9780078024542

Elementary Classroom Management: Lessons from Research and Practice

by ;
  • ISBN13:

    9780078024542

  • ISBN10:

    0078024544

  • Edition: 6th
  • Format: Paperback
  • Copyright: 2/12/2014
  • Publisher: McGraw-Hill Education

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $59!
    Your order must be $59 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $31.50
    Check/Direct Deposit: $30.00
List Price: $158.29 Save up to $99.67
  • Rent Book $79.15
    Add to Cart Free Shipping

    TERM
    PRICE
    DUE

Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

Weinstein, Elementary Classroom Management highlights philosophies and actual management practices of five real teachers. These teachers work in different subjects and in diverse classroom settings. Their stories provide real-life illustrations of the concepts and principles derived from research.

Table of Contents

CONTENTS

Preface

Part I: Introduction

Chapter 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote Learning

Definition, Framework, and Guiding Principles

Lessons from Research and Practice

Courtney Bell: Kindergarten
Randy Cueto: First and Second Grade
Garnetta Chain: Third Grade
Barbara Broggi: Fourth Grade
Ken Kowalski: Fifth Grade

What Do the Students Say?

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part II: Establishing an Environment for Learning

Chapter 2 Designing the Physical Environment

Six Functions of the Classroom Setting

Security and Shelter
Social Contact
Symbolic Identification
Task Instrumentality
Pleasure
Growth

The Teacher as Environmental Designer

Think about the Activities the Room Will Accommodate
Think about Whether the Students in Your Classroom Have Special Needs That Require Environmental Modifications
Think about the Needs of Other Adults in the Classroom
Involve Students in Environmental Decisions
Try the New Arrangement, Evaluate, and Redesign,

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 3 Developing Positive Teacher-Student Relationships

Why Is Showing Care Important?

Ways of Showing Care and Respect for Students

Be Welcoming
Learn about Students’ Lives
Be Sensitive to Children’s Concerns
Establish and Enforce Clear Expectations for Behavior
Be Fair
Use Humor
Be a Real Person (as Well as a Teacher)
Promote Autonomy by Sharing ResponsibilityReduce the Use of Extrinsic Conrol
Be Inclusive
Search for Students’ Strengths
Develop Communication Skills
Ask Students How They Feel about the Classroom Environment
Be Careful about Touching

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 4 Fostering Positive Peer Relationships

Building Caring Relationships among Students

Model and Recognize Prosocial Behavior
Provide Opportunities for Students to Get to Know One Another
Hold Class Meetings
Use Cooperative Learning Groups
Teach Social-Emotional Skills
Curb Peer Harassment and Bullying
Be Alert for Instances of Cyber-Bullying
Be Alert for Student-to-Student Sexual Harassment

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 5 Establishing Expectations for Behavior

Research on Effective Classroom Management

Defining Expectations for Behavior

Planning Norms for General Conduct
Planning Routines for Specific Situations

The First Few Days of School: Teaching Students About Expectations

Teaching Norms for General Conduct
Teaching Routines for Specific Situations

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 6 Knowing Your Students and Their Special Needs

The Developing Elementary Child

Erikson’s Theory of Psychosocial Development
Attachment Theory

English Language Learners

Children with Disabilities and ADHD

Learning Disabilities
Hearing Loss
Emotional Disturbance and Behavioral Disorders
Autism Spectrum Disorders
Attention-Deficit/Hyperactivity Disorder
General Strategies for Helping Children with Disabilities and ADHD

Children Who Are Troubled

Substance Abuse
Abuse and Neglect

Children Living in Poverty

Children Who are Gifted and Talented

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 7 Working with Families

Challenges to Family-Teacher Cooperation

Teacher Reluctance to Involve Families in Schooling
Parent Reluctance to Become Involved in Schooling

Fostering Collaboration between Families and Schools

Helping Families to Fulfill Their Basic Obligations
Communicating with Families
Family Involvement in School
Family Involvement in Learning Activities at Home

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 8 Making the Most of Classroom Time

How Much Time Is There, Anyway?

Increasing Opportunity to Learn

Maintaining Activity Flow
Minimizing Transition Time
Holding Students Accountable
Managing Pull-outs as Efficiently as Possible

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part III: Organizing and Managing Instruction

Chapter 9 Enhancing Students’ Motivation to Learn

Motivation: What Is Realistic? What Is Appropriate?

An Expectancy X Value Framework

Increasing Expectations of Success

Provide Opportunities for Success
Teach Students to Set Reasonable Goals and Assess Their Own Performance
Help Students Recognize the Relationship between Effort and Outcome
Provide Informative Feedback
Provide Special Motivational Support to Discouraged Students

Enhancing the Value of the Task

Relate Lessons to Students’ Own Lives
Provide Opportunities for Choice
Model Interest in Learning and Express Enthusiasm for the Material
Include Novelty/Variety Elements
Provide Opportunities for Students to Respond Actively
Allow Students to Create Finished Products
Provide Opportunities for Students to Interact with Peers
Provide Extrinsic Rewards (with Caution

Motivating Underachieving and Disaffected Students

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 10 Managing Independent Work, Recitations, and Discussions

Independent Work: What, Why, and How?

Designing and Implementing Effective Independent Work

Recitations and Discussions: What, Why, and How?

Implementing Effective Recitations
Implementing Effective Discussions

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 11 Managing Small-Group Work

The Challenges of Group Work

Designing and Implementing Effective Group Work

Decide on the Type of Group to Use
Decide on the Size of the Group
Decide on Group Composition
Structure Cooperative Tasks for Positive Interdependence
Ensure Individual Accountability
Teach Students to Cooperate
Monitor Learning, Involvement, and Cooperative Behavior
Think about What to Do If a Student Doesn’t Want to Be in a Group

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part IV: Protecting and Restoring Order

Chapter 12 Responding Effectively to Inappropriate Behavior

Principles for Dealing with Inappropriate Behavior

Dealing with Minor Misbehavior

Nonverbal Interventions
Verbal Interventions
Deliberate Non-Intervention

Dealing with More Serious Misbehavior

Selecting Penalties
Imposing Penalties and Preserving Relationships
Being Consistent
Penalizing the Group for Individual Misbehavior

Dealing with Chronic Misbehavior

Resolving Conflicts through Problem Solving
Using a Behavioral Learning Approach
Positive Behavioral Intervention and Supports (PBIS) and Functional Behavioral Assessment

Dealing with Thorny Problems

Tattling
Cheating
Stealing
Profanity
Defiance
Sexually Related Behavior
Failure to Do Homework

When Discipline Violates Students’ Constitutional Rights

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 13 Preventing and Responding to Violence

Strategies for Preventing Violence

Build Supportive School Communities
Be Alert to Signs of Hate
Know the Early Warning Signs of Potential for Violence
Be Observant in “Unowned” Spaces
Be Attentive to Whispers, Rumors, and Threats
De-Escalate Potentially Explosive Situations

Responding to Violence

Know Your School’s Policies and Emergency Plans
Coping with Aggressive Behavior
Responding Effectively to Physical Fights

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

References

Name Index

Subject Index

Rewards Program

Write a Review