CART

(0) items

Elementary Classroom Management : Lessons from Research and Practice,9780073010366
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.

Elementary Classroom Management : Lessons from Research and Practice

by ;
Edition:
4th
ISBN13:

9780073010366

ISBN10:
0073010367
Format:
Paperback
Pub. Date:
5/11/2006
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages

Summary

Stressing the need to build caring, supportive relationships with and among students, this trusted text offers research-based guidance on effective classroom management. It addresses current concerns about student motivation and helps prospective and beginning teachers develop a philosophy of classroom management that focuses on building connections with students and creating safe, caring classrooms.The text profiles five master teachers (grades K, 1, 3, 4 and 5) in very different school settings as they create classrooms that are orderly and productive, humane and caring. The integration of the thinking and the actual management practices of five real elementary teachers into discussions of research-based management principles prompts readers to connect theories with actual results. Further, the text demonstrates how real teachers can adapt to any circumstances--physical room constraints, curriculum requirements, challenging behaviors--and still be successful.

Author Biography

Andrew J. Mignano, Jr., is assistant superintendent of curriculum and instruction for the Freehold Township Public Schools in Freehold Township, New Jersey. Carol Simon Weinstein is professor emerita in the Department of Learning and Teaching at Rutgers Graduate School of Education.

Table of Contents

Preface xix
PART I INTRODUCTION
1(30)
The Elementary Classroom Environment: Crowded, Complex, and Potentially Chaotic
2(29)
Guiding Assumptions
6(4)
Plan of the Book
10(1)
Meeting the Teachers
10(13)
Courtney Bell
10(3)
Barbara Broggi
13(2)
Garnetta Chain
15(3)
Ken Kowalski
18(2)
Viviana Love
20(3)
What Do the Students Say?
23(2)
Concluding Comments
25(1)
Summary
26(2)
Activities for Skill Building and Reflection
28(1)
For Further Reading
28(1)
Organizational Resources
29(1)
References
29(2)
PART II ESTABLISHING AN ENVIRONMENT FOR LEARNING
31(170)
Designing the Physical Environment
32(30)
Six Functions of the Classroom Setting
33(15)
Security and Shelter
33(3)
Social Contact
36(5)
Symbolic Identification
41(2)
Task Instrumentality
43(1)
Pleasure
43(1)
Practical Tips for: Arranging Your Classroom to Maximize Task Instrumentality
44(1)
Growth
45(2)
Practical Tips for: Designing a Literacy Center
47(1)
The Teacher as Environmental Designer
48(3)
Think about the Activities the Room Will Accommodate
49(1)
Think about Whether the Children in Your Classroom Have Any Special Needs That Require Environmental Modifications
49(1)
Draw a Floor Plan
50(1)
Involve Students in Environmental Planning
50(1)
Try the New Arrangement, Evaluate, and Redesign
51(1)
Designing a Fourth-Grade Classroom
51(3)
Concluding Comments
54(1)
Summary
55(1)
Activities for Skill Building and Reflection
56(3)
For Further Reading
59(1)
Organizational Resources
59(1)
References
59(3)
Setting the Tone: Building Safer, More Caring Classrooms
62(37)
Ways of Showing Care and Respect
65(17)
Be Welcoming
65(1)
Be Sensitive to Children's Concerns
65(2)
Be Fair
67(1)
Be a Real Person (Not Just a Teacher)
68(2)
Promote Autonomy by Sharing Responsibility
70(1)
Reduce the Use of Extrinsic Control
71(1)
Be Inclusive
72(2)
Practical Tips for: Developing Cultural Literacy
74(1)
Search for Students' Strengths
75(1)
Develop Communication Skills
76(5)
A Note about Touching
81(1)
Building Caring Relationships among Students
82(9)
Ask the Students
83(1)
Hold Class Meetings
83(2)
Model and Recognize Prosocial Behavior
85(1)
Provide Opportunities for Students to Get to Know One Another
86(1)
Curb Peer Harassment
87(1)
Practical Tips for: Helping Your Students to Get Acquainted
88(1)
Be Alert for Student-to-Student Sexual Harassment
89(1)
Use Cooperative Learning Groups
90(1)
Concluding Comments
91(1)
Summary
92(1)
Activities for Skill Building and Reflection
93(1)
For Further Reading
94(1)
Organizational Resources
94(1)
References
95(4)
Establishing Norms for Behavior
99(27)
Research on Effective Classroom Management
100(1)
Defining Your Expectations for Behavior
101(7)
Planning Norms for General Conduct
102(4)
Planning Routines for Specific Situations
106(2)
