Classroom Management Strategies: Gaining and Maintaining Students' Cooperation, 6th Edition

by James S. Cangelosi (Utah State Univ., Utah)

• ISBN13: 9780470084526
• ISBN10: 0470084529
• Edition: 6th
• Format: Paperback
• Copyright: 2007-03-01
• Publisher: WILEY

Summary

In the Sixth Edition, the practical orientation of prior editions has been retained with its pedagogy that leads pre-service and in-service teachers to discover how to apply research-based strategies in their own classroom. Teachers are prompted to analyze, contrast, and compare the cases - leading them to develop strategies for (a) establishing safe, nurturing classroom communities, (b) efficiently managing classroom time, (c) fostering cooperative relationships and healthy productive interactions, (d) effectively communicating with students and their parents, (e) establishing and enforcing standards of conduct and procedures for classroom routines, (f) collaborating in the development and implementation of schoolwide safety and discipline policies, (g) working with individual differences among students, (h) accommodating students' exceptionalities, (i) utilizing the diversity among students to build strong, productive classroom communities, (j) teaching students to productively manage conflict, (k) motivating students to engage in learning activities, (l) conducting engaging learning activities, (m) effectively teaching students to supplant off-task behaviors with on-task behaviors, and (n) effectively dealing with misbehaviors - both nonviolent and violent.

Table of Contents

Preface	p. vii
The Research-Based Art of Leading Students to Cooperate	p. 1
The Complex Art of Teaching	p. 3
Chapter 1's Goal and Objectives	p. 3
Teaching Experiences: Satisfying or Frustrating	p. 3
Teaching Cycles	p. 4
Allocated Time and Transition Time	p. 9
Student Behaviors	p. 9
On-Task, Engaged, Off-Task, and Disruptive	p. 9
Prosocial and Antisocial	p. 11
Taking Charge in Your Classroom	p. 12
Synthesis Activities for Chapter 1	p. 13
Transitional Activity from Chapter 1 to Chapter 2	p. 16
Schools of Thought and the Research Bases for Classroom Management Strategies	p. 18
Chapter 2's Goal and Objectives	p. 18
Students' Need to Be Taught to Cooperate	p. 19
Implications from Learning Theory	p. 20
Implications from Studies of Social Interaction and Communications	p. 27
Critical Communication Styles and Classroom Climates	p. 27
True Dialogues Instead of IRE Cycles	p. 28
Other Implications Regarding Communication Styles	p. 34
Implications from Studies in Developmental Psychology and Multicultural Education	p. 34
Implications from Behavioristic Psychology	p. 37
Learned Responses	p. 37
Behavior Modification	p. 38
Isolated Behaviors and Behavior Patterns	p. 38
Positive Reinforcers	p. 39
Destructive Positive Reinforcers	p. 40
Contrived versus Naturally Occurring Punishment	p. 42
Differences Between the Effects of Naturally Occurring and Contrived Punishment	p. 42
Unwittingly Administered Punishment	p. 44
Destructive Punishment	p. 44
Negative Reinforcement	p. 45
Implications from Studies Focusing on Motivation and Student Engagement	p. 46
Student Disinterest	p. 46
Intrinsic Motivation	p. 46
Extrinsic Motivation	p. 46
The Preferred Type of Motivation	p. 48
Implications from Studies Focusing on Violence Prevention in Schools	p. 48
Synthesis Activities for Chapter 2	p. 49
Transitional Activity from Chapter 2 to Chapter 3	p. 53
Fostering Cooperation and Preventing Discipline Problems	p. 55
Establishing a Favorable Climate for Cooperation	p. 57
Chapter 3's Goal and Objectives	p. 57
Creating a Businesslike Climate	p. 57
The Advantage of a Businesslike Atmosphere	p. 57
The Meaning of Businesslike	p. 58
Five Steps Toward a Businesslike Atmosphere	p. 59
Beginning a New School Year	p. 59
Students' Perceived Notions	p. 59
Taking Advantage of Initial Uncertainty	p. 59
