Elementary Classroom Management : Lessons from Research and Practice

by WEINSTEIN C

• ISBN13: 9780072322439
• ISBN10: 0072322438
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-07-08
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages

Summary

Written in a lively, engaging, conversational style that teacher education students appreciate, Elementary Classroom Management combines what research has to say about effective classroom management with knowledge culled from practice. The text is scholarly and research-based, yet realistic and practical. The text shows how four masterful teachers (grades 1, 3, 4 and 5/6) in very different school settings create classrooms that are orderly and productive, yet humane and caring. By integrating into discussions of research-based management principles, both the thinking and the actual management practices of four real elementary teachers, readers come to "know" these teachers and their classrooms. We hear about the classes they teach and about the physical constraints of their rooms, hear them reflect on their rules and routines, and watch as they teach those rules and routines to students. We listen as they talk about motivating students and building community and as they discuss appropriate ways to deal with misbehavior. Well-organized and more comprehensive than many classroom management texts, Elementary Classroom Management includes chapters on building safer, more caring classrooms; working with families; using time effectively; motivation; working with troubled students and students with special needs; and violence prevention. It also addresses the managerial challenges involved in a variety of instructional formats, such as seatwork, recitations and discussions, and groupwork. The third edition features updated and expanded coverage. The revision stresses the need to build caring, supportive relationships with and among students. It responds to current concerns about students' alienation, isolation, apathy, and lack of motivation so that prospective and beginning teachers see that classroom management is not simply about rules, rewards, and consequences, but also about building connections with students and creating safer, more caring classrooms.

