CART

(0) items

Classroom Management for Middle and High School Teachers,9780205455348
This item qualifies for
FREE SHIPPING!
FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Classroom Management for Middle and High School Teachers

by ; ;
Edition:
7th
ISBN13:

9780205455348

ISBN10:
0205455344
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon

Related Products


  • Classroom Management for Middle and High School Teachers
    Classroom Management for Middle and High School Teachers
  • Classroom Management for Middle and High School Teachers
    Classroom Management for Middle and High School Teachers
  • Classroom Management for Middle and High School Teachers (with MyEducationLab)
    Classroom Management for Middle and High School Teachers (with MyEducationLab)
  • Classroom Management for Middle and High School Teachers Plus MyEducationLab with Pearson eText
    Classroom Management for Middle and High School Teachers Plus MyEducationLab with Pearson eText
  • Classroom Management for Secondary Teachers
    Classroom Management for Secondary Teachers
  • Classroom Management for Secondary Teachers
    Classroom Management for Secondary Teachers





Summary

MyLabSchool - Where the classroom comes to life! Watch real classrooms in action in the MLS VideoLab. Study for the PRAXIS exam using our video cases and practice test! Prepare for your first (or next!) job interview with the MLS Career Center. Learn how to write effective research papers with Research Navigator. Contact your local Allyn & Bacon sales representative for more information about this great tool or for the Valuepack ISBN.

