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Classroom Management for Secondary Teachers

by ; ;
Edition:
5th
ISBN13:

9780205308378

ISBN10:
0205308376
Format:
Paperback
Pub. Date:
1/1/2000
Publisher(s):
Allyn & Bacon

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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 Secondary Teachers gives teachers the information and skills they need to establish classroom management systems. Written for the prospective secondary 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 secondary level.

Table of Contents

Preface xi
Organizing Your Classroom and Materials
1(16)
Five Keys to Good Room Arrangement
2(1)
Suggestions for Arranging Your Classroom
3(7)
Bulletin Boards and Walls
3(1)
Floor Space
4(4)
Storage Space and Supplies
8(2)
If you Have to ``Float''
10(1)
Further Readings
11(1)
Suggested Activities
12(3)
Room Preparation
15(2)
Choosing Rules and Procedures
17(24)
Preliminary Considerations
8(17)
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)
Consequences for Rule Violations
25(1)
Planning Classroom Procedures
25(1)
General Procedures
25(4)
Biginning-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(2)
Student Attention during Presentations
29(1)
Student Participation
29(1)
Procedures for Seatwork
30(1)
Procedures for Student Group Work
31(3)
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
34(1)
Fire and Disaster Drills
34(1)
Split Lunch Period
35(1)
Further Readings
35(1)
Suggested Activities
35(1)
Rules and Procedures in an Eighth-Grade Class
36(1)
Procedures for Small-Group Work/Laboratory Activities
37(2)
Rules and Procedures
39(2)
Managing Student Work
41(14)
Your Grading System and Record Keeping
43(2)
Feedback and Monitoring Procedures
45(2)
Monitoring Student Work in Progress
46(1)
Long-Range Monitoring
47(1)
Communicating Assignments and Work Requirements
47(2)
Instructions for Assignments
48(1)
Standards for Form, Neatness, and Due Dates
48(1)
Procedures for Absent Students
49(1)
Further Readings
49(1)
Suggested Activities
50(1)
An Accountability System in an English Class
50(1)
Managing Student Work in a Math Class
51(1)
Managing Long-Term Assignments
52(1)
Poor Work and Study Habits in Mathematics
53(1)
Accountability Procedures
54(1)
Getting Off to a Good Start
55(32)
Perspectives on the Beginning of the Year
56(2)
Planning for a Good Beginning
58(3)
Procedures for Obtaining Books and Checking Them Out to Students
58(1)
Procedures for Checking Out Textbooks
58(1)
Required Paperwork
58(1)
Class Rosters
59(1)
Seating Assignments
59(1)
First-Week Bell Schedule
59(1)
Tardiness during the First Days of Classes
60(1)
Administrative Tasks
60(1)
Rules
60(1)
Course Requirements
60(1)
A Beginning-of-Class Routine
60(1)
Time Fillers
61(1)
Activities of the First Day of Classes
61(4)
Before and at the Bell
61(1)
Administrative Tasks
62(1)
Introductions
62(1)
Discussion of Class Rules
62(2)
Presentation of Course Requirements
64(1)
An Initial Content Activity
64(1)
Ending the Period
65(1)
The Second Day of Classes
65(1)
After the Second Day
66(1)
Further Readings
66(1)
Suggested Activities
67(1)
Beginning the Year in a First-Year Algebra Class Using Cooperative Groups
68(5)
Beginning the Year in a High School Biology Class
73(3)
Beginning the Year in a High School English Class Using Mastery Learning
76(8)
Conduct Problems in a History Class
84(1)
Preparation for the Beginning of School
85(2)
Planning and Conducting Instruction
87(24)
Planning Classroom Activities
88(5)
Types of Activities
89(4)
Organizing Activities
93(1)
Kounin's Concepts for Manageing Group Instruction
94(6)
Preventing Misbehavior
