Classroom Management : Models, Applications, and Cases

by Manning, M. Lee; Bucher, Katherine T.

• ISBN13: 9780131707504
• ISBN10: 0131707507
• Additional ISBN(s): 9780130901248, 9780132693233
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-05-17
• Publisher: Pearson
• More Book Details
• Purchase Benefits

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