Table of Contents

Preface	xvi
Part 1 INTRODUCTION	1	(28)
The Elementary Classroom Environment: Crowded, Complex, and Potentially Chaotic	2	(10)
Guiding Assumptions	6	(3)
Plan of the Book	9	(3)
Summary	10	(1)
References	11	(1)
Meeting the Teachers (and Their Students)	12	(17)
Viviana Love	13	(2)
Garnetta Chain	15	(3)
Ken Kowalski	18	(2)
Barbara Broggi	20	(3)
What Do the Students Say?	23	(2)
Concluding Comments	25	(4)
Summary	26	(1)
References	27	(2)
Part 2 ESTABLISHING AN ENVIRONMENT FOR LEARNING	29	(154)
Designing the Physical Environment	30	(28)
Six Functions of the Classroom Setting	31	(13)
Security and Shelter	32	(2)
Social Contact	34	(5)
Symbolic Indentification	39	(1)
Task Instrumentality	40	(1)
Pleasure	40	(2)
Growth	42	(2)
The Teacher as Environmental Designer	44	(3)
Think about the Activities the Room Will Accommodate	45	(1)
Draw a Floor Plan	46	(1)
Involve Students in Environmental Planning	47	(1)
Try the New Arrangement, Evaluate, and Redesign	47	(1)
Designing a Fourth-Grade Classroom	47	(11)
Summary	51	(1)
Activities	52	(3)
For Further Reading	55	(1)
Organizational Resources	55	(1)
References	56	(2)
Establishing Norms for Behavior	58	(26)
Research on Effective Classroom Management	59	(1)
Defining Your Expectations for Behavior	60	(8)
Planning Norms for General Conduct	61	(4)
Planning Routines for Specific Situations	65	(3)
The First Few Days of School: Teaching Students How to Behave	68	(10)
Teaching Norms for General Conduct	69	(2)
Teaching Routines for Specific Situations	71	(1)
Different Approaches to Teaching Rules and Routines	72	(6)
Concluding Comments	78	(6)
Summary	79	(1)
Activities	80	(2)
For Further Reading	82	(1)
References	82	(2)
Creating Safer, More Caring Classrooms	84	(32)
Ways of Showing Care and Respect	87	(15)
Be Welcoming	87	(1)
Be Sensitive to Children's Concerns	87	(2)
Be Fair	89	(1)
Be a Real Person (Not Just a Teacher)	90	(2)
Promote Autonomy by Sharing Responsibility	92	(1)
Reduce the Use of Extrinsic Control	93	(1)
Be Inclusive	94	(1)
Search for Students' Strengths	95	(2)
Develop Communication Skills	97	(5)
A Note about Touching	102	(1)
Building Caring Relationships among Students	102	(8)
Hold Class Meetings	103	(1)
Model and Recognize Prosocial Behavior	104	(1)
Provide Opportunities for Students to Get to Know One Another	105	(2)
Curb Peer Harassment	107	(1)
Be Alert for Student-to-Student Sexual Harassment	108	(1)
Use Cooperative Learning Groups	109	(1)
Concluding Comments	110	(6)
Summary	111	(1)
Activities	112	(1)
For Further Reading	112	(1)
Organizational Resources	113	(1)
References	113	(3)
Working with Families	116	(38)
Barriers to Family-Teacher Cooperation	117	(4)
Teacher Reluctance to Involve Families in Schooling	117	(2)
Parent Reluctance to Become Involved in Schooling	119	(2)
The Changing Nature of the Family	121	(1)
Overcoming the Barriers: Fostering Collaboration between Families and Schools	121	(27)
Type 1: Helping Families to Fulfill Their Basic Obligations	121	(3)
Type 2: Fulfilling the Basic Obligations of Schools---Communicating with Families	124	(17)
Type 3: Family Involvement in School	141	(3)
Type 4: Family Involvement in Learning Activities at Home	144	(4)
Concluding Comments	148	(6)
Summary	148	(1)
Activities	149	(1)
For Further Reading	150	(1)
Organizational Resources	151	(1)
References	151	(3)
Making the Most of Classroom Time	154	(29)
How Much Time Is There, Anyway?	155	(4)
Increasing Opportunity to Learn	159	(17)
Maintaining Activity Flow	159	(3)
Minimizing Transition Times	162	(5)
Holding Students Accountable	167	(5)
Managing Pullouts as Efficiently as Possible	172	(4)
Concluding Comments	176	(7)
Summary	176	(1)
Activities	177	(4)
For Further Reading	181	(1)
References	181	(2)
Part 3 ORGANIZING AND MANAGING INSTRUCTION	183	(128)
Enhancing Students' Motivation	184	(23)
What is Realistic? What Is Appropriate?	185	(3)
An Expectancy X Value Framework	186	(2)
Strategies for Increasing Expectations of Success	188	(4)
Provide Opportunities for Success	188	(1)
Teach Students to Set Reasonable Goals and to Assess Their Own Performance	189	(1)
Help Students Recognize the Relationship between Effort and Outcome	189	(1)
Provide Informative Feedback	189	(2)
Provide Special Motivational Support to Discouraged Students	191	(1)
Enhancing the Value of the Task	192	(9)
Relate Lessons to Students' Own Lives	192	(1)
Provide Opportunities for Choice	193	(1)
Model Interest in Learning and Express Enthusiasm for the Material	194	(1)
Include Novelty/Variety Elements	194	(1)
Provide Opportunities for Students to Respond Actively	194	(1)