The First Few Days of School: Teaching Students How to Behave
108(13)
Teaching Norms for General Conduct
110(2)
Teaching Routines for Specific Situations
112(2)
Different Approaches to Teaching Rules and Routines
114(7)
Concluding Comments
121(1)
Summary
121(1)
Activities for Skill Building and Reflection
122(1)
For Further Reading
123(1)
References
124(2)
Working with Families
126(44)
Challenges to Family-Teacher Cooperation
128(4)
Teacher Reluctance to Involve Families in Schooling
128(1)
Parent Reluctance to Become Involved in Schooling
129(3)
The Changing Nature of the Family
132(1)
Overcoming the Challenges: Fostering Collaboration between Families and Schools
132(30)
Helping Families Fulfill Their Basic Obligations
132(4)
Fulfilling the Basic Obligations of Schools---Communicating with Families
136(4)
Practical Tips for: Reaching ``Hard to Reach'' Parents
140(3)
Practical Tips for: Drafting Memos, E-mails, and Newsletters
143(2)
Practical Tips for: Making Home Visits
145(3)
Practical Tips for: Back-to-School Night
148(7)
Family Involvement in School
155(2)
Family Involvement in Learning Activities at Home
157(5)
Concluding Comments
162(1)
Summary
162(1)
Activities for Skill Building and Reflection
163(3)
For Further Reading
166(1)
Organizational Resources
167(1)
References
167(3)
Making the Most of Classroom Time
170(31)
How Much Time Is There, Anyway?
171(4)
Increasing Opportunity to Learn
175(19)
Practical Tips for: Increasing Students' Learning Time
177(1)
Maintaining Activity Flow
177(2)
Minimizing Transition Times
179(5)
Holding Students Accountable
184(7)
Practical Tips for: Handling Paperwork
191(1)
Managing Pullouts as Efficiently as Possible
191(3)
Concluding Comments
194(1)
Summary
194(1)
Activities for Skill Building and Reflection
195(3)
For Further Reading
198(1)
References
198(3)
PART III ORGANIZING AND MANAGING INSTRUCTION
201(134)
Enhancing Students' Motivation
202(29)
What Is Realistic? What Is Appropriate?
203(2)
An Expectancy X Value Framework
204(1)
Strategies for Increasing Expectations of Success
205(7)
Provide Opportunities for Success
205(3)
Teach Students to Set Reasonable Goals and Assess Their Own Performance
208(1)
Help Students Recognize the Relationship between Effort and Outcome
208(1)
Provide Informative Feedback
209(2)
Provide Special Motivational Support to Discouraged Students
211(1)
Enhancing the Value of the Task
212(10)
Relate Lessons to Students' Own Lives
212(2)
Provide Opportunities for Choice
214(1)
Model Interest in Learning and Express Enthusiasm for the Material
215(1)
Include Novelty/Variety Elements
215(1)
Provide Opportunities for Students to Respond Actively
216(1)
Allow Students to Create Finished Products
216(1)
Provide Opportunities for Students to Interact with Peers
217(1)
Provide Extrinsic Rewards
217(2)
Practical Tips for: Choosing Activities as Rewards
219(3)
Practical Tips for: Using Rewards
222(1)
Motivating Underachieving and Disaffected Students
222(3)
Concluding Comments
225(1)
Summary
225(2)
Activities for Skill Building and Reflection
227(1)
For Further Reading
227(1)
References
228(3)
Managing Independent Work
231(33)
Seatwork: How Much, What, and Why?
233(2)
The Challenges for Teachers
235(3)
The Challenges for Students
238(2)
Implications for Practice
240(18)
Practical Tips for: Using Independent Work Effectively
241(1)
Assign Work That Is Clear and Meaningful
241(1)
Match the Work to Varying Achievement Levels
242(1)
Make Sure Oral Directions Are Clear
243(3)
Monitor Behavior and Comprehension
246(2)
Teach Children What to Do If They Get Stuck
248(2)
Plan for Ragged Endings
250(1)
Find Alternatives to Workbook Pages
250(8)
Concluding Comments
258(1)
Summary
259(1)
Activities for Skill Building and Reflection
260(1)
For Further Reading
261(1)
References
262(2)
Managing Groupwork
264(35)
The Pitfalls of Groupwork
266(5)
Practical Tips for: Designing and Implementing Successful Groupwork
271(1)
Designing and Implementing Successful Groupwork
271(19)
Decide on the Type of Group to Use
271(5)
Decide on the Size of the Group
276(1)
Decide on Group Composition
277(2)
Structure Cooperative Tasks for Positive Interdependence
279(2)
Ensure Individual Accountability
281(2)
Teach Students to Cooperate
283(5)
Monitor Learning, Involvement, and Cooperative Behavior
288(2)
Two Specific Approaches to Cooperative Learning
290(2)
Jigsaw and Jigsaw II
290(1)
The Structural Approach to Cooperative Learning
