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Classroom Management : Models, Applications, and Cases,9780131707504
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Classroom Management : Models, Applications, and Cases

by ;
Edition:
2nd
ISBN13:

9780131707504

ISBN10:
0131707507
Media:
Paperback
Pub. Date:
5/17/2006
Publisher(s):
Pearson
List Price: $84.00
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Summary

Classroom Management: Models, Applications, and Cases offers a comprehensive overview of many classroom management models for teachers to consider as they develop their own classroom-management philosophy. Part I provides a timely assessment of the need for classroom management; Part II presents a useful survey of foundational and contemporary classroom management models and theorists; and Part III examines the application of theory to classroom practice. Through activities, case studies, and other features, teachers will develop their own classroom management philosophies and realistically plan how to incorporate them into their classroom practice. Book jacket.

Table of Contents

PART 1 Understanding the Need for Classroom Management
1(20)
Introducing the Concept of Classroom Management
3(18)
Focusing Questions
3(1)
Key Terms
3(1)
Classroom Management
4(1)
Defining Classroom Management
4(1)
Connecting Classroom Management to Philosophy and Instruction
4(3)
Classroom Management and Discipline in Contemporary Schools
5(1)
Types of Student Misbehaviors
5(1)
Extent and Effects of the Problem
5(1)
Effects on Teachers and Students
6(1)
Causes of Classroom Management Problems
6(1)
Student Diversity and Classroom Management
7(5)
Cultural, Intracultural, and Gender Differences
7(2)
Linguistic Differences
9(1)
Socioeconomic Level
10(1)
Developmental Differences
10(1)
Inclusion and the Management of All Students
10(2)
Developing a Personal Classroom Management Model
12(6)
Identifying Target Behaviors to Address
13(1)
Teachers' Contributions to Behavior Problems
14(4)
Aggression, Violence, and the Safe Schools Movement
18(1)
The Problem of Aggression and Violence
18(1)
The Safe Schools Movement
18(1)
The Role of Effective Classroom Management
18(1)
Concluding Remarks
19(1)
Suggested Readings
19(2)
PART 2 Understanding Classroom Management Models
21(201)
Building the Foundation: Skinner; Redl and Wattenberg; Glasser; and Gordon
25(21)
Focusing Questions
25(1)
Key Terms
25(1)
Foundational Theorists
26(1)
B.F. Skinner
27(4)
Biographical Sketch
27(1)
Overview of Skinner's Theories
27(1)
Contributions of Skinner's Theories
27(1)
Application of Skinner's Theories
28(1)
Critique of Skinner's Theories
29(2)
Fritz Redl and William W. Wattenberg
31(5)
Biographical Sketch
31(1)
Overview of Redl's and Wattenberg's Theories
31(1)
Contributions of Redl's and Wattenberg's Theories
32(1)
Applications of Redl's and Wattenberg's Theories
33(2)
Critique of Redl's and Wattenberg's Theories
35(1)
William Glasser
36(3)
Biographical Sketch
36(1)
Overview of Glasser's Theories
36(1)
Contributions of Glasser's Theories
37(1)
Applications of Glasser's Theories
38(1)
Critique of Glasser's Theories
39(1)
Thomas Gordon
39(6)
Biographical Sketch
39(1)
Overview of Gordon's Theories
40(1)
Contributions of Gordon's Theories
40(2)
Application of Gordon's Theories
42(1)
Critique of Gordon's Theories
43(2)
Concluding Remarks
45(1)
Suggested Readings
45(1)
Exploring the Theories of Assertive Discipline: Lee Canter and Marlene Canter
46(16)
Focusing Questions
46(1)
Key Terms
46(1)
Lee Canter and Marlene Canter: Biographical Sketch
46(1)
Overview of Assertive Discipline
47(1)
Key Concepts
47(1)
Philosophical and Psychological Foundations
47(1)
Teachers' Roles and Responsibilities
48(1)
Applying Assertive Discipline
48(7)
Rewards and Punishments
49(1)
Discipline Hierarchy
49(1)
Appropriate Consequences
50(1)
Rights of Students and Teachers
51(4)
Effectiveness of the Practical Applications
55(1)
Evaluating Assertive Discipline
56(5)
Potential for Addressing Student Misbehaviors
56(1)
Advantages and Disadvantages
57(1)
Imposing or Teaching Discipline?
58(1)
Underlying Beliefs
59(2)
Concluding Remarks
61(1)
Suggested Readings
61(1)
Exploring the Theories of Democratic Teaching: Rudolf Dreikurs
62(15)
Focusing Questions
62(1)
Key Terms
62(1)
Rudolf Dreikurs: Biographical Sketch
62(1)
Overview of Democratic Teaching and Management
63(2)
Key Concepts
63(1)
Philosophical and Psychological Foundations
63(1)
Teachers' Roles and Responsibilities
64(1)
