Full Description
Weinstein, Elementary Classroom Management highlights philosophies and actual management practices of five real teachers. These teachers work in different subjects and in diverse classroom settings. Their stories provide real-life illustrations of the concepts and principles derived from research.
Contents
CONTENTSPrefacePart INurture Students, Build Self-Discipline, and Promote LearningDefinition, Framework, and Guiding PrinciplesLessons from Research and Practice Courtney Bell: Kindergarten Randy Cueto: First and Second Grade Garnetta Chain: Third GradeBarbara Broggi: Fourth GradeKen Kowalski: Fifth GradeWhat Do the Students Say?Concluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganizational Resources Part II: Establishing an Environment for Learning Chapter 2 Designing the Physical EnvironmentSix Functions of the Classroom SettingSecurity and ShelterSocial ContactSymbolic IdentificationTask Instrumentality PleasureGrowthThe Teacher as Environmental DesignerThink about the Activities the Room Will AccommodateThink about Whether the Students in Your Classroom Have Special Needs That Require Environmental ModificationsThink about the Needs of Other Adults in the ClassroomInvolve Students in Environmental DecisionsTry the New Arrangement, Evaluate, and Redesign,Concluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganizational ResourcesChapter 3 Developing Positive Teacher-Student RelationshipsWhy Is Showing Care Important?Ways of Showing Care and Respect for StudentsBe WelcomingLearn about Students' LivesBe Sensitive to Children's ConcernsEstablish and Enforce Clear Expectations for BehaviorBe FairUse HumorBe a Real Person (as Well as a Teacher)Promote Autonomy by Sharing ResponsibilityReduce the Use of Extrinsic ConrolBe InclusiveSearch for Students' StrengthsDevelop Communication SkillsAsk Students How They Feel about the Classroom EnvironmentBe Careful about TouchingConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingChapter 4Fostering Positive Peer RelationshipsBuilding Caring Relationships among StudentsModel and Recognise Prosocial BehaviorProvide Opportunities for Students to Get to Know One AnotherHold Class MeetingsUse Cooperative Learning GroupsTeach Social-Emotional SkillsCurb Peer Harassment and BullyingBe Alert for Instances of Cyber-BullyingBe Alert for Student-to-Student Sexual HarassmentConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganisational ResourcesChapter 5Establishing Expectations for BehaviorResearch on Effective Classroom ManagementDefining Expectations for BehaviorPlanning Norms for General ConductPlanning Routines for Specific SituationsThe First Few Days of School: Teaching Students About ExpectationsTeaching Norms for General ConductTeaching Routines for Specific SituationsConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingChapter 6Knowing Your Students and Their Special NeedsThe Developing Elementary ChildErikson's Theory of Psychosocial DevelopmentAttachment TheoryEnglish Language LearnersChildren with Disabilities and ADHDLearning DisabilitiesHearing LossEmotional Disturbance and Behavioral DisordersAutism Spectrum DisordersAttention-Deficit/Hyperactivity DisorderGeneral Strategies for Helping Children with Disabilities and ADHDChildren Who Are TroubledSubstance AbuseAbuse and NeglectChildren Living in PovertyChildren Who are Gifted and TalentedConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganizational ResourcesChapter 7Working with Families Challenges to Family-Teacher CooperationTeacher Reluctance to Involve Families in SchoolingParent Reluctance to Become Involved in SchoolingFostering Collaboration between Families and SchoolsHelping Families to Fulfill Their Basic ObligationsCommunicating with FamiliesFamily Involvement in SchoolFamily Involvement in Learning Activities at HomeConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganisational ResourcesChapter 8Making the Most of Classroom TimeHow Much Time Is There, Anyway?Increasing Opportunity to LearnMaintaining Activity FlowMinimizing Transition TimeHolding Students AccountableManaging Pull-outs as Efficiently as PossibleConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganizational ResourcesPart III: Organising and Managing Instruction Chapter 9Enhancing Students' Motivation to LearnMotivation: What Is Realistic? What Is Appropriate?An Expectancy X Value FrameworkIncreasing Expectations of SuccessProvide Opportunities for SuccessTeach Students to Set Reasonable Goals and Assess Their Own PerformanceHelp Students Recognize the Relationship between Effort and OutcomeProvide Informative FeedbackProvide Special Motivational Support to Discouraged StudentsEnhancing the Value of the TaskRelate Lessons to Students' Own LivesProvide Opportunities for ChoiceModel Interest in Learning and Express Enthusiasm for the MaterialInclude Novelty/Variety ElementsProvide Opportunities for Students to Respond ActivelyAllow Students to Create Finished ProductsProvide Opportunities for Students to Interact with PeersProvide Extrinsic Rewards (with CautionMotivating Underachieving and Disaffected StudentsConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingChapter 10Managing Independent Work, Recitations, and DiscussionsIndependent Work: What, Why, and How?Designing and Implementing Effective Independent WorkRecitations and Discussions: What, Why, and How?Implementing Effective Recitations Implementing Effective DiscussionsConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingChapter 11Managing Small-Group WorkThe Challenges of Group WorkDesigning and Implementing Effective Group WorkDecide on the Type of Group to UseDecide on the Size of the GroupDecide on Group CompositionStructure Cooperative Tasks for Positive InterdependenceEnsure Individual AccountabilityTeach Students to CooperateMonitor Learning, Involvement, and Cooperative BehaviorThink about What to Do If a Student Doesn't Want to Be in a GroupConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganizational ResourcesPart IV: Protecting and Restoring OrderChapter 12Responding Effectively to Inappropriate BehaviorPrinciples for Dealing with Inappropriate BehaviorDealing with Minor MisbehaviorNonverbal InterventionsVerbal InterventionsDeliberate Non-InterventionDealing with More Serious MisbehaviorSelecting PenaltiesImposing Penalties and Preserving RelationshipsBeing ConsistentPenalising the Group for Individual MisbehaviorDealing with Chronic MisbehaviorResolving Conflicts through Problem SolvingUsing a Behavioral Learning ApproachPositive Behavioral Intervention and Supports (PBIS) and Functional Behavioral AssessmentDealing with Thorny ProblemsTattlingCheatingStealingProfanityDefianceSexually Related BehaviorFailure to Do HomeworkWhen Discipline Violates Students' Constitutional RightsConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganisational ResourcesChapter 13Preventing and Responding to ViolenceStrategies for Preventing ViolenceBuild Supportive School CommunitiesBe Alert to Signs of HateKnow the Early Warning Signs of Potential for ViolenceBe Observant in “Unowned" SpacesBe Attentive to Whispers, Rumors, and ThreatsDe-Escalate Potentially Explosive SituationsResponding to ViolenceKnow Your School's Policies and Emergency PlansCoping with Aggressive BehaviorResponding Effectively to Physical FightsConcluding CommentsSummaryActivities for Skill Building and ReflectionFor Further ReadingOrganisational ResourcesReferencesName IndexSubject IndexNER(01): WOW