290(2)
Concluding Comments
292(1)
Summary
293(1)
Activities for Skill Building and Reflection
294(1)
For Further Reading
295(1)
Organizational Resources
295(1)
References
296(3)
Managing Recitations and Discussions
299(36)
The Pitfalls of Recitations
306(4)
Unequal Participation
306(1)
Losing It All: Pace, Focus, and Involvement
306(1)
Difficulties in Monitoring Students' Comprehension
307(1)
Incompatibility with the Communication Patterns That Children Bring to School
308(2)
Strategies for Managing Recitations
310(12)
Distributing Chances to Participate
310(1)
Practical Tips for: Managing Recitations
311(3)
Providing Time to Think without Losing the Pace
314(1)
Stimulating and Maintaining Interest
315(2)
Providing Feedback without Losing the Pace
317(2)
Monitoring Comprehension
319(2)
Supporting the Participation of Diverse Learners
321(1)
Moderating Discussions
322(5)
Practical Tips for: Leading Discussions
326(1)
Concluding Comments
327(1)
Summary
327(2)
Activities for Skill Building and Reflection
329(2)
For Further Reading
331(1)
References
331(4)
PART IV COPING WITH THE CHALLENGES
335
Protecting and Restoring Order
336(47)
Principles for Dealing with Inappropriate Behavior
337(6)
Dealing with Minor Misbehavior
343(6)
Practical Tips for: Dealing with Minor Misbehavior
344(1)
Nonverbal Interventions
344(1)
Verbal Interventions
345(4)
Deliberately Ignoring the Misbehavior
349(1)
Dealing with More Serious Misbehavior: Using Penalties
349(7)
Selecting Penalties
350(3)
Imposing Penalties
353(2)
The Issue of Consistency
355(1)
Penalizing the Group for Individual Misbehavior
355(1)
Dealing with Chronic Misbehavior
356(10)
Resolving Conflicts through Problem Solving
356(2)
Approaches Based on Principles of Behavior Modification
358(6)
Using an Ecosystemic Approach Changing Problem Behavior by Reframing
364(2)
Dealing with Thorny Problems
366(7)
Tattling
366(1)
Cheating
367(1)
Stealing
368(1)
Practical Tips for: Dealing with Cheating
369(1)
Profanity
370(1)
Defiance
371(1)
Sexually Related Behavior
371(1)
Practical Tips for: Handling Defiance
372(1)
Failure to Do Homework
373(1)
When Discipline Violates Students' First Amendment Rights
373(2)
Practical Tips for: Increasing the Likelihood That Students Will Do Their Homework
374(1)
Concluding Comments
375(1)
Summary
376(2)
Activities for Skill Building and Reflection
378(1)
For Further Reading
379(1)
References
380(3)
Helping Students with Special Needs
383(47)
Helping Children with Disabilities and ADHD
385(22)
Learning Disabilities
388(1)
Emotional and Behavioral Disorders
389(2)
Practical Tips for: Helping Children with Conduct Disorder
391(1)
Pervasive Developmental Disorders: Autism and Asperger Syndrome
392(1)
Attention-Deficit/Hyperactivity Disorder
393(1)
Practical Tips for: Helping Children with Asperger Syndrome
394(2)
General Strategies for Helping Children with Disabilities and ADHD
396(1)
Practical Tips for: Helping Children with ADHD
397(1)
Practical Tips for: Enhancing the Success of Co-Teaching
398(9)
Helping Children Who Are English-Language Learners
407(2)
Helping Students Who Are Troubled
409(12)
Practical Tips for: Helping English-Language Learners
410(1)
Substance Abuse
411(4)
Practical Tips for: Helping Children of Alcoholics/Addicts
415(3)
Abuse and Neglect
418(3)
Concluding Comments
421(1)
Summary
421(2)
Activities for Skill Building and Reflection
423(2)
For Further Reading
425(1)
Organizational Resources
425(1)
References
426(4)
Preventing and Responding to Violence
430
How Much Violence Is There?
431(1)
Strategies for Preventing Violence
431(17)
Building Supportive School Communities
431(5)
Practical Tips for: Dealing with Cyber-Bullying
436(1)
Teaching Social-Emotional Skills and Conflict Resolution
437(6)
Knowing the Early Warning Signs of Potential for Violence
443(2)
Being Attentive to Whispers, Rumors, and Threats
445(1)
De-escalating Potentially Explosive Situations
446(1)
Practical Tips for: Managing Potentially Explosive Situations
447(1)
Responding to Violence
448(3)
Coping with Aggressive Behavior
448(3)
Practical Tips for: Responding Effectively to Physical Fights
451(1)
Responding Effectively to Physical Fights
451(1)
Concluding Comments
451(1)
Summary
452(1)
Activities for Skill Building and Reflection
453(1)
For Further Reading
453(1)
Organizational Resources
454(1)
References
455
Name Index 1(1)
Subject Index 1


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