Applying Democratic Teaching and Management
65(7)
Identifying and Addressing Mistaken Goals
65(4)
Using Logical Consequences
69(1)
Using Encouragement Rather Than Praise
69(1)
Practical Applications of Dreikurs's Theories
70(2)
Evaluating Democratic Teaching and Management
72(4)
Potential for Addressing Student Misbehaviors
72(1)
Advantages and Disadvantages
73(1)
Imposing or Teaching Discipline?
74(1)
Underlying Beliefs
74(2)
Concluding Remarks
76(1)
Suggested Readings
76(1)
Exploring the Theories of Congruent Communication: Haim Ginott
77(17)
Focusing Questions
77(1)
Key Terms
77(1)
Haim Ginott: Biographical Sketch
77(1)
Overview of Congruent Communication
78(1)
Key Concepts
78(1)
Philosophical and Psychological Foundations
78(1)
Teachers' Roles and Responsibilities
79(1)
Applying Congruent Communication
79(9)
Implementing Practical Applications
79(8)
Effectiveness of the Practical Applications
87(1)
Evaluating Congruent Communication in a Diverse Society
88(4)
Potential for Addressing Student Misbehaviors
88(1)
Advantages and Disadvantages of Ginott's Theories
89(1)
Imposing or Teaching Discipline?
90(1)
Underlying Beliefs
91(1)
Concluding Remarks
92(1)
Suggested Readings
92(2)
Exploring the Theories of Instructional Management: Jacob Kounin
94(16)
Focusing Questions
94(1)
Key Terms
94(1)
Jacob Kounin: Biographical Sketch
94(1)
Overview of Instructional Management
95(1)
Key Concepts
95(1)
Philosophical and Psychological Foundations
95(1)
Teachers' Roles and Responsibilities
95(1)
Applying Instructional Management
96(8)
Implementing Practical Applications
96(8)
Effectiveness of Practical Applications
104(1)
Evaluating Instructional Management in a Diverse Society
104(3)
Potential for Addressing Student Misbehaviors
105(1)
Advantages and Disadvantages of Kounin's Theories
106(1)
Imposing or Teaching Discipline?
106(1)
Underlying Beliefs
107(1)
Concluding Remarks
107(1)
Suggested Readings
108(2)
Exploring the Theories of Discipline with Dignity: Richard Curwin and Allen Mendler
110(18)
Focusing Questions
110(1)
Key Terms
110(1)
Richard Curwin and Allen Mendler: Biographical Sketch
110(1)
Overview of Discipline with Dignity
111(2)
Key Concepts
111(1)
Philosophical and Psychological Foundations
111(1)
Teachers' Roles and Responsibilities
112(1)
Applying Discipline with Dignity
113(11)
Implementing Practical Application
113(11)
Effectiveness of Practical Applications
124(1)
Evaluating Discipline with Dignity in a Diverse Society
124(2)
Potential for Addressing Student Misbehaviors
124(1)
Advantages and Disadvantages of Discipline with Dignity
125(1)
Imposing or Teaching Discipline?
125(1)
Underlying Beliefs
126(1)
Concluding Remarks
126(1)
Suggested Readings
126(2)
Exploring the Theories of Positive Classroom Management: Fredric Jones
128(19)
Focusing Questions
128(1)
Key Terms
128(1)
Fredric Jones: Biographical Sketch
128(1)
Overview of Positive Classroom Management
129(2)
Key Concepts
129(1)
Philosophical and Psychological Foundations
129(1)
Teachers' Roles and Responsibilities
130(1)
Applying Positive Classroom Management
131(11)
Implementing Practical Applications
133(9)
Effectiveness of the Practical Applications
142(1)
Evaluating Positive Classroom Management in a Diverse Society
142(3)
Potential for Addressing Student Misbehaviors
142(1)
Advantages and Disadvantages of Positive Discipline
143(1)
Imposing or Teaching Discipline?
143(2)
Underlying Beliefs
145(1)
Concluding Remarks
145(1)
Suggested Readings
146(1)
Exploring the Theories of Inner Discipline: Barbara Coloroso
147(17)
Focusing Questions
147(1)
Key Terms
147(1)
Barbara Coloroso: Biographical Sketch
147(1)
Overview of Inner Discipline
148(1)
Key Concepts
148(1)
Philosophical and Psychological Foundations
148(1)
Teachers' Roles and Responsibilities
149(1)
Applying Inner Discipline
149(11)
Implementing Practical Applications
149(10)
Effectiveness of Practical Applications
159(1)
Evaluating Inner Discipline in a Diverse Society
160(3)
Potential for Addressing Student Misbehaviors
160(1)
Advantages and Disadvantages of Inner Discipline
161(1)
Imposing or Teaching Discipline?
161(1)
Underlying Beliefs
161(2)
Concluding Remarks
163(1)
Suggested Readings
163(1)
Exploring the Theories of Consistency Management: Jerome Freiberg
164(15)
Focusing Questions
164(1)
Key Terms
164(1)
Jerome Freiberg: Biographical Sketch
164(1)
Overview of Consistency Management and Cooperative Discipline
165(4)
Key Concepts
165(1)
Philosophical and Psychological Foundations
166(2)
Teachers' Roles and Responsibilities
168(1)
