Introduction | p. xiii |
Classroom Management: Problems and Promises | p. 1 |
Anticipation-Reaction Guide | p. 1 |
The Case of Janna Smart | p. 2 |
The Weight of Minor Details | p. 5 |
What Teachers Try to Accomplish, and How | p. 6 |
The Instructional Package: Content, Instruction Through Experience, and Management | p. 7 |
Janna Smart Revisited | p. 9 |
Summary Self-Check | p. 14 |
Activities for Reflection and Growth | p. 15 |
References and Recommended Readings | p. 15 |
Laying Out the Year | p. 16 |
Anticipation-Reaction Guide | p. 16 |
How To Lay Out the Year | p. 17 |
Curriculum from the Management Perspective | p. 23 |
Mapping the Big Picture | p. 24 |
A Word About Standards | p. 25 |
The Goals of the School Curriculum | p. 26 |
Implementing the Curriculum | p. 26 |
Smoothing and Sparkling | p. 29 |
A Word about Individual Lessons | p. 30 |
Summary Self-Check | p. 30 |
Activities for Reflection and Growth | p. 31 |
References and Recommended Readings | p. 32 |
Managing the Physical Environment | p. 33 |
Anticipation-Reaction Guide | p. 33 |
The Pictures We Hold In Our Heads | p. 34 |
Six Facets of the Physical Environment | p. 35 |
Mass of Confusion? | p. 44 |
Summary Self-Check | p. 45 |
Activities for Reflection and Growth | p. 45 |
References and Recommended Readings | p. 46 |
Managing the Psychosocial Environment of the Classroom | p. 47 |
Anticipation-Reaction Guide | p. 47 |
The Positive and Negative Sides of the Psychosocial Environment | p. 48 |
Toward an Optimal Psychosocial Environment | p. 48 |
A Quick Look at Looping | p. 50 |
Factors That Contribute to the Psychosocial Environment | p. 50 |
Human Relations Skills | p. 50 |
Responsibilities in the Psychosocial Environment | p. 56 |
Maintaining the Psychosocial Environment | p. 61 |
Summary Self-Check | p. 62 |
Activities for Reflection and Growth | p. 63 |
References and Recommended Readings | p. 63 |
Managing Student Motivation to Learn | p. 65 |
Anticipation-Reaction Guide | p. 65 |
What Is Meant by Motivation? | p. 66 |
Why People Don't Do What We Want Them To | p. 66 |
How Can Teachers Influence Student Motivation? | p. 67 |
Motivation and Lessons | p. 67 |
What Does Motivate Students to Learn? | p. 68 |
William Glasser's Contributions | p. 73 |
Howard Gardner's Contributions | p. 75 |
Fredric Jones's Contributions | p. 76 |
Spencer Kagan's Contributions | p. 77 |
What Are the Dangers in Motivation? | p. 82 |
Summary Self-Check | p. 83 |
Activities for Reflection and Growth | p. 84 |
References and Recommended Readings | p. 85 |
Managing Instruction | p. 86 |
Anticipation-Reaction Guide | p. 86 |
An Interlude for Terminology | p. 87 |
Three Instructional Approaches | p. 88 |
A Second Interlude for Terminology | p. 102 |
Using the Internet | p. 103 |
Differentiated Instruction | p. 104 |
Planning Approaches and Strategies | p. 104 |
Summary Self-Check | p. 106 |
Activities for Reflection and Growth | p. 106 |
References and Recommended Readings | p. 107 |
Managing Students at Work | p. 108 |
Anticipation-Reaction Guide | p. 108 |
Work Routines | p. 109 |
Providing Assistance | p. 116 |
Incidentals | p. 120 |
Summary Self-Check | p. 126 |
Activities for Reflection and Growth | p. 127 |
References and Recommended Readings | p. 127 |
Managing Special Groups | p. 129 |
Anticipation-Reaction Guide | p. 129 |
Who Are the Special Groups? | p. 130 |
Exceptionality | p. 131 |
Language Diversity | p. 138 |
Family Diversity | p. 139 |
Strategies for Individual Differences | p. 143 |
Summary Self-Check | p. 145 |
Activities for Reflection and Growth | p. 146 |
References and Recommended Readings | p. 146 |
Managing Student Behavior | p. 148 |
