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Classroom Management for Elementary Teachers,9780205455331
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Classroom Management for Elementary Teachers

by ; ;
Edition:
7th
ISBN13:

9780205455331

ISBN10:
0205455336
Media:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $61.33
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Summary

/*0205455336 Emmer, Classroom Management for Elementary Teachers 7e*/ Classroom Management for Elementary Teachers, Seventh Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of research and experience in more than 500 classrooms. This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new elementary school teacher, the text's content is ready to be applied in a classroom setting. The text addresses the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level.

Table of Contents

Preface xv
Organizing Your Classroom and Supplies
1(18)
Four Keys to Good Room Arrangement
3(2)
Suggestions for Arranging Your Classroom
5(9)
Wall and Ceiling Space
5(1)
Floor Space
6(6)
Storage Space and Supplies
12(2)
Further Reading
14(1)
Suggested Activities
15(3)
Checklist 1: Room Preparation
18(1)
Establishing Classroom Norms and Expectations
19(22)
What Is an Effectively Managed Classroom?
20(1)
Preliminary Considerations
21(5)
Definition of Terms
21(1)
Identifying School Rules and Procedures
22(1)
Planning Your Classroom Rules
23(2)
Student Participation in Rule Setting
25(1)
Planning Classroom Procedures
26(9)
Procedures for Room Use
26(2)
Procedures for Individual Work and Teacher-Led Activities
28(2)
Transitions into and out of the Room
30(1)
Procedures for Small-Group Instruction
31(2)
Procedures for Cooperative Group Activities
33(1)
General Procedures
33(2)
Further Reading
35(1)
Suggested Activities
36(1)
Case Study 2.1: Classroom Procedures and Rules in a Second-Grade Class
37(1)
Case Study 2.2: Using Centers in a Multitask Classroom
38(1)
Checklist 2: Norms, Expectations, Rules, and Procedures
39(2)
Fostering Student Accountability
41(17)
Clear Communication of Assignments and Work Requirements
43(3)
Instructions for Assignments
44(1)
Standards for Form, Neatness, and Due Dates
44(2)
Procedures for Absent Students
46(1)
Monitoring Progress on and Completion of Assignments
46(4)
Monitoring Work in Progress
46(1)
Monitoring the Completion of Assignments
47(1)
Maintaining Records of Student Work
48(1)
Managing Student Portfolios
49(1)
Managing the Paperwork
49(1)
Feedback to Students
50(1)
Further Reading
51(1)
Suggested Activities
52(1)
Case Study 3.1: Managing Student Work
52(1)
Case Study 3.2: Keeping Students Involved during Center Activities
53(1)
Case Study 3.3: Using Technology in an Upper Elementary Grade
54(1)
Case Study 3.4: Poor Work and Study Habits in a Fourth-Grade Class
55(1)
Checklist 3: Accountability Procedures
56(2)
Getting Off to a Good Start
58(29)
Creating a Positive Climate in Your Classroom
59(1)
Teaching Rules and Procedures
60(2)
Planning for a Good Beginning
62(10)
Planning for the First Days of School
62(1)
Some Typical Activities
63(5)
Communicating with Parents
68(1)
Special Problems
68(4)
Preparing for a Substitute
72(1)
Further Reading
72(1)
Suggested Activities
73(1)
Case Study 4.1: Beginning the Year in a Literature-Based Primary Classroom
74(7)
Case Study 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning
81(4)
Checklist 4: Preparation for the Beginning of School
85(2)
Planning and Conducting Instruction
87(24)
Planning Instructional Activities
89(11)
Types of Planning
89(1)
Types of Instructional Activities
90(5)
Arranging Activities within a Lesson
95(1)
Planning for Clear Instruction
96(3)
Technology in the Classroom
99(1)
Kounin's Concepts for Managing Whole-Group Instruction
100(3)
Preventing Misbehavior
100(2)
Managing Movement
102(1)
Maintaining Group Focus
102(1)
Common Problems in Conducting Instruction
103(2)
Transitions
103(2)
Clarity
105(1)
Further Reading
105(1)
Suggested Activities
106(1)
Problem 5.1
107(1)
Problem 5.2
107(1)
Problem 5.3
107(1)
Problem 5.4
107(1)
Case Study 5.1: A Science Lesson in a Sixth-Grade Class
108(1)
Checklist 5: Planning for Instruction
109(2)
Managing Cooperative Learning Groups
111(21)