95(2)
Managing Movement
97(1)
Maintaining Group Focus
98(2)
Transistion Management
100(1)
Instructional Management
101(2)
Planning
101(1)
Presenting New Content
102(1)
Checking for Understanding
103(1)
Further Readings
103(1)
Suggested Activities
104(1)
Ms. Carpenter
104(1)
Mr. Miller
105(1)
Ms. Kendall
105(1)
Kounin Concepts
106(1)
A Science Lesson
106(2)
Planning for Instruction
108(3)
Managing Cooperative Learning Groups
111(20)
Research on Cooperative Learning
113(1)
Strategies and Routines that Support Cooperative Learning
114(4)
Room Arrangement
114(1)
Talk and Movement Procedures
115(1)
Group Attention Signals
115(1)
Promoting Interdependence within the Group
116(1)
Individual Accountability
117(1)
Monitoring Student Work and Behavior
118(1)
Interventions for Groups
119(1)
Effective Group-Work Skills
120(2)
Social Skills
120(1)
Explaining Skills
121(1)
Leadership Skills
121(1)
Beginning the Use of Cooperative Learning Groups
122(5)
Room Arangement
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 Readings
127(1)
Suggested Activities
128(1)
Planning for Cooperative Group Instruction
128(3)
Maintaining Appropriate Student Behavior
131(16)
Monitoring Student Behavior
132(2)
Consistency
134(1)
Prompt Management of Inappropriate Behavior
135(1)
Four 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
138(1)
Recognition
139(1)
Activities as Rewards
140(1)
Materials Incentives
141(1)
Caution in the Use of Rewards
141(2)
Furhter Readings
143(1)
Suggested Activities
143(1)
Examples of Incentives and Rewards
144(3)
Communication Skills for Teaching
147(22)
Constructive Assertiveness
149(3)
Empathic Responding
152(4)
Problem Solving
156(4)
A Note on Parent Conferences
160(1)
Further Readings
161(1)
Suggested Activities
161(1)
Developing Assertiveness Skills
161(1)
Assertiveness Assessment Scales
162(4)
Recognizing Listening Responses
164(1)
Practicing Empathic Responses
165(1)
Problem-Solving Exercises
165(1)
Three Dialogues
166(3)
Managing Problem Behaviors
169(22)
What is Problem Behavior?
170(1)
Nonproblem
170(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
171(1)
Management Strategies
172(13)
Minor Interventions
173(2)
Moderate Interventions
175(3)
More Extensive Interventions
178(7)
Special Problems
185(4)
Rudeness toward the Teacher
185(1)
Chronic Avoidance of Work
186(1)
Fighting
187(1)
Other Aggressive Behavior
188(1)
Defiance or Hostility toward the Teacher
188(1)
A Final Reminder: Think and Act Positively
189(1)
Further Readings
189(1)
Suggested Activities
190(1)
Managing Special Groups
191(26)
Teaching Heterogeneous Classes
192(7)
Assessing Entering Achievement
192(1)
Modifying Whole-Group Instruction
193(2)
Cooperative Work Groups
195(1)
Small-Group Instruction
196(2)
Mastery Learning
198(1)
Teaching Remedial Classes
199(6)
Learner Characteristics
200(1)
Establishing Your Management System
201(2)
Monitoring Behavior
203(1)
Managing Student Work
203(1)
Planning and Presenting Instruction
204(1)
Students with Special Needs
205(8)
Content Mastery Classroom (CMC)
205(1)
Inclusion
206(1)
Students with Emotional and/or Behavioral Problems
207(1)
Students with Attention Deficit Hyperactivity Disorder (ADHD)
208(1)
Students Who Are Deaf or Hard-of-Hearing
209(2)
Students Who Are Visually Impaired or Blind
211(1)
Students with Limited English Proficiency
212(1)
Further Readings
213(1)
Suggested Activities
213(1)
Using Small Groups in English
214(1)
An Inclusion Program in a Middle School
214(1)
Problem Scenarios
215(2)
Appendix: Answer Keys for Chapter Activities 217(10)
References 227(6)
Index 233


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