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What version or edition is this?
This is the 8th edition with a publication date of 2/19/2008.
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Key Benefit:Based on the authors'30 years of research and experience in more than 500 classrooms, this best-selling guide helps new or prospective teachers plan, implement, and maintain a classroom management plan to develop a smoothly running classroom that encourages learning. Key Topics:The authors address planning decisions 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. Particular attention is given to the growth of diverse and inclusive classrooms. Market:Pre- or in-service classroom teachers of grades 4-12.
Table of Contents
|Organizing Your Classroom and Materials|
|Five Keys to Good Room Arrangement|
|Suggestions for Arranging Your Classroom|
|If You Have to "Float"|
|Checklist 1: Room Preparation|
|Choosing Rules and Procedures|
|Why Rules and Procedures Are Needed|
|Procedures During Seatwork and Teacher-Led Instruction|
|Procedures For Student Group Work|
|Case Study 2.1: Classroom Rules and Procedures in an Eighth-Grade Class|
|Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities|
|Checklist 2: Rules and Procedures|
|Managing Student Work|
|Your Grading System and Record Keeping|
|Feedback and Monitoring Procedures|
|Communicating Assignments and Work Requirements|
|Case Study 3.1: An Accountability System in an English Class|
|Case Study 3.2: Managing Student Work in a Math Class|
|Case Study 3.3: Managing Long-Term Assignments|
|Case Study 3.4: Poor Work and Study Habits in Mathematics|
|Checklist 3: Procedures for Managing Student Work|
|Getting Off to a Good Start|
|Perspectives on the Beginning of the Year|
|Planning for a Good Beginning|
|Activities on the First Day of Classes|
|The Second Day of Classes|
|After the Second Day|
|Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups|
|Case Study 4.2: Beginning the Year in a High School Biology Class|
|Case Study 4.3: Conduct Problems in a History Class|
|Checklist 4: Preparation for the Beginning of School|
|Planning and Conducting Instruction|
|Planning Classroom Activities|
|Kounin's Concepts for Managing Group Instruction|
|Case Study 5.1: Over and Over|
|Case Study 5.2: Transition Problems|
|Case Study 5.3: Problems with Small-Group and Discussion Activities|
|Case Study 5.4: Kounin Concepts|
|Case Study 5.5: A Science Lesson|
|Checklist 5: Planning for Instruction|
|Managing Cooperative Learning Groups|
|Research on Cooperative Learning|
|Strategies and Routines That Support Cooperative Learning|
|Monitoring Student Work and Behavior|
|Interventions for Groups|
|Effective Group Work Skills|
|Beginning the Use of Cooperative Learning Groups|
|Checklist 6: Planning for Cooperative Group Instruction|
|Maintaining Appropriate Student Behavior|
|Monitoring Student Behavior|
|Prompt Management of Inappropriate Behavior|
|Building a Positive Climate|
|Improving Class Climate through Incentives or Rewards|
|Case Study 7.1: Examples of Incentives and Rewards|
|Communication Skills for Teaching|
|Talking with Parents|
|Assertiveness Assessment Scales|
|Case Study 8.1: Three Dialogues|
|Managing Problem Behaviors|
|What Is Problem Behavior|
|Goals for Managing Problem Behavior|
|Managing Special Groups|
|Teaching Heterogeneous Classes|
|Teaching Remedial Classes|
|Students with Special|
|Table of Contents provided by Publisher. All Rights Reserved.|