Preface | p. xiii |
Organizing Your Classroom and Materials | p. 1 |
Five Keys to Good Room Arrangement | p. 2 |
Suggestions for Arranging Your Classroom | p. 3 |
Bulletin Boards and Walls | p. 3 |
Floor Space | p. 4 |
Storage Space and Supplies | p. 9 |
If You Have to "Float" | p. 11 |
Further Reading | p. 12 |
Suggested Activities | p. 14 |
Room Preparation | p. 15 |
Choosing Rules and Procedures | p. 16 |
Preliminary Considerations | p. 17 |
Definition of Terms | p. 18 |
Identifying School Rules and Procedures | p. 19 |
Planning Your Classroom Rules | p. 20 |
Student Participation in Rule Setting | p. 22 |
Consequences for Rule Violations | p. 23 |
Planning Classroom Procedures | p. 24 |
General Procedures | p. 24 |
Beginning-of-Period Procedures | p. 24 |
Use of Materials and Equipment | p. 26 |
Ending the Period | p. 27 |
Procedures During Seatwork and Teacher-Led Instruction | p. 28 |
Student Attention during Presentations | p. 28 |
Student Participation | p. 28 |
Procedures for Seatwork | p. 29 |
Procedures for Student Group Work | p. 30 |
Use of Materials and Supplies | p. 31 |
Assignment of Students to Groups | p. 32 |
Student Goals and Participation | p. 32 |
Cooperative Learning | p. 32 |
Miscellaneous Procedures | p. 33 |
Signals | p. 33 |
Public Address (PA) Announcements and Other Interruptions | p. 33 |
Special Equipment and Materials | p. 33 |
Fire and Disaster Drills | p. 34 |
Split Lunch Period | p. 34 |
Further Reading | p. 34 |
Suggested Activities | p. 34 |
Rules and Procedures in an Eighth-Grade Class | p. 35 |
Procedures for Small-Group Work/Laboratory Activities | p. 36 |
Rules and Procedures | p. 38 |
Managing Student Work | p. 40 |
Your Grading System and Record Keeping | p. 42 |
Feedback and Monitoring Procedures | p. 45 |
Monitoring Student Work in Progress | p. 46 |
Long-Range Monitoring | p. 47 |
Communicating Assignments and Work Requirements | p. 47 |
Instructions for Assignments | p. 47 |
Standards for Form, Neatness, and Due Dates | p. 48 |
Procedures for Absent Students | p. 49 |
Further Reading | p. 49 |
Suggested Activities | p. 50 |
An Accountability System in an English Class | p. 50 |
Managing Student Work in a Math Class | p. 51 |
Managing Long-Term Assignments | p. 52 |
Poor Work and Study Habits in Mathematics | p. 53 |
Accountability Procedures | p. 54 |
Getting Off to a Good Start | p. 56 |
Perspectives on the Beginning of the Year | p. 57 |
Planning for a Good Beginning | p. 58 |
Procedures for Obtaining Books and Checking Them Out to Students | p. 59 |
Required Paperwork | p. 60 |
Class Rosters | p. 60 |
Seating Assignments | p. 60 |
First-Week Bell Schedule | p. 61 |
Tardiness during the First Days of Classes | p. 61 |
Administrative Tasks | p. 61 |
Rules | p. 61 |
Course Requirements | p. 62 |
A Beginning-of-Class Routine | p. 62 |
Time Fillers | p. 62 |
Activities on the First Day of Classes | p. 63 |
Before Class Begins | p. 63 |
Administrative Tasks | p. 64 |
Introductions | p. 64 |
Discussion of Class Rules | p. 64 |
Presentation of Course Requirements | p. 65 |
An Initial Content Activity | p. 66 |
Ending the Period | p. 67 |
The Second Day of Classes | p. 67 |
After the Second Day | p. 68 |
Further Reading | p. 68 |
Suggested Activities | p. 69 |
Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups | p. 70 |
Beginning the Year in a High School Biology Class | p. 75 |
Beginning the Year in a High School English Class Using Mastery Learning | p. 77 |
Conduct Problems in a History Class | p. 85 |
Preparation for the Beginning of School | p. 86 |
Planning and Conducting Instruction | p. 87 |
Planning Classroom Activities | p. 88 |
Types of Activities | p. 89 |
Organizing Activities | p. 93 |
Kounin's Concepts for Managing Group Instruction | p. 95 |
Preventing Misbehavior | p. 95 |
Managing Movement | p. 97 |
Maintaining Group Focus | p. 98 |
Transition Management | p. 100 |
Instructional Management | p. 102 |
Planning | p. 102 |
Presenting New Content | p. 102 |
Checking for Understanding | p. 103 |
Further Reading | p. 104 |
Suggested Activities | p. 105 |
Ms. Carpenter | p. 105 |
Mr. Miller | p. 105 |
Ms. Kendall | p. 106 |
