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Essay / Research Paper Abstract
This 4 page paper explores the main ideas in Diane Levin's book "Teaching Young Children in Violent Times: Building a Peaceable Classroom." Bibliography lists 2 sources.
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4 pages (~225 words per page)
File: D0_HVDLevin.rtf
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Unformatted sample text from the term paper:
into the classroom, making it a violent place as well; its impossible to teach in such conditions. This paper discusses Diane Levins book Teaching Young Children in Violent Times and
her ideas for making the classroom peaceful once again. Discussion The full title of the book were discussing is Teaching Young Children in Violent Times; Building a Peaceable Classroom; Diane
Levin is the author and the second edition appeared in 2003. One of her main ideas is that this constant exposure to violence "leads children to develop repertoires of conflict
behaviors grounded in the use of violence, rather than peace, to achieve solutions" (Corby). Levin uses "constructivist development theory" to present another of her ideas, namely that "the meanings that
young children construct from events and experiences are egocentric, imitative, conflated with fantasy, stimulus-bound, and non-logical. In this stage they are prone, without active adult help, to make the very
worst of violence" (Corby). Clearly, then, it is up to adults to provide some sort of structure so that childrens thinking becomes more complex, and they are able to make
better choices than continually turning to violence as a solution for their problems. Levin constructs a classroom in which children feel safe, because "the first need is to be safe
and to feel safe" (Corby). After addressing the impact of violence on children, Levin describes how to build a peaceful classroom using conflict resolution and other similar tools (Corby).
Her main idea here is that teachers need to help children build conflict-resolution skills that allow them to solve conflicts peacefully, as opposed to seeing the childrens behavior only as
a "management/ discipline problem" (Corby). Particularly important here is the way the teacher reacts when the source of the conflict is a racial or sexual slur; its not sufficient for
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