Planning for a Favorable Beginning	p. 60
Learning Activities Conducive to a Favorable Beginning	p. 62
Displaying Withitness	p. 71
Modeling Preparation and Organization	p. 72
The Importance of the Third and Fourth Stages of Teaching Cycles	p. 72
The Effects of Preparation on Classroom Climate and Efficiency	p. 73
Orchestrating Smooth, Efficient Transitions	p. 74
Smoothness of Transitions and Momentum	p. 74
Minimizing Transition Time	p. 78
Dispensing with Administrative Duties	p. 79
Inefficient Use of Class Time	p. 79
Efficient Use of Class Time	p. 80
Saving Time When Distributing Materials and Giving Directions	p. 80
Efficient Beginnings to Learning Activities	p. 80
Freedom from Having to Speak to the Whole Class	p. 82
Distributing Materials Ahead of Time	p. 83
Cues for Efficient Routines	p. 83
Employing Technology to Enhance Classroom Efficiency	p. 85
Saving Time With Intraclass Grouping	p. 86
Accommodating Students' Completing Work at Different Times	p. 86
Creating a Comfortable, Nonthreatening, and Safe Learning Community	p. 87
A Frightening Place	p. 87
Risking Self-Respect	p. 88
Disassociating Self-Respect from Achievement	p. 90
Synthesis Activities for Chapter 3	p. 90
Transitional Activity from Chapter 3 to Chapter 4	p. 92
Establishing Cooperative Relationships	p. 93
Chapter 4's Goal and Objectives	p. 93
Using Descriptive Instead of Judgmental Language	p. 94
Focused Descriptions, Not Characterizations or Labels	p. 94
Differences Between Descriptive and Judgmental Language	p. 95
The Consequences of Judgmental Language	p. 96
The Detrimental Effects of Characterizations	p. 96
The Fallacy of Labels	p. 97
Competition or Cooperation	p. 98
Teaching Students to Listen to You	p. 98
The Richness of Descriptive Language	p. 98
The Judicious Use of Words	p. 99
Thinking Before Talking	p. 100
More and More Useless Words	p. 101
Speaking Only to Intended Listeners	p. 102
Body Language and Proximity	p. 102
Voice Tone	p. 105
Speaking Only to the Attentive	p. 106
Listening to Students	p. 107
Using Supportive Replies	p. 108
Accepting Feelings	p. 108
Relieving Frustration	p. 108
Defusing Conflict	p. 109
Avoiding Unintended Messages	p. 110
The Risk of Misinterpretation	p. 110
Modeling a Businesslike Attitude	p. 111
Avoiding Disruptive Teacher Behavior	p. 111
Being Responsible for One's Own Conduct	p. 112
Communicating Assertively	p. 115
The Assertive Response Style	p. 115
Controlling Your Professional Life	p. 117
Teaching Students to Communicate Assertively	p. 121
Communicating Evaluations	p. 121
Two Reasons for Communicating Evaluations	p. 121
Emphasizing Formative Evaluations	p. 126
Grades as a Form of Communication	p. 130
Fostering Parents' Cooperation	p. 130
Focusing on Formative Evaluations	p. 130
Conferences	p. 131
Written Communications	p. 132
Professional Confidence and Students' Rights	p. 132
Unprofessional Behavior	p. 132
Privileged Information	p. 134
Synthesis Activities for Chapter 4	p. 135
Transitional Activity from Chapter 4 to Chapter 5	p. 139
Standards for Conduct, Routine Procedures, and Safe-School Policies	p. 140
Chapter 5's Goal and Objectives	p. 140
Standards for Classroom Conduct	p. 140
Purposefully Stated Standards	p. 140
The Number of Standards for Classroom Conduct	p. 142
Procedures for Smoothly Operating Classrooms	p. 142
Necessary Standards for Conduct	p. 144
Four Purposes	p. 144
Justification of a Standard	p. 144
Politeness and Courtesy	p. 145
The Consequences of Unnecessary Standards	p. 146
When to Determine Standards and Routine Procedures	p. 147
Who Should Determine Standards?	p. 147
Teaching Standards and Procedures to Students	p. 148
Schoolwide Discipline Policies	p. 151
Developing Safe-School Programs	p. 153
The Roots of School Violence	p. 153
Focus on Prevention Not Retribution	p. 155
Violence-Prevention Strategies	p. 155
Conflict Management and Resolution in Curricula	p. 156
Reducing Gang-Related Activities in School	p. 163