Kounin Concepts | p. 106 |
A Science Lesson | p. 107 |
Planning for Instruction | p. 108 |
Managing Cooperative Learning Groups | p. 110 |
Research on Cooperative Learning | p. 112 |
Strategies and Routines That Support Cooperative Learning | p. 113 |
Room Arrangement | p. 113 |
Talk and Movement Procedures | p. 114 |
Group Attention Signals | p. 115 |
Promoting Interdependence within the Group | p. 115 |
Individual Accountability | p. 116 |
Monitoring Student Work and Behavior | p. 117 |
Interventions for Groups | p. 118 |
Effective Group-Work Skills | p. 119 |
Social Skills | p. 119 |
Explaining Skills | p. 120 |
Leadership Skills | p. 120 |
Beginning the Use of Cooperative Learning Groups | p. 121 |
Room Arrangement | p. 122 |
Procedures and Routines | p. 122 |
Forming Groups | p. 122 |
Initial Group Tasks | p. 123 |
Teaching Group Skills | p. 124 |
Using Group and Individual Rewards | p. 125 |
Further Reading | p. 126 |
Suggested Activities | p. 127 |
Planning for Cooperative Group Instruction | p. 127 |
Maintaining Appropriate Student Behavior | p. 129 |
Monitoring Student Behavior | p. 130 |
Consistency | p. 132 |
Prompt Management of Inappropriate Behavior | p. 133 |
Four Ways to Manage Inappropriate Behavior | p. 133 |
Building a Positive Climate | p. 134 |
Improving Class Climate through Incentives or Rewards | p. 136 |
Grades and Other Symbols | p. 137 |
Recognition | p. 137 |
Activities as Rewards | p. 138 |
Material Incentives | p. 139 |
Caution in the Use of Rewards | p. 139 |
Further Reading | p. 141 |
Suggested Activities | p. 141 |
Examples of Incentives and Rewards | p. 142 |
Communication Skills for Teaching | p. 145 |
Constructive Assertiveness | p. 147 |
Empathic Responding | p. 150 |
Problem Solving | p. 154 |
A Note on Parent Conferences | p. 157 |
Further Reading | p. 158 |
Suggested Activities | p. 158 |
Developing Assertiveness Skills | p. 158 |
Assertiveness Assessment Scales | p. 160 |
Recognizing Listening Responses | p. 161 |
Practicing Empathic Responses | p. 162 |
Problem-Solving Exercises | p. 162 |
Three Dialogues | p. 163 |
Managing Problem Behaviors | p. 167 |
What Is Problem Behavior? | p. 168 |
Nonproblem | p. 169 |
Minor Problem | p. 169 |
Major Problem, but Limited in Scope and Effects | p. 169 |
Escalating or Spreading Problem | p. 169 |
Goals for Managing Problem Behavior | p. 170 |
Management Strategies | p. 170 |
Minor Interventions | p. 172 |
Moderate Interventions | p. 174 |
More Extensive Interventions | p. 177 |
Special Problems | p. 184 |
Rudeness toward the Teacher | p. 184 |
Chronic Avoidance of Work | p. 185 |
Fighting | p. 186 |
Other Aggressive Behavior | p. 186 |
Defiance or Hostility toward the Teacher | p. 187 |
A Final Reminder: Think and Act Positively | p. 187 |
Further Reading | p. 188 |
Suggested Activities | p. 189 |
Managing Special Groups | p. 190 |
Teaching Heterogeneous Classes | p. 191 |
Assessing Entering Achievement | p. 191 |
Modifying Whole-Group Instruction | p. 192 |
Cooperative Work Groups | p. 194 |
Small-Group Instruction | p. 195 |
Mastery Learning | p. 197 |
Teaching Remedial Classes | p. 198 |
Learner Characteristics | p. 199 |
Establishing Your Management System | p. 200 |
Monitoring Behavior | p. 201 |
Managing Student Work | p. 202 |
Planning and Presenting Instruction | p. 202 |
Students with Special Needs | p. 203 |
Content Mastery Classroom (CMC) | p. 204 |
Inclusion | p. 205 |
Students with Emotional and/or Behavioral Problems | p. 205 |
Students with Serious Social Deficits, Often Diagnosed with Asperger's Syndrome | p. 207 |
Students with Attention Deficit Hyperactivity Disorder (ADHD) | p. 208 |
Students Who Are Deaf or Hard-of-Hearing | p. 209 |
Students Who Are Visually Impaired or Blind | p. 211 |
Students Living in Extreme Poverty | p. 212 |
Students with Limited English Proficiency | p. 213 |
Further Reading | p. 215 |
Suggested Activities | p. 215 |
Using Small Groups in English | p. 216 |
An Inclusion Program in a Middle School | p. 217 |
Problem Scenarios | p. 218 |
Answer Keys for Chapter Activities | p. 220 |
References | p. 230 |
Index | p. 235 |
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