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Classroom Management for Elementary Teachers,9780205308385

Classroom Management for Elementary Teachers

by ; ;
Edition:
5th
ISBN13:

9780205308385

ISBN10:
0205308384
Format:
Paperback
Pub. Date:
1/1/2000
Publisher(s):
Allyn & Bacon
List Price: $42.00
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Summary

Based on extensive research conducted by the authors in more than 500 classrooms over the past 25 years, this best-selling book presents students with a thoroughly practical, hands-on approach to classroom management. It helps an instructor perform one of the most basic tasks for a teacher to develop a smoothly running classroom that encourages learning! Classroom Management for Elementary Teachers gives teachers the information and skills they need to establish classroom management systems. Written for the prospective elementary level teacher, the content is organized so that it can be readily applied in the classroom setting. It addresses the planning decisions teachers must make arranging the physical space, establishing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, addressing problem behavior, using good communication skills, and managing special groups. All examples, checklists, case studies, and group activities are at the elementary level.

Table of Contents

Preface xi
CHAPTER 1 Organizing Your Classroom and Supplies
1(16)
FOUR KEYS TO GOOD ROOM ARRANGEMENT
3(1)
SUGGESTIONS FOR ARRANGING YOUR CLASSROOM
4(9)
Wall and Ceiling Space
4(2)
Floor Space
6(5)
Storage Space and Supplies
11(2)
FURTHER READING
13(1)
SUGGESTED ACTIVITIES
14(2)
CHECKLIST 1: Room Preparation
16(1)
CHAPTER 2 Choosing Rules and Procedures
17(22)
WHY ALL KINDS OF CLASSROOMS NEED RULES AND PROCEDURES
18(1)
PRELIMINARY CONSIDERATIONS
19(6)
Definition of Terms
19(1)
Identifying School Rules and Procedures
20(1)
Planning Your Classroom Rules
21(2)
Student Participation in Rule Setting
23(2)
PLANNING CLASSROOM PROCEDURES
25(8)
Procedures for Room Use
25(1)
Procedures during Individual Work and Teacher-Led Activities
26(2)
Transitions into and out of the Room
28(2)
Procedures during Small-Group Instruction
30(1)
Procedures during Cooperative Group Activities
31(1)
General Procedures
31(2)
FURTHER READING
33(1)
SUGGESTED ACTIVITIES
34(1)
CASE STUDY 2.1: Classroom Procedures and Rules in a Second-Grade Class
35(1)
CASE STUDY 2.2: Using Centers in a Multitask Classroom
36(1)
CHECKLIST 2: Rules and Procedures
37(2)
CHAPTER 3 Managing Student Work
39(16)
CLEAR COMMUNICATION OF ASSIGNMENTS AND WORK REQUIREMENTS
41(2)
Instructions for Assignments
41(1)
Standards for Form, Neatness, and Due Dates
42(1)
Procedures for Absent Students
42(1)
MONITORING PROGRESS ON AND COMPLETION OF ASSIGNMENTS
43(3)
Monitoring Work in Progress
43(1)
Monitoring the Completion of Assignments
44(1)
Maintaining Records of Student Work
45(1)
Managing Portfolios
45(1)
MANAGING THE PAPERWORK
46(1)
FEEDBACK TO STUDENTS
47(1)
FURTHER READING
48(1)
SUGGESTED ACTIVITIES
49(1)
CASE STUDY 3.1: Managing Student Work
49(1)
CASE STUDY 3.2: Keeping Students Involved during Center Activities
50(1)
CASE STUDY 3.3: Math Accountability Procedures in an Intermediate Grade
51(1)
CASE STUDY 3.4: Poor Work and Study Habits in a Fourth-Grade Class
52(1)
CHECKLIST 3: Accountability Procedures
53(2)
CHAPTER 4 Getting Off to a Good Start
55(30)
TEACHING RULES AND PROCEDURES
56(3)
PLANNING FOR A GOOD BEGINNING
59(10)
Important Considerations
59(1)
Some Typical Activities
59(6)
Communicating with Parents
65(1)
Special Problems
66(3)
Preparing for a Substitute
69(1)
FURTHER READING
69(1)
SUGGESTED ACTIVITIES
70(1)
CASE STUDY 4.1: Beginning the Year in a Literature-Based Primary Classroom
71(7)
CASE STUDY 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning
78(5)
CHECKLIST 4: Preparation for the Beginning of School
83(2)
CHAPTER 5 Planning and Conducting Instruction
85(24)
PLANNING INSTRUCTIONAL ACTIVITIES
86(10)
Types of Planning
87(1)
Types of Instructional Activities
87(5)
Arranging Activities within a Lesson
92(1)
Planning for Clear Instruction
93(2)
Technology in the Classroom
95(1)
KOUNIN'S CONCEPTS FOR MANAGING WHOLE-GROUP INSTRUCTION
96(5)
Preventing Misbehavior
96(3)
Managing Movement
99(1)
Maintaining Group Focus
99(2)
TROUBLESHOOTING COMMON PROBLEMS IN CONDUCTING INSTRUCTION
101(3)
Transitions
102(1)
Clarity
103(1)
FURTHER READING
104(1)
SUGGESTED ACTIVITIES
