u003e\u003cbr\u003eTake praise as an example. Every teacher knows how to praise  children. The teacher effectiveness training we offer builds from  that point on. We will demonstrate how one kind of praising message  will most likely cause students to feel terribly misunderstood and  slyly manipulated, while a slightly different message has a high  probability of making students see you as a person who is human and  genuine, as well as a person who really cares.\u003cbr\u003e\u003cbr\u003eResearch-literally volumes of it-has shown how critical listening is  in facilitating learning. Here again, every teacher, with a few  unfortunate exceptions, is biologically equipped to listen and is  well practiced in the act of listening to what kids communicate.  Teachers do it every day. Yet what they think they hear is not  necessarily what the learner is trying to communicate. Our kind of  teacher effectiveness training will teach you a simple method by  which you can check on the accuracy of your listening to make sure  that what you hear is what the student really means. At the same  time, it will prove to the student that you have not only heard him  but have understood.\u003cbr\u003e\u003cbr\u003eParenthetically, we will also point out when it is very inappropriate  to listen to kids. At certain times, when you are teaching them  something in the classroom or at home and you find their behavior  disruptive or unacceptable, the advice \"Be a good listener\" should be  ignored. We will show you why at such times you must send your own  strong message instead, confronting the children with how they are  interfering with your rights-and we will demonstrate how you can send  such a message with little risk of their feeling squelched, put down,  or even defensive.\u003cbr\u003e\u003cbr\u003eIt seems necessary now to make an important disclaimer: This book is  not about what teachers or parents should be teaching children and  youth. That issue must be left to others far more experienced in  designing curricula, formulating educational objectives, and making  value judgments about what is important for young people to learn-at  home and in school. In fact, opinions on such matters will vary from  home to home, from school to school, and from one type of community  to another.\u003cbr\u003e\u003cbr\u003eOur training rests basically on the assumption that the quality of  the teacher-learner relationship is crucial if teachers are to be  effective in teaching anything-any kind of subject matter, any  \"content,\" any skills, any values or beliefs. History, math, English  composition, literature, or chemistry-all can be made interesting and  exciting to young people by a teacher who has learned how to create a  relationship with students in which the needs of the teacher are  respected by the students and the needs of the students are respected  by the teacher.\u003cbr\u003e\u003cbr\u003eFace it: even basketball, art, gymnastics, or sex education can be  taught so that students are bored, turned off, and stubbornly  resistant to learning-if the teacher fosters relationships that make  students feel put down, distrusted, misunderstood, pushed around,  humiliated, or critically evaluated.\u003cbr\u003e\u003cbr\u003eIn most schools a very high percentage of time that could be  teaching-learning time is taken up with student problems that  teachers are rarely trained to help solve, or teacher problems  created by reactive or rebellious students whom teachers cannot  control. The skills and methods for teacher effectiveness we offer in  this book will give teachers more time to teach, whatever the subject  matter. They will also open up more time in which real learning  occurs. In each chapter we will introduce a new set of skills; each  will have the effect of enlarging what we call \"teaching-learning  time\"-periods when teachers are permitted by their students to teach  and students are motivated by their teacher to learn.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTested Skills, Not Vague Abstractions\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eThe skills and methods offered in this book have been taught to  hundreds of thousands of teachers throughout the United States and in  many countries around the world in a training program known as  Teacher Effectiveness Training, or simply T.E.T.\u003cbr\u003e\u003cbr\u003eFirst designed in 1966, T.E.T. has been widely accepted for  in-service training of teachers in public and private  schools-teachers who teach in preschools, elementary schools, middle  schools, and high schools. The T.E.T. course evolved quite naturally  from the first effectiveness training course, called Dr. Thomas  Gordon's Parent Effectiveness Training, which came to be called  P.E.T. and has been taught throughout the United States and in  forty-three foreign countries. Teachers and administrators began to  hear from parents about what they had learned in P.E.T. and asked  that the course be given to their districts' teachers, so they could  apply the same communication skills and conflict-resolution methods  to students in the classroom. Within a year a special course was designed for  schoolteachers, tailored to fit the special and unique human  relations problems teachers face in classes with thirty to forty  captive students all at once.\u003cbr\u003e\u003cbr\u003eThis book includes the same principles, skills, and methods that we  developed, refined, and tested in our in-service work with teachers  in the T.E.T. course. Many of the illustrations and case histories  throughout the book have been drawn from these teachers.\u003cbr\u003e\u003cbr\u003eBased on this experience, the teacher effectiveness we describe step  by step in this book is naturally oriented toward developing very  specific skills-that is, we will focus on practical things that  teachers can say and do every day in the classroom, not on abstract  educational concepts.\u003cbr\u003e\u003cbr\u003eExperience with teachers in the T.E.T. classes has made us somewhat  critical of the formal education of most teachers; it seems to  familiarize them with terms, ideas, and concepts without providing  them with practical ways to put these abstractions to work in the  classroom. We are talking about such concepts as \"respect for the  needs of students,\" \"affective education,\" \"classroom climate,\"  \"freedom to learn,\" \"humanistic education,\" \"the teacher as a  resource person,\" \"two-way communication,\" and the like.\u003cbr\u003e\u003cbr\u003eIn T.E.T. such ideas and concepts are given what scientists call  \"operational definitions\"-they are defined in terms of specific  operations, things teachers can actually do, specific messages they  can communicate.\u003cbr\u003e\u003cbr\u003eTake, for example, a concept most teachers have heard over and over  again in their training-\"respect for the needs of the student.\"  What's lacking is specific operations teachers can perform that would  show respect for the needs of students. It becomes eminently clear,  however, how they can make that concept real when they learn in  T.E.T. about Method III, the no-lose method of resolving conflicts  between teachers and students. Method III is a six-step process:  teacher and students problem-solve until they come up with a solution  that permits the teacher's needs to be met (respected) and the  students' needs to be met (respected), too.\u003cbr\u003e\u003cbr\u003eMethod III offers teachers a specific tool they can use every day to  ensure that their students' needs are respected without teachers  paying the price of having their own needs frustrated. In T.E.T.,  respect for students' needs becomes something more than an  abstraction for teachers-they learn how to actually bring it about.\u003cbr\u003e\u003cbr\u003eThe same is true with the concept of \"democracy in the classroom.\"  T.E.T. shows teachers the skills and procedures required to create a  living democracy through the classroom rule-setting meeting, in which  all members of the class, including the teacher, participate in  determining the rules everyone will be expected to follow. T.E.T.  also offers teachers workable alternatives to the traditional use of  power and authority (which is, of course, the direct antithesis of  democratic relationships).\u003cbr\u003e\u003cbr\u003eMany teachers have described the T.E.T. course as an experience in  learning how to bring about what previously had been only idealistic  abstractions that they had been taught to value highly.Revised and Updated, Over 1 Million copies sold","brand":"Crown","offers":[{"title":"Default Title","offer_id":46303717949669,"sku":"NP9780609809327","price":19.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780609809327.jpg?v=1767737823","url":"https:\/\/k12savings.com\/es\/products\/teacher-effectiveness-training-isbn-9780609809327","provider":"K12savings","version":"1.0","type":"link"}