Gang Activities	p. 163
Working with Gang-Affiliated Students and Eliminating Gang Activities in School	p. 166
Gentle, Caring School Communities	p. 168
Essentials of an Effective Safe-School System	p. 172
Eleven Elements	p. 172
Consensus within the Community	p. 172
Research and Periodic Safety-Audits	p. 173
School-Safety Committee	p. 173
Team Approach	p. 173
Training for All School Personnel	p. 174
Coordination with Schoolwide Discipline Policies	p. 174
Provisions for Building Positive Relationships	p. 175
Provisions for Conflict Resolution	p. 175
Communication Systems	p. 175
Backup and Crisis-Support Resources and Procedures	p. 176
Traffic Control and Intruder Prevention	p. 176
Synthesis Activities for Chapter 5	p. 178
Transitional Activity from Chapter 5 to Chapter 6	p. 173
Working with Individual Differences among Students	p. 180
Chapter 6's Goal and Objectives	p. 180
The Key: Relating to Students as Individuals	p. 181
Including Students with Characteristics Typically Disdained in So-Called Mainstream Society	p. 185
The Consequences of Students' Feeling Marginalized	p. 185
Strategies for Inclusion in Your Classroom	p. 187
Special Populations	p. 189
Legal Concerns Relative to Inclusion and Accommodation	p. 191
Classroom Management Implications of IDEA and Other Federal Statutes	p. 191
Zero-Reject and IEP Implications for Classroom Management	p. 192
Accommodating and Including Students with Physical, Hearing, Visual, or Communication Impairments	p. 193
Accommodating and Including Students with Learning Disabilities	p. 206
Accommodating and Including Students with Emotional or Behavioral Disorders	p. 212
Accommodating and Including Students for Whom English Is Not a First Language	p. 215
Benefitting from Cultural Diversity	p. 224
Synthesis Activities for Chapter 6	p. 230
Transitional Activity from Chapter 6 to Chapter 7	p. 231
Motivating Students to Engage in Learning Activities	p. 233
Conducting and Monitoring Engaging Learning Activities	p. 235
Chapter 7's Goal and Objectives	p. 235
Problem-Based Learning	p. 235
Non-Problem-Based Approach	p. 235
Problem-Based Approach	p. 236
Intrinsic Motivation Via the Problem-Based Approach	p. 238
Giving Directions	p. 240
Explicitness, Specificity, and Directness	p. 240
Nine Points about Directions	p. 242
Monitoring Student Engagement	p. 244
Variety of Learning Activities	p. 252
Ideas for Lecture Sessions	p. 252
Student Engagement during Lectures	p. 252
Fourteen Points about Lectures	p. 255
Ideas for Cooperative-Learning Sessions	p. 258
Students Learning from One Another	p. 258
Guidance and Structure for Maintaining Engagement	p. 258
Ten Points about Cooperative-Learning Sessions	p. 260
Ideas for Discussion Sessions	p. 262
Student Engagement during Discussions	p. 262
Seven Points about Discussion Sessions	p. 263
Ideas for Questioning Sessions	p. 265
Student Engagement during Questioning Sessions	p. 265
Six Points about Questioning Sessions	p. 268
Ideas for Independent Work Sessions	p. 270
Student Engagement during Independent Work Sessions	p. 270
Four Points about Independent Work Sessions	p. 272
Ideas for Homework Assignments	p. 272
Student Engagement in Homework Assignments	p. 272
Eight Points about Homework Assignments	p. 275
Classroom Designs that Enhance Student Engagement	p. 276
Synthesis Activities for Chapter 7	p. 285
Transitional Activity from Chapter 7 to Chapter 8	p. 287
Confronting and Solving Discipline Problems	p. 289
Approaching Off-Task Behaviors Systematically	p. 291
Chapter 8's Goal and Objectives	p. 291
Deal with Off-Task Behaviors via the Teaching Cycles Model	p. 291
A Mechanism for Focusing	p. 291
More Elaborate Applications	p. 293
Staying Calm and Organizing Thoughts	p. 296
Deal with Misbehaviors Before They "Get to You"	p. 297
Either Respond Decisively to an Off-Task Behavior or Ignore It Altogether	p. 297
