Principles of Classroom Management: A Professional Decision-Making Model

by Levin, James; Nolan, James F.

• ISBN13: 9780205288625
• ISBN10: 0205288626
• Edition: 3rd
• Format: Paperback
• Copyright: 2000-01-01
• Publisher: Allyn & Bacon

Summary

Written for classroom management courses, Principles of Classroom Management provides a theoretically-based but practical system for helping teachers manage their classrooms effectively while providing a positive learning environment for their students. Each chapter carefully lays out a valuable array of non-coercive strategies to prevent, cope with, and solve classroom management problems. Real-life case studies throughout the text provide concrete illustrations of actual classroom issues and problems, as well as examples of the types of decisions teachers may make to enhance student self-control.

Table of Contents

Preface to the Third Edition	xiii
Preface to the Second Edition	xvii
Preface to the First Edition	xxi
SECTION ONE Foundations
The Basics	1	(18)
The Hierarchy	1	(1)
Principles of Classroom Management	1	(1)
Introduction	1	(1)
Defining the Process of Teaching	2	(5)
Getting Students to Respond	5	(1)
``Why Study? We Don't Get Enough Time for the Test Anyway!''	6	(1)
Principles of Classroom Management	7	(6)
Professional Decision-Making Hierarchy	13	(2)
The Vice-Principal Wants to See Whom?	14	(1)
Summary	15	(2)
References	17	(1)
Exercises	17	(2)
Nature of the Discipline Problem	19	(21)
The Hierarchy	19	(1)
Principles of Classroom Management	19	(1)
Introduction	19	(1)
Defining a Discipline Problem	20	(6)
Can a Teacher Be a Discipline Problem?	24	(1)
Problem Student Behavior Outside the Definition	25	(1)
Solving a Motivational Problem	26	(1)
Extent of the Problem	26	(3)
The Effect of Classroom Discipline Problems on Teaching and Learning	29	(5)
Discipline: A Costly Waste of Time	30	(1)
The Ripple Effect	30	(4)
Summary	34	(1)
References	34	(3)
Exercises	37	(3)
Understanding Why Children Misbehave	40	(32)
The Hierarchy	40	(1)
Principles of Classroom Management	40	(1)
Introduction	40	(1)
Societal Changes	41	(6)
The Knowledge Explosion and the Erosion of Respect for Authority	42	(1)
The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Relevancy of Schooling	43	(1)
``This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching''	44	(1)
Who Really Cares?	45	(1)
Television and Violence	45	(2)
Television and Alternative Role Models	47	(1)
Failure to Meet Children's Basic Needs	47	(8)
The Home Environment	47	(1)
Hanging on the Corner	48	(2)
Marital Conflict	50	(1)
The School Environment	51	(1)
Physiological Needs	51	(1)
Forgetting to Sit Down	51	(1)
There Must Be a Better Way	52	(1)
Too Much Noise	53	(1)
Safety and Security Needs	53	(1)
Afraid of Going to School	53	(1)
Belonging and Affection Needs	54	(1)
Turning Off Students	54	(1)
``I'm Going to Be Sorry When Fifth Grade Is Over''	55	(1)
Children's Pursuit of Social Recognition and Self-Esteem	55	(4)
Social Recognition	55	(2)
Seeking Faulty Goals	57	(1)
Self-Esteem	58	(1)
Stages of Cognitive and Moral Development	59	(7)
``Get Out of My Face''	60	(1)
Cognitive Development	60	(1)
Moral Development	61	(1)
Behavior: The Interaction of Cognitive and Moral Development	62	(4)
Instructional Competence	66	(1)
Not Being Able to Teach	66	(1)
Summary	67	(1)
References	68	(2)
Exercises	70	(2)
Philosophical Approaches to Classroom Management	72	(24)
The Hierarchy	72	(1)
Principles of Classroom Management	72	(1)
Introduction	72	(3)
The Tricks-of-the-Trade Approach	74	(1)
Teacher Power Bases	75	(6)
Referent Power	76	(1)
The Involved Teacher	76	(1)
Expert Power	77	(1)
Her Reputation Precedes Her	77	(1)
Legitimate Power	78	(1)
``School Is Your Job''	78	(1)
Reward/Coercive Power	79	(1)
Going to Recess	79	(2)
Theories of Classroom Management	81	(12)
Student-Directed Management	83	(1)
Handling Disruptive David	84	(4)
Collaborative Management	88	(2)
Teacher-Directed Management	90	(3)
Summary	93	(1)
References	93	(1)
Exercises	94	(2)
SECTION II Prevention
The Professional Teacher	96	(29)
The Hierarchy	96	(1)
Principles of Classroom Management	96	(1)
Introduction	97	(1)
The Basics of Effective Teaching	98	(11)
Lesson Design	98	(2)
Student Motivation: Teacher Variables	100	(1)
The Popcorn Popper	101	(2)
Talking between Classes	103	(1)
Nonconstructive Feedback	103	(1)
Teacher Expectations	104	(2)
Classroom Questioning	106	(1)
Maximizing Learning Time	107	(1)
Allocated Time	108	(1)
Time-on-Task	108	(1)
Beyond the Basics	109	(11)
Teaching for Understanding	110	(1)
Authentic Instruction	111	(2)
Emphasis on Thinking and Problem-Solving Skills	113	(1)
Creating Communities of Learners	114	(1)
Teaching toward Multiple Intelligences	115	(1)
Cooperative Learning in Biology	116	(1)
Student Motivation: Student Cognition	117	(3)
Three Years of History Rolled into One	120	(1)
Summary	120	(1)
References	121	(2)
Exercises	123	(2)
Structuring the Environment	125	(26)
The Hierarchy	125	(1)
Principles of Classroom Management	125	(1)
Introduction	126	(1)
Designing the Physical Classroom Environment	126	(2)
Environmental Conditions	126	(1)
Use of Space	127	(1)
Seating Arrangements	127	(1)
Bulletin Boards and Display Areas	128	(1)
Establishing Classroom Guidelines	128	(14)
Fourteen to Ten, Music Wins	128	(1)
Having Your Name Placed on the Board Isn't Always Bad	129	(1)
Classroom Procedures	129	(1)
Classroom Rules	130	(1)
The Need for Rules	131	(1)
Determining Necessary Rules	131	(1)
Developing Consequences	131	(4)
Communicating Rules	135	(2)
Obtaining Commitments	137	(1)
``I Don't Know If I Can Remember''	137	(1)
``I'm Not Promising Anything''	138	(1)
Calling Out Correct Answers	138	(1)
Teaching and Evaluating	139	(1)
The Smiley Face Self-Analysis	139	(3)
The Cultural Embeddedness of