Applying Consistency Management and Cooperative Discipline
169(4)
Implementing Practical Applications
169(4)
Effectiveness of Practical Applications
173(1)
Evaluating Consistency Management and Cooperative Discipline in a Diverse Society
173(4)
Potential for Addressing Student Misbehaviors
173(2)
Advantages and Disadvantages of CMCD
175(1)
Imposing or Teaching Discipline?
175(1)
Underlying Beliefs
176(1)
Concluding Remarks
177(1)
Suggested Readings
178(1)
Exploring the Theories of Judicious Discipline: Forrest Gathercoal
179(18)
Focusing Questions
179(1)
Key Terms
179(1)
Forrest Gathercoal: Biographical Sketch
179(1)
Overview of Judicious Discipline
180(1)
Key Concepts
180(1)
Philosophical and Psychological Foundations
180(1)
Teachers' Roles and Responsibilities
181(1)
Applying Judicious Discipline
181(10)
Implementing Practical Applications
182(9)
Effectiveness of the Practical Applications
191(1)
Evaluating Judicious Discipline
191(4)
Potential for Addressing Student Misbehaviors
191(2)
Advantages and Disadvantages of Judicious Discipline
193(1)
Imposing or Teaching Discipline?
194(1)
Underlying Beliefs
194(1)
Concluding Remarks
195(1)
Suggested Readings
196(1)
Introducing Additional Theorists: Albert; Evertson and Harris; Johnson and Johnson; Nelsen, Lott, and Glenn; and Kohn
197(25)
Focusing Questions
197(1)
Key Terms
197(1)
Additional Theorists
197(21)
Linda Albert: Cooperative Discipline
198(4)
Carolyn Evertson and Alene Harris: Managing Learning Centered Classrooms
202(3)
David Johnson and Roger Johnson: Three Cs of School and Classroom Management
205(1)
Contributions of the Johnsons' Theories
206(3)
Jane Nelsen, Lynn Lott, and Stephen Glenn: Positive Discipline
209(4)
Alfie Kohn: Beyond Discipline
213(4)
Considering the Five Theories
217(1)
Concluding Remarks
218(1)
Suggested Readings
218(4)
PART 3 Towards a Personal Classroom Management Plan
222(59)
Creating Safe Classrooms and Safe Schools
223(21)
Focusing Questions
223(1)
Key Terms
223(1)
Challenges to Safe Classrooms
223(4)
Classroom Violence
224(1)
Causes of School Violence
225(1)
Bullying
225(2)
Classroom Prevention and Intervention Efforts: Teachers' Efforts
227(9)
Positive School and Classroom Culture
227(1)
Efforts to Curb Bullying
228(2)
Environmental Design
230(1)
New Technologies
231(1)
Zero Tolerance
232(1)
Profiling Students
233(1)
Warning Signs of Violence
233(1)
Written Intervention Plans
234(2)
Creating Safe Classrooms and Schools: Educators, Students, and Parents
236(2)
Working with Teachers
236(1)
Working with Students
236(1)
Working with Parents and Community Members
237(1)
Theorists and Their Contributions to Safe Classrooms
238(1)
Peer Mediation and Conflict Resolution
238(2)
Peer Mediation
238(1)
Conflict Resolution
239(1)
Developing Your Personal Philosophy
240(2)
Concluding Remarks
242(1)
Suggested Readings
242(2)
Developing Your Personal Classroom Management Philosophy
244(18)
Focusing Questions
244(1)
Key Terms
244(1)
Rationale for Developing a Personal Philosophy
245(5)
Synthesis of Management Plan and Philosophical Beliefs
245(1)
The Need for a Personally Effective Plan
246(1)
The Need for a Plan that All Parties Consider Fair
247(1)
Advantages and Disadvantages of the Models
248(2)
Developing a Personal Classroom Management Philosophy
250(8)
Considering which Problems to Address
250(1)
Discipline: Imposed or Taught?
251(1)
Students' Psychological and Developmental Needs
252(2)
Considering the Challenges of Inclusion
254(2)
Developing a Personal Philosophy
256(2)
Seeking Collaborative Assistance and Advice
258(2)
Concluding Remarks
260(1)
Suggested Readings
261(1)
Applying a Management Philosophy in Your Classroom
262(19)
Focusing Questions
262(1)
Key Terms
262(1)
Applying Your Classroom Management System
262(15)
Personalizing the Classroom Management System
263(1)
Developing Human Relations Skills
263(1)
Building the Right Climate
264(1)
Creating a Sense of Community
265(1)
Selecting Classroom Rules
266(3)
Conducting Class Meetings
269(1)
Emphasizing, Ignoring, and Addressing Issues
270(1)
Communicating with Parents
271(1)
Teaching Discipline and Cooperation
271(1)
Individual Students and Their Differences
272(2)
Inclusion and Learners with Special Needs
274(1)
Addressing Off-Task and Disruptive Behaviors
275(1)
Dealing with Violence and Violent Behaviors
276(1)
Putting Your Management Plan Together
277(2)
Concluding Remarks
279(1)
Suggested Readings
279(2)
Glossary 281(6)
References 287(6)
Index 293


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