Conscious Classroom Management : Unlocking the Secrets of Great Teaching

by Smith, Rick

• ISBN13: 9781889236506
• ISBN10: 1889236500
• Format: Paperback
• Copyright: 2004-09-15
• Publisher: Corwin Pr

Summary

'[This] book takes a magnifying glass to great teaching, revealing the key assumptions that allow teachers to organize their teaching and discipline students in ways that invite student cooperation' - from the Foreword by Spence Rogers, Founder and Director, Peak Learning Systems'Rick Smith peeks behind the invisible veil of good teaching to discover numerous enlightening classical concepts and techniques that all teachers can use to become better at their craft' - Rick Curwin, Author, Discipline with DignityMake your job easier! Find out what really works for effective classroom management and reap the benefits of engaged and productive students!Conscious Classroom Management is a delightfully rich text that incorporates meaningful stories, insights, humour, and invaluable strategies for what really works in the classroom. And while classroom management is the primary factor behind how successful teachers can achieve sustained student learning, this wonderful text also addresses the human elements of teaching, focusing on three primary subjects: the students, the teacher, and the relationship between the two.Comprehensive and practical, Conscious Classroom Management helps you to:- Eliminate power struggles with your most challenging students- Discover how holding your ground can help students cooperate- Uncover your teacher presence while reducing stress- Create lessons that help students remain focused, eager, and willing to learn- Appreciate your craft at a deeper level- Think ahead and prepare to teach- Energize and invigorate how you mentor and train other teachers

Table of Contents

Foreword	xi
Acknowledgements	xiv
Introduction	2	(7)
How to Use This Book	6	(3)
Foundation -- Who We Are	9	(44)
Assume the Best	10	(10)
Teachers Teach Procedures and Behavior	11	(2)
Students Want to Learn Content	13	(1)
Students Want to Learn Behavior	13	(7)
Phil the Baiter	16	(4)
Inner Authority	20	(10)
The Inner Authority Continuum	21	(2)
When and How to Apologize	23	(3)
Growing in Inner Authority	26	(4)
Approaches that work	26	(4)
Ask for Help	30	(12)
Characteristics of a Good Teacher	32	(2)
Countering Isolation	34	(4)
My bumpy start	35	(1)
Synonyms for help	36	(1)
We receive the help we ask for	37	(1)
Openness is win-win	37	(1)
Strategies	38	(4)
Help-ful tips for new teachers	38	(2)
Giving students chances to ask for help	40	(1)
Remembering we are role models	41	(1)
Got Stress?	42	(11)
The Biggest Source of Teacher Stress	43	(2)
Our Infinite Job Description	45	(1)
Find What Works	46	(2)
Five minutes a day	47	(1)
Taking Care of Ourselves	48	(5)
The bottom line of expectations	50	(1)
Stress before the December holidays	51	(2)
Prevention -- What We Do Proactively	53	(108)
Holding Our Ground	54	(10)
The Firm and Soft Paradox	56	(1)
Saying ``No''	57	(1)
Don't Over-explain	57	(2)
Characteristics of an Effective ``No''	59	(1)
Ambiguous Characteristics of ``No''	60	(1)
Anger vs. Reactivity	60	(4)
Positive Connections	64	(16)
The Ingredients --- Caring	65	(4)
Doing what's best, not what's easiest	66	(1)
Head, heart, and gut	67	(2)
The Recipe --- Strategies	69	(4)
Choices	69	(1)
Specific things we can do	69	(4)
Writing vs. speaking	73	(1)
Avoiding Pitfalls	73	(7)
Getting too personal	73	(2)
Prepare for the worst --- assume the best	75	(1)
We are the boss. Period	76	(1)
There will be times when we are not liked --- hated, even	76	(2)
The emotional charge-transfer game	78	(1)
Classes have no memory (though kids do)	79	(1)
Teaching Procedures	80	(24)
Procedures Are the Railroad Tracks --- Content Is the Train	82	(1)
What Procedures Do We Need?	83	(2)
How Do I Teach Procedures?	85	(8)
Practicing procedures: group work	86	(2)
Reviewing procedures regularly	88	(2)
Two procedures per lesson	90	(2)
Rubrics for procedures	92	(1)
Things to Do	93	(11)
Getting the class quiet	93	(7)
Directions, questions	100	(4)
Consistency	104	(10)
Hand and Mouth Dis-ease	106	(2)
Arguing With the Ref	108	(2)
The Popcorn Effect	110	(2)
Other Consistency Keys	112	(2)
Getting Ready	114	(20)
What to Do Before School Starts	115	(1)
Before-School Checklist	116	(11)
Feeling overwhelmed?	123	(1)
What if you're hired at the last minute?	124	(1)
Room arrangement	125	(2)
Starting School	127	(4)
Activities for the first few days	127	(4)
What to Do First?	131	(3)
Before the first day	131	(1)
Procedures	132	(1)
Behavior	133	(1)
Content	133	(1)
Lesson Design	134	(27)
The Big Picture	135	(3)
The five-step lesson plan	136	(2)
Designing lessons	138	(1)
Starting the Lesson	138	(8)
Strategies	138	(8)
The Lesson Itself	146	(11)
Strategies	146	(9)
Including all students	155	(1)
Movement breaks	155	(2)
Closure	157	(4)
Strategies	157	(4)
Intervention -- What We Do in Response	161	(65)
Rules and Consequences	162	(38)
Principles	164	(1)
Rules	165	(2)
Strategies	165	(2)
Consequences -- Five Key Assumptions	167	(5)
Dan and the flying hammer	168	(4)
The Nuts and Bolts of Consequences	172	(28)
Part 1. Which consequences to choose	172	(10)
Part 2. Implementing consequences	182	(9)
Part 3. Documenting misbehavior	191	(2)
Part 4. Making changes in our system	193	(3)
Part 5. Extrinsic vs. intrinsic rewards	196	(4)
Breaking the Cycle of Student Misbehavior	200	(14)
Assumptions That Make a Difference	201	(3)
Addressing the causes	201	(1)
Why students act out	202	(1)
Helpful approaches	203	(1)
Five Keys for Permanent Change	204	(6)
Example 1. Elementary school	205	(2)
Example 2. Middle school	207	(1)
Example 3. High school	208	(2)
Tips for Temporary Change	210	(4)
Strategies	210	(4)
Putting It All Together -- Final Thoughts	214	(12)
Classroom Management: The Big Picture	215	(4)
An observation checklist	216	(3)
Teaching and Learning: The Big Picture	219	(2)
A recipe for learning	219	(2)
Our Own Lives: The Really Big Picture	221	(5)
Index	226	(14)
About the Author	240