Research on Cooperative Learning
112(2)
Examples of Group Activities
114(1)
Strategies and Routines That Support Cooperative Learning
115(4)
Room Arrangement
115(1)
Talk and Movement Procedures
115(2)
Group Attention Signals
117(1)
Promoting Interdependence within the Group
118(1)
Individual Accountability
118(1)
Monitoring Student Work and Behavior
119(1)
Interventions for Groups
120(1)
Effective Group Work Skills
121(2)
Social Skills
121(1)
Explaining Skills
122(1)
Leadership Skills
122(1)
Beginning the Use of Cooperative Learning Groups
123(5)
Room Arrangement
123(1)
Procedures and Routines
123(1)
Forming Groups
124(1)
Initial Group Tasks
125(1)
Teaching Group Skills
125(2)
Student Goals and Participation
127(1)
Using Group and Individual Rewards
127(1)
Further Reading
128(1)
Suggested Activities
129(1)
Checklist 6: Planning for Cooperative Group Instruction
130(2)
Maintaining Appropriate Student Behavior
132(17)
Monitoring Student Behavior
134(2)
Consistency
136(1)
Management of Inappropriate Behavior
137(1)
Building a Positive Climate
138(2)
Improving Class Climate through Incentives and Rewards
140(3)
Recognition
140(1)
Activities
141(1)
Symbols
141(1)
Material Incentives
142(1)
Caution in the Use of Rewards
143(1)
Further Reading
144(1)
Suggested Activities
145(3)
Problem 7.1: Misbehavior in a Third-Grade Class
148(1)
Communication Skills for Teaching
149(21)
Constructive Assertiveness
152(2)
Stating the Problem or Concern
153(1)
Body Language
153(1)
Obtaining Appropriate Behavior
154(1)
Empathic Responding
154(4)
Listening Skills
156(1)
Processing Skills
156(2)
Problem Solving
158(4)
Talking with Parents
162(1)
Further Reading
162(1)
Suggested Activities
163(1)
Activity 8.1: Developing Assertiveness Skills
163(1)
Activity 8.2: Recognizing Listening Responses
164(1)
Activity 8.3: Producing Empathic Responses
165(1)
Activity 8.4: Problem-Solving Exercises
166(1)
Activity 8.5: Dialogue Analysis
166(1)
Vignettes
166(1)
Dialogue 8.1: Brad
166(1)
Dialogue 8.2: Alice and Alicia
167(1)
Dialogue 8.3: Terrence
168(1)
Assertiveness Assessment Scales
169(1)
Managing Problem Behaviors
170(24)
What Is Problem Behavior?
172(1)
Nonproblem
172(1)
Minor Problem
172(1)
Major Problem but Limited in Scope and Effects
172(1)
Escalating or Spreading Problem
173(1)
Goals for Managing Problem Behavior
173(1)
Management Strategies
174(10)
Minor Interventions
175(2)
Moderate Interventions
177(2)
More Extensive Interventions
179(5)
Special Problems
184(6)
Bullying
185(1)
Tattling
186(1)
Rudeness toward the Teacher
187(1)
Chronic Avoidance of Work
187(2)
Fighting
189(1)
Power Struggles
189(1)
A Final Reminder: Think and Act Positively
190(1)
Further Reading
191(1)
Suggested Activities
192(2)
Managing Special Groups
194(32)
Assessing Entering Achievement
195(1)
Identifying Special Groups
196(1)
Strategies for Individual Differences
196(11)
Team Teaching
197(1)
Modifying Whole-Class Instruction
198(1)
Supplementary Instruction
199(4)
Individualized Instruction
203(2)
Additional Strategies
205(2)
Working with Students with Special Needs
207(9)
Students with Learning Disabilities
207(1)
Students with Emotional or Behavioral Problems
208(1)
Students with Serious Social Deficits (Asperger's Syndrome)
209(2)
Students with Attention Deficit and Hyperactivity
211(1)
Students Who Are Deaf or Hearing Impaired
212(1)
Students Who Have Visual Impairments
213(1)
Students with Limited English Proficiency
214(1)
Students Living in Extreme Poverty
215(1)
Teaching Lower-Achieving Students
216(3)
Active Instruction
217(1)
Organizing and Pacing Instruction
217(1)
Remedial Instruction
218(1)
Building Positive Attitudes
218(1)
Teaching Higher-Achieving Students
219(1)
Further Reading
220(2)
Suggested Activities
222(1)
Case Study 10.1: Organizing Reading Instruction for Low-Academic-Level Students
222(1)
Case Study 10.2: Supporting Students with Auditory Disabilities in the Classroom
223(1)
Case Study 10.3: Teaching Students in a Third-Grade Inclusion Class
224(1)
Problem 10.1: Team Teaching
225(1)
Problem 10.2: A Heterogeneous Class
225(1)
Appendix: Answer Keys for Chapter Activities 226(10)
References and Further Readings 236(4)
Index 240


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