Anticipation-Reaction Guide | p. 148 |
Is Disruptive Behavior Really That Serious? | p. 149 |
Is the Discipline Situation Hopeless? | p. 150 |
The Movement toward New Discipline | p. 150 |
Building a System of Participative Discipline | p. 161 |
Summary Self-Check | p. 165 |
Activities for Reflection and Growth | p. 166 |
References and Recommended Readings | p. 167 |
Managing Assessment, Record Keeping, and Reporting | p. 168 |
Anticipation-Reaction Guide | p. 168 |
An Overview of Assessment and Reporting | p. 169 |
Standards | p. 170 |
The Nature of Assessment | p. 170 |
Records and Record Keeping | p. 174 |
Forms and Formats for Good Record Keeping | p. 176 |
Records for Various Curriculum Areas | p. 179 |
Simplifying Records Management | p. 187 |
Records Needed for Conferencing | p. 187 |
Summary Self-Check | p. 189 |
Activities for Reflection and Growth | p. 190 |
References and Recommended Readings | p. 190 |
Managing Communication with Students, Parents, and Others | p. 192 |
Anticipation-Reaction Guide | p. 192 |
The Value of Communication | p. 193 |
Events That Call for Especially Good Communication | p. 193 |
Communicating with Students | p. 195 |
Communicating with Parents | p. 203 |
Communicating with Colleagues and Administrators | p. 212 |
Summary Self-Check | p. 213 |
Activities for Reflection and Growth | p. 214 |
References and Recommended Readings | p. 215 |
Managing the Work of Paraprofessionals | p. 216 |
Anticipation-Reaction Guide | p. 216 |
What Are Paraprofessionals? | p. 217 |
What Do Paraprofessionals Do? | p. 218 |
What Do Student Teachers Do? | p. 219 |
What Do Master Teachers Do? | p. 220 |
How Are Paraprofessionals Obtained? | p. 221 |
How Do Teachers Attract Good Paraprofessionals and Volunteers? | p. 223 |
What Requirements Must Be Met By Paraprofessionals and Volunteers? | p. 223 |
How Many Paraprofessionals and Volunteers Are Needed? | p. 223 |
What Are the Ground Rules for Paraprofessionals and Volunteers? | p. 224 |
Training Paraprofessionals and Volunteers | p. 228 |
Assigning Space and Work Duties | p. 228 |
Maintaining Paraprofessionals' Morale | p. 229 |
When Paraprofessionals Must Be Absent | p. 229 |
Summary Self-Check | p. 230 |
Activities for Reflection and Growth | p. 231 |
References and Recommended Readings | p. 231 |
Managing Substitute Teachers and Substitute Teaching | p. 232 |
Anticipation-Reaction Guide | p. 232 |
The Teacher's Obligations | p. 233 |
The Substitute's Obligations | p. 236 |
Mutuality: The Ideal Relationship | p. 239 |
Regimen of the Substitute | p. 240 |
Additional Advice for Substitute Teachers | p. 245 |
Summary Self-Check | p. 250 |
Activities for Reflection and Growth | p. 250 |
References and Recommended Readings | p. 251 |
Managing Stress Productively | p. 252 |
Anticipation-Reaction Guide | p. 252 |
Stress and Its Effects | p. 253 |
What Bothers Teachers Most? | p. 254 |
What Energizes Teachers? | p. 255 |
Stress Management for Teachers | p. 256 |
The Uplifting | p. 263 |
Summary Self-Check | p. 265 |
Activities for Reflection and Growth | p. 266 |
References and Recommended Readings | p. 266 |
Resources for Expanding Horizons and Opportunities | p. 267 |
Anticipation-Reaction Guide | p. 267 |
Education Talk | p. 268 |
Teacher Resource Books | p. 272 |
Additional Bits of Teacher Wisdom | p. 274 |
Professional Journals | p. 283 |
Professional Organizations | p. 284 |
State Departments of Education | p. 287 |
Overseas Teaching Opportunities | p. 297 |
Activities for Reflection and Growth | p. 298 |
Capstone Activity | p. 299 |
Comprehensive List of References and References and Recommended Readings | p. 299 |
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