Table of Contents

Preface xv
Organizing Your Classroom and Materials
1(16)
Five Keys to Good Room Arrangement
2(2)
Suggestions for Arranging Your Classroom
4(7)
Bulletin Boards and Walls
4(1)
Floor Space
5(4)
Storage Space and Supplies
9(2)
If You Have to ``Float''
11(1)
Further Reading
12(1)
Suggested Activities
13(2)
Checklist 1: Room Preparation
15(2)
Choosing Rules and Procedures
17(24)
Why Rules and Procedures Are Needed
18(7)
Definitions
19(1)
Identifying School Rules and Procedures
20(1)
Planning Your Classroom Rules
21(2)
Student Participation in Rule Setting
23(1)
Consequences for Rule Violations
24(1)
Planning Classroom Procedures
25(1)
General Procedures
25(4)
Beginning-of-Period Procedures
25(2)
Use of Materials and Equipment
27(1)
Ending the Period
28(1)
Procedures during Seatwork and Teacher-Led Instruction
29(3)
Student Attention during Presentations
29(1)
Student Participation
30(1)
Procedures for Seatwork
30(2)
Procedures for Student Group Work
32(2)
Use of Materials and Supplies
32(1)
Assignment of Students to Groups
33(1)
Student Goals and Participation
33(1)
Cooperative Learning
33(1)
Miscellaneous Procedures
34(1)
Signals
34(1)
Public Address (PA) Announcements and Other Interruptions
34(1)
Special Equipment and Materials
35(1)
Fire and Disaster Drills
35(1)
Split Lunch Period
35(1)
Further Reading
35(1)
Suggested Activities
36(1)
Case Study 2.1: Rules and Procedures in an Eighth-Grade Class
36(2)
Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities
38(1)
Checklist 2: Rules and Procedures
39(2)
Managing Student Work
41(16)
Your Grading System and Record Keeping
43(3)
Feedback and Monitoring Procedures
46(2)
Monitoring Student Work in Progress
47(1)
Long-Range Monitoring
48(1)
Communicating Assignments and Work Requirements
48(3)
Instructions for Assignments
48(1)
Standards for Form, Neatness, and Due Dates
49(1)
Procedures for Absent Students
50(1)
Further Reading
51(1)
Suggested Activities
51(1)
Case Study 3.1: An Accountability System in an English Class
52(1)
Case Study 3.2: Managing Student Work in a Math Class
52(1)
Case Study 3.3: Managing Long-Term Assignments
53(1)
Case Study 3.4: Poor Work and Study Habits in Mathematics
54(1)
Checklist 3: Accountability Procedures
55(2)
Getting Off to a Good Start
57(30)
Perspectives on the Beginning of the Year
58(1)
Planning for a Good Beginning
59(5)
Procedures for Obtaining Books and Checking Them Out to Students
60(1)
Required Paperwork
61(1)
Class Rosters
61(1)
Seating Assignments
61(1)
First-Week Bell Schedule
62(1)
Tardiness during the First Days of Classes
62(1)
Administrative Tasks
62(1)
Rules
62(1)
Course Requirements
63(1)
A Beginning-of-Class Routine
63(1)
Time Fillers
63(1)
Activities on the First Day of Classes
64(4)
Before Class Begins
64(1)
Administrative Tasks
65(1)
Introductions
65(1)
Discussion of Class Rules
65(1)
Presentation of Course Requirements
66(1)
An Initial Content Activity
67(1)
Ending the Period
68(1)
The Second Day of Classes
68(1)
After the Second Day
69(1)
Further Reading
69(1)
Suggested Activities
70(1)
Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups
71(4)
Case Study 4.2: Beginning the Year in a High School Biology Class
75(3)
Case Study 4.3: Beginning the Year in a High School English Class Using Mastery Learning
78(5)
Case Study 4.4: Conduct Problems in a History Class
83(1)
Checklist 4: Preparation for the Beginning of School
84(3)
Planning and Conducting Instruction
87(24)
Planning Classroom Activities
88(5)
Types of Activities
89(4)
Organizing Activities
93(1)
Kounin's Concepts for Managing Group Instruction
94(6)
Preventing Misbehavior
95(2)
Managing Movement
97(1)
Maintaining Group Focus
98(2)
Transition Management
100(1)
Instructional Management
101(2)
Planning
101(1)
Presenting New Content Clearly
102(1)
Checking for Understanding
102(1)
Further Reading
103(1)
Suggested Activities
104(1)
Case Study 5.1: Over and Over
105(1)
Case Study 5.2: Transition Problems
105(1)
Case Study 5.3: A Change in Plans
105(1)
Case Study 5.4: Kounin Concepts
106(1)
Case Study 5.5: A Science Lesson
106(2)
Checklist 5: Planning for Instruction
108(3)
Managing Cooperative Learning Groups
111(20)
Research on Cooperative Learning
113(2)
Strategies and Routines That Support Cooperative Learning
115(3)
Room Arrangement
115(1)
Talk and Movement Procedures
115(1)
Group Attention Signals
116(1)
Promoting Interdependence within the Group
117(1)
Individual Accountability
117(1)
Monitoring Student Work and Behavior
118(2)
Interventions for Groups
120(1)
Effective Group-Work Skills
120(2)
Social Skills
120(1)
Explaining Skills
121(1)
Leadership Skills
122(1)
Beginning the Use of Cooperative Learning Groups
122(5)
Room Arrangement
123(1)
Procedures and Routines
123(1)
Forming Groups
123(1)
Initial Group Tasks
124(1)
Teaching Group Skills
125(1)
Using Group and Individual Rewards
126(1)
Further Reading
127(1)
Suggested Activities
128(1)
Checklist 6: Planning for Cooperative Group Instruction
129(2)
Maintaining Appropriate Student Behavior
131(16)
Monitoring Student Behavior
132(2)
Consistency
134(1)
Prompt Management of Inappropriate Behavior
135(1)
Four Simple Ways to Manage Inappropriate Behavior
135(1)
Building a Positive Climate
136(2)
Improving Class Climate through Incentives or Rewards
138(5)
Grades and Other Symbols
139(1)
Recognition
139(1)
Activities as Rewards
140(1)
Material Incentives
141(1)
Caution in the Use of Rewards
141(2)
Further Reading
143(1)
Suggested Activities
144(1)
Case Study 7.1: Examples of Incentives and Rewards
144(3)
Communication Skills for Teaching
147(22)
Constructive Assertiveness
150(2)
Empathic Responding
152(4)
Problem Solving
156(3)
A Note on Parent Conferences
159(1)
Further Reading
160(1)
Suggested Activities
160(2)
Activity 8.1: Developing Assertiveness Skills
160(2)
Assertiveness Assessment Scales
162(3)
Activity 8.2: Recognizing Listening Responses
162(1)
Activity 8.3: Practicing Empathic Responses
163(1)
Activity 8.4: Problem-Solving Exercises
164(1)
Case Study 8.1: Three Dialogues
165(4)
Managing Problem Behaviors
169(26)
What Is Problem Behavior?
171(1)
Nonproblem
171(1)
Minor Problem
171(1)
Major Problem, but Limited in Scope and Effects
171(1)
Escalating or Spreading Problem
171(1)
Goals for Managing Problem Behavior
172(1)
Management Strategies
172(15)
Minor Interventions
174(2)
Moderate Interventions
176(3)
More Extensive Interventions
179(8)
Special Problems
187(4)
Rudeness toward the Teacher
187(1)
Chronic Avoidance of Work
188(1)
Fighting
189(1)
Other Aggressive Behavior
189(1)
Bullying
190(1)
Defiance or Hostility toward the Teacher
190(1)
A Final Reminder: Think and Act Positively
191(1)
Further Reading
191(1)
Suggested Activities
192(3)
Managing Special Groups
195(30)
Teaching Heterogeneous Classes
196(8)
Assessing Entering Achievement
197(1)
Modifying Whole-Group Instruction
198(2)
Cooperative Work Groups
200(1)
Small-Group Instruction
200(2)
Mastery Learning
202(2)
Teaching Remedial Classes
204(5)
Learner Characteristics
204(1)
Establishing Your Management System
205(2)
Monitoring Behavior
207(1)
Managing Student Work
207(1)
Planning and Presenting Instruction
208(1)
Students with Special Needs
209(11)
Content Mastery Classroom (CMC)
209(1)
Inclusion
210(1)
Students with Emotional and/or Behavioral Problems
210(2)
Students with Serious Social Deficits, Often Diagnosed with Asperger's Syndrome
212(2)
Students with Attention Deficit Hyperactivity Disorder (ADHD)
214(1)
Students Who Are Deaf or Hard-of-Hearing
215(1)
Students Who Are Blind or Visually Impaired
216(1)
Students Living in Extreme Poverty
217(1)
Students with Limited English Proficiency
218(1)
No Child Left Behind
219(1)
Further Reading
220(1)
Suggested Activities
221(1)
Case Study 10.1: Using Small Groups in English
221(1)
Case Study 10.2: An Inclusion Program in a Middle School
222(1)
Problem Scenarios
223(2)
Appendix Answer Keys for Chapter Activities 225(10)
References 235(4)
Index 239


Please wait while the item is added to your cart...