9780133551280

Practical Classroom Management provides clear and concise descriptions of research-validated best practices. Case studies, action plans, forms, and checklists demonstrate and describe how to effectively apply the practices in your own classroom.

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Vern Jones, Ph.D., has been a junior high school teacher, a junior high school vice principal, and a district coordinator for students with emotional and behavioral disorders. He is professor in the Teacher Education Department at Lewis & Clark College in Portland, Oregon. He received his Ph.D. in counseling psychology from the University of Texas.

Dr. Jones’s other books include Adolescents with Behavior Problems, Responsible School Discipline, Creating Effective Programs for Students with Emotional and Behavior Disorders, and Comprehensive Classroom Management, Tenth Edition. He has written chapters in Helping Teachers Manage Classrooms, Management of Disruptive Pupil Behavior in Schools, and Severe Behavior Disorders of Children and Youth. He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education and wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues. Dr. Jones is co-author of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students.

Dr. Jones has served as co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. In 1990, he won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in over 25 states.

Brief Table of Contents

Chapter 1: Understanding Effective Classroom Management

Chapter 2: Creating Positive Teacher–Student Relationships

Chapter 3: Working with Parents

Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

Chapter 5: Increasing Students’ Motivation to Learn

Chapter 6: Responding to Behavior that Disrupts the Learning Process

Chapter 7: Developing Individual Behavior Change Plans

Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners

Detailed Table of Contents

Chapter 1: Understanding Effective Classroom Management

Research Basis for the Materials Presented in This Text

Classroom Management in Perspective

Basic Assumptions about Classroom Management

Key Components of Effective Classroom Management

Schoolwide Positive Behavioral Interventions and Supports

Student Factors That Influence Learning and Behavior

Personal Needs Theories

Differences in Culture Between Teachers and Students

Developing Your Approach to Classroom Management

Chapter 2: Creating Positive Teacher—Student Relationships

Teacher—Student Relationships

What Do Students Say They Value in Teachers?

Establishing Positive Relationships with Students

Creating Open, Professionally Appropriate Dialogue with Students

Electronic Communication and Teacher—Student Relationships

Methods for Communicating Caring and Support

Getting to Know Students

Greeting Students at the Classroom Door

Maintaining a High Ratio of Positive to Negative Statements

Communicating High Expectations

Giving Specific, Descriptive Feedback

Listening to Students

Using Culturally Sensitive Communication

Evaluating the Quality of Teacher—Student Relationships

Creating a Community of Support by Developing Positive Peer Relationships in the Classroom

Stages of Group Development

Acquaintance Activities

Activities for Establishing a Cohesive, Supportive Group

Activities for Elementary School Classrooms

Teaching Students How to Be Positive with One Another

Identifying Similarities and Differences in Talents

Four Corners

Shared Experiences

Partner Interviews

School Climate

Creating a School Climate That Supports Students and Families from Different Cultures

Issues Related to Peer Harassment and Bullying

Individual Bully Factors

Teacher Behavior

Responses to Bullying Incidents

Creating a School Climate That Supports LGBT Students

Anti-Bullying Programs

Chapter 3: Working with Parents

Methods for Obtaining Parental Support

An Introductory Letter

Introductory Phone Calls

Home Visits

An Initial Event at School or in the Classroom

The Initial Meeting (Back-to-School Night)

Follow-Up

Continuing Teacher—Parent Communication

Involving Parents in the Classroom

Parent Conferences

Preparing for a Conference

Conducting an Effective Conference

Student-Led Conferences

Dealing Effectively with Parents’ Criticisms and Confrontations

Additional Methods for Positively Engaging Parents of English Language Learners

Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

Beginning the School Year: Establishing Behavior Standards

Methods for Developing General Behavior Standards or Rules

Discussing the Value of Rules and Behavior Standards

Developing a List

Getting a Commitment

Monitoring and Reviewing Classroom Rules

Creating Rules for the Teacher

Classroom Procedures

Effective Procedures

Teaching and Monitoring Classroom Procedures

Procedures for Cell Phones

Creative Examples of Teaching and Reviewing Rules and Procedures

Case Study: Dealing with the Dilemma of Gum Chewing

Case Study: Implementing a Developmental Recess to Reteach Playground Behavior Expectations

Case Study: Teaching Students to Respect Physical Space

Case Study: Teaching Students Hallway Behavior in a Middle School

Case Study: Changing Teachers’ Procedures

Case Study: Teaching Rules and Procedures to New Students

Putting It All Together: An Outline for Beginning the School Year

Classroom Management Skills That Help Maximize On-Task Behavior

Arranging the Classroom

Beginning a Lesson

Giving Clear Instructions

Maintaining Attention

Pacing

Using Seatwork Effectively

Summarizing

Providing Useful Feedback and Evaluation

Making Smooth Transitions

Planning for Early Childhood Settings

Procedures for Preventing Common Classroom Disruptions

Chapter 5: Increasing Students’ Motivation to Learn

Key Issues in Student Motivation to Learn

Students’ Academic Needs

Academic Need 1: Understand the Learning Goals

Academic Need 2: Understand the Learning Process

Academic Need 3: Actively Engage in the Learning Process

Academic Need 4: Relate Learning Goals to Individual Interests and Choices

Academic Need 5: Obtain Instruction Responsive to Their Learning Styles and Strengths

Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Process

Academic Need 7: Experience Success

Academic Need 8: Have Time to Integrate Learning

Academic Need 9: Receive Realistic and Immediate Feedback That Enhances Self-Efficacy

Academic Need 10: Take Part in Self-Evaluating Their Learning and Effort

Academic Need 11: Earn Appropriate Rewards for Performance Gains

Academic Need 12: Participate in a Safe, Well-Organized Learning Environment

Chapter 6: Responding to Behavior that Disrupts the Learning Process

An Overview of the Problem

Responding Effectively to Inappropriate or Disruptive Behavior

Responding to Common Classroom Disruptions

Responding to Defiant Behavior

Prepare Students for Situations That May Be Difficult

Build a Positive Relationship Bank Account with Known Power Strugglers

Ensure Your Requests Have Been Made Clearly, Politely, and Firmly

Model Self-Control

Respond Thoughtfully and Purposefully to De-Escalate the Behavior

Handling Violent Student Behavior

Using Time-Out

A Classroom Procedure for Responding to Disruptive Behavior

Using Problem Solving to Assist Students in Learning More Responsible Behaviors

A Model for Solving Problems with Individual Students

Glasser’s Seven Steps to Effective Problem Solving

Implementing Problem Solving in the Classroom

Incorporating Class Meetings as a Problem-Solving and Community-Building Approach

Disciplining Students Identifi ed with Special Needs

Incorporating Problem Solving into a Schoolwide Student Management Plan

Involving Students in Solving Schoolwide Problems

Zero-Tolerance Policies and Suspensions

A Sequential, Schoolwide Response to Behavior That Disrupts the Learning Environment

The Role of Reinforcement in Encouraging Students to Act Responsibly

Chapter 7: Developing Individual Behavior Change Plans

Understanding What Causes Student Behavior: Conducting a Classroom Behavior Assessment

Case Study: Elementary School Student

Case Study: High School

Strategies for Helping Students Develop New Behavior Skills

Self-Monitoring

Self-Instruction

Social Skills Training

Developing Contracts

Check-In/Check-Out as a Form of Contract

Group Contracts

Developing a Classroom Behavior Change Plan

Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners

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