104(1)
PROBLEM 5.1
105(1)
PROBLEM 5.2
105(1)
PROBLEM 5.3
105(1)
PROBLEM 5.4
105(1)
CASE STUDY 5.1: A Science Lesson in a Sixth-Grade Class
106(1)
CHECKLIST 5: Planning for Instruction
107(2)
CHAPTER 6 Managing Cooperative Learning Groups
109(20)
RESEARCH ON COOPERATIVE LEARNING
110(1)
EXAMPLES OF GROUP ACTIVITIES
111(1)
STRATEGIES AND ROUTINES THAT SUPPORT COOPERATIVE LEARNING
112(4)
Room Arrangement
112(1)
Talk and Movement Procedures
113(1)
Group Attention Signals
114(1)
Promoting Interdependence within the Group
115(1)
Individual Accountability
115(1)
MONITORING STUDENT WORK AND BEHAVIOR
116(2)
INTERVENTIONS FOR GROUPS
118(1)
EFFECTIVE GROUP WORK SKILLS
119(2)
Social Skills
119(1)
Explaining Skills
119(1)
Leadership Skills
120(1)
BEGINNING THE USE OF COOPERATIVE LEARNING GROUPS
121(5)
Room Arrangement
121(1)
Procedures and Routines
121(1)
Forming Groups
121(1)
Initial Group Tasks
122(1)
Teaching Group Skills
123(2)
Student Goals and Participation
125(1)
Using Group and Individual Rewards
125(1)
FURTHER READING
126(1)
SUGGESTED ACTIVITIES
127(1)
CHECKLIST 6: Planning for Cooperative Group Instruction
127(2)
CHAPTER 7 Maintaining Appropriate Student Behavior
129(18)
MONITORING STUDENT BEHAVIOR
131(2)
CONSISTENCY
133(1)
PROMPT MANAGEMENT OF INAPPROPRIATE BEHAVIOR
134(1)
Four Ways to Manage Inappropriate Behavior
135(1)
BUILDING A POSITIVE CLIMATE
135(2)
IMPROVING CLASS CLIMATE THROUGH INCENTIVES AND REWARDS
137(4)
Recognition
138(1)
Activities
138(1)
Symbols
139(1)
Material Incentives
140(1)
CAUTION IN THE USE OF REWARDS
141(1)
FURTHER READING
142(1)
SUGGESTED ACTIVITIES
143(2)
PROBLEM 7.1: Misbehavior in a Third-Grade Class
145(2)
CHAPTER 8 Communication Skills for Teaching
147(24)
CONSTRUCTIVE ASSERTIVENESS
150(3)
Stating the Problem or Concern
151(1)
Body Language
152(1)
Obtaining Appropriate Behavior
152(1)
EMPATHIC RESPONDING
153(3)
Listening Skills
154(1)
Processing Skills
155(1)
PROBLEM SOLVING
156(4)
A NOTE ON TALKING WITH PARENTS
160(1)
FURTHER READING
161(1)
SUGGESTED ACTIVITIES
162(4)
ACTIVITY 8.1: Developing Assertiveness Skills
162(1)
ACTIVITY 8.2: Recognizing Listening Responses
163(1)
ACTIVITY 8.3: Producing Empathic Responses
164(1)
ACTIVITY 8.4: Problem-Solving Exercises
165(1)
ACTIVITY 8.5: Dialogue Analysis
166(1)
VIGNETTES
166(2)
DIALOGUE 8.1: Brad
166(1)
DIALOGUE 8.2: Alice and Alicia
167(1)
DIALOGUE 8.3: Terrence
168(1)
ASSERTIVENESS ASSESSMENT SCALES
168(3)
CHAPTER 9 Managing Problem Behaviors
171(24)
WHAT IS PROBLEM BEHAVIOR?
173(1)
Nonproblem
173(1)
Minor Problem
173(1)
Major Problem but Limited in Scope and Effects
173(1)
Escalating or Spreading Problem
173(1)
GOALS FOR MANAGING PROBLEM BEHAVIOR
174(1)
MANAGEMENT STRATEGIES
174(13)
Minor Interventions
176(2)
Moderate Interventions
178(3)
More Extensive Interventions
181(6)
SPECIAL PROBLEMS
187(5)
Tattling
187(1)
Rudeness toward the Teacher
188(1)
Chronic Avoidance of Work
189(1)
Fighting
190(1)
Other Aggressive Behavior
191(1)
Defiance or Hostility toward the Teacher
192(1)
A FINAL REMINDER: THINK AND ACT POSITIVELY
192(1)
FURTHER READING
193(1)
SUGGESTED ACTIVITIES
194(1)
CHAPTER 10 Managing Special Groups
195(30)
ASSESSING ENTERING ACHIEVEMENT
196(1)
IDENTIFYING SPECIAL GROUPS
197(1)
STRATEGIES FOR INDIVIDUAL DIFFERENCES
197(12)
Team Teaching
197(2)
Modifying Whole-Class Instruction
199(2)
Supplementary Instruction
201(4)
Individualized Instruction
205(3)
Additional Strategies
208(1)
WORKING WITH SPECIAL NEEDS STUDENTS
209(7)
Students with Learning Disabilities
210(1)
Students with Emotional or Behavioral Problems
210(2)
Students with Attention Deficit and Hyperactivity
212(1)
Students Who Are Deaf or Hearing Impaired
213(1)
Students Who Have Visual Impairments
214(1)
Students with Limited English Proficiency
215(1)
TEACHING LOWER-ACHIEVING STUDENTS
216(3)
Active Instruction
216(1)
Organizing and Pacing Instruction
217(1)
Remedial Instruction
217(1)
Building Positive Attitudes
217(2)
TEACHING HIGHER-ACHIEVING STUDENTS
219(1)
FURTHER READING
220(1)
SUGGESTED ACTIVITIES
221(1)
CASE STUDY 10.1: Organizing Reading Instruction for Low Academic Level Students
221(1)
CASE STUDY 10.2: Supporting Students with Auditory Disabilities in the Classroom
222(1)
PROBLEM 10.1: Team Teaching
223(1)
PROBLEM 10.2: A Heterogeneous Class
223(2)
Appendix: Answer Keys for Chapter Activities 225(10)
References and Further Readings 235(4)
Index 239


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