Distinguish between Teaching Students to Be On-Task and Building Character	p. 299
A Teacher's Responsibilities and Capabilities	p. 299
Focusing on the Task	p. 300
Distinguish between Isolated Off-Task Behaviors and Off-Task Behavior Patterns	p. 300
Control the Time and Place for Dealing with Off-Task Behaviors	p. 301
Provide Students with Dignified Options for Terminating Off-Task Behaviors	p. 303
Avoid Playing Detective	p. 304
Use Alternative Lesson Plans	p. 305
Use the Help of Colleagues	p. 305
Use the Help of Parents and Instructional Supervisors	p. 306
The Myth of the "Good Teacher"	p. 306
Assertiveness	p. 307
Do Not Use Corporal Punishment	p. 309
Corporal Punishment	p. 309
Arguments for and against Corporal Punishment	p. 311
Corporal Punishment: A Poor Choice	p. 313
Know Your Rights and Limitations	p. 314
Maintain Your Options	p. 314
Know Yourself and Your Students	p. 314
Synthesis Activities for Chapter 8	p. 315
Transitional Activity from Chapter 8 to Chapter 9	p. 317
Modifying Off-Task Behavior Patterns	p. 318
Chapter 9's Goal and Objectives	p. 318
Systematic Techniques for Changing Habits	p. 318
The Formations and Elimination of Behavior Patterns	p. 318
The Need for Systematic Observation	p. 319
Applying the Principle of Extinction	p. 320
The Principle	p. 320
Unintentional Extinction	p. 320
Intentional Extinction	p. 321
Alternative Behavior Patterns	p. 322
Applying the Principle of Shaping	p. 323
Maintaining Desirable Behavior Changes	p. 324
Reinforcement Schedules	p. 324
Fixed Schedules	p. 324
Intermittent Schedules	p. 325
Planned Schedules of Reinforcement	p. 326
Cuing	p. 327
Generalization and Discrimination	p. 327
The Idea	p. 327
The Principle of Generalization	p. 328
The Principle of Discrimination	p. 328
Distinguishing between Generalizing and Discriminating	p. 328
Applying the Principle of Modeling	p. 330
Applying the Principle of Satiation	p. 331
Synthesis Activities for Chapter 9	p. 332
Transitional Activity from Chapter 9 to Chapter 10	p. 333
Dealing with Nondisruptive Off-Task Behaviors	p. 334
Chapter 10's Goal and Objectives	p. 334
Nondisruptive Off-Task Behaviors	p. 334
Mind Wandering and Daydreaming	p. 335
Detection and Response	p. 335
Strategies	p. 336
Refusing to Participate in Class Activities	p. 338
Failing to Complete Homework Assignments	p. 342
Meaningful Homework	p. 342
Strategies	p. 343
Failing to Bring Needed Materials to Class	p. 344
Being Under the Influence of Debilitating Drugs	p. 345
Teachers' Attitudes	p. 345
Strategies	p. 346
Being Absent or Tardy	p. 350
Schoolwide Policies for Extrinsically Motivating Student Attendance	p. 350
Teachers' Policies for Extrinsically Motivating Student Attendance	p. 351
Irrationality of Some Popular Attendance Policies	p. 351
Strategies	p. 352
Cheating on Tests	p. 354
Ten Incidents	p. 354
Prevalence and Causes of Cheating	p. 356
Strategies	p. 357
Synthesis Activities for Chapter 10	p. 359
Transitional Activity from Chapter 10 to Chapter 11	p. 360
Dealing with Disruptive Behaviors	p. 361
Chapter 11's Goal and Objectives	p. 361
Disruptive Behaviors	p. 361
Dealing with Nonviolent Disruptions	p. 361
Disruptive Talking	p. 361
Interrupting	p. 364
Clowning	p. 365
Being Discourteous	p. 367
Failing to Clean Up	p. 369
Dealing with Violent Disruptions	p. 370
Safe-School Programs in Place	p. 370
Bullying	p. 370
Fighting	p. 372
Attacks on Teachers	p. 378
Causes	p. 378
Strategies	p. 380
Vandalizing	p. 381
Synthesis Activities for Chapter 11	p. 382
Transitional Activity from Chapter 11 to Chapter 12	p. 382
Making Classroom Management Strategies Work for You	p. 383
Incorporating Classroom Management Strategies into Your Teaching Style	p. 385
Chapter 12's Coal	p. 385
Building on Experiences	p. 385
Instructional Supervision	p. 386
Assessing Your Own Teaching	p. 388
Action Research	p. 389
Your Uniqueness	p. 389
References	p. 391
Index	p. 399
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