Allow Students to Create Finished Products	194	(1)
Provide Opportunities for Students to Interact with Peers	195	(1)
Provide Extrinsic Rewards	195	(6)
Motivating Underachieving and Disaffected Students	201	(1)
Concluding Comments	202	(5)
Summary	202	(2)
Activities	204	(1)
For Further Reading	204	(1)
References	205	(2)
Managing Independent Work	207	(31)
Seatwork: How Much, What, and Why?	209	(1)
The Challenges for Teachers	210	(3)
The Challenges for Students	213	(3)
Implications for Practice	216	(16)
Assign Work That Is Clear and Meaningful	216	(2)
Match the Work to Varying Achievement Levels	218	(1)
Make Sure Oral Directions Are Clear	218	(3)
Monitor Behavior and Comprehension	221	(3)
Teach Children What to Do if They Get Stuck	224	(1)
Plan for Ragged Endings	225	(1)
Find Alternatives to workbook Pages	226	(6)
Concluding Comments	232	(6)
Summary	233	(1)
Activities	234	(2)
For Further Reading	236	(1)
References	236	(2)
Managing Groupwork	238	(35)
The Pitfalls of Groupwork	240	(5)
Designing and Implementing Successful Groupwork	245	(17)
Decide on the Type of Group to Use	245	(5)
Decide on the Size of the Group	250	(1)
Assign Students to Groups	251	(2)
Structure the Task for Positive Interdependence	253	(1)
Ensure Individual Accountablity	254	(2)
Teach Students to Cooperate	256	(6)
Monitor Learning, Involvement, and Cooperative Behavior	262	(1)
Four Specific Approaches to Cooperative Learning	262	(3)
STAD	263	(1)
Jigsaw and Jigsaw II	263	(1)
Group Investigation	264	(1)
The Structural Approach to Cooperative Learning	264	(1)
Concluding Comments	265	(8)
Summary	267	(2)
Activities	269	(1)
For Further Reading	270	(1)
References	270	(3)
Managing Recitations and Discussions	273	(38)
The Pitfalls of Recitations	281	(2)
Unequal Participation	281	(1)
Losing It All: Pace, Focus, and Involvement	281	(2)
Difficulties in Monitoring Students' Comprehension	283	(1)
Strategies for Managing Recitations	283	(13)
Distributing Chances to Participate	284	(5)
Providing Time to Think without Losing the Pace	289	(1)
Stimulating and Maintaining Interest	290	(2)
Providing Feedback without Losing the Pace	292	(2)
Monitoring Comprehension: Requiring Overt Responses	294	(2)
Monitoring Comprehension: Using a Steering Group	296	(1)
Moderating Discussions	296	(6)
Concluding Comments	302	(9)
Summary	303	(2)
Activities	305	(2)
For Further Reading	307	(1)
References	307	(4)
Part 4 COPING WITH THE CHALLENGES	311
When Prevention Is Not Enough: Protecting and Restoring Order	312	(40)
Principles for Dealing with Inappropriate Behavior	314	(4)
Dealing with Minor Misbehavior	318	(5)
Nonverbal Interventions	318	(2)
Verbal Interventions	320	(3)
Deliberately Ignoring the Misbehavior	323	(1)
Dealing with More Serious Misbehavior: Using Penalties	323	(7)
Selecting Penalties	324	(3)
Imposing Penalties	327	(1)
The Issue of Consistency	328	(1)
Pealizing the Group for Individual Misbehavior	329	(1)
Dealing with Chronic Misbehavior	330	(8)
Resolving Conflicts through Problem Solving	330	(1)
Approaches Based on Principles of Behavior Modification	331	(5)
Using an Ecosystemic Approach: Changing Problem Behavior by Reframing	336	(2)
Dealing with Thorny Problems	338	(1)
Tattling	338	(6)
Cheating	339	(1)
Stealing	340	(1)
Profanity	341	(1)
Defiance	342	(1)
Sexually Related Behavior	343	(1)
Failure to Do Homework	343	(1)
Concluding Comments	344	(8)
Summary	346	(2)
Activities	348	(1)
For Further Reading	349	(1)
References	349	(3)
Helping Students with Special Needs	352	(37)
Helping Children with Disabilities and ADHD	355	(12)
Attention-Deficit/Hyperactivity Disorder	358	(2)
Strategies for Helping Children with Disabilities and ADHD	360	(7)
Helping Children Who Are Second-Language Learners	367	(2)
Helping Students Who Are Troubled	369	(13)
Substance Abuse	370	(7)
Abuse and Neglect	377	(4)
Depression	381	(1)
Concluding Comments	382	(7)
Summary	382	(2)
Activities	384	(2)
For Further Reading	386	(1)
References	386	(3)
Preventing and Responding to Violence	389
How Much Violence Is There?	390	(1)
Strategies for Preventing Violence	391	(14)
Building Supportive School Communities	391	(1)
Teaching Conflict Resolution	392	(8)
Knowing the Early Warning Signs of Potential for Violence	400	(2)
Being Attentive to Whispers and Rumors	402	(1)
De-Escalating Potentially Explosive Situations	403	(2)
Responding to Violence	405	(4)
Coping with Aggressive Behavior	405	(3)
Responding Effectively to Physical Fights	408	(1)
Concluding Comments	409
Summary	409	(1)
Activities	410	(1)
For Further Reading	411	(1)
Organizational Resources	411	(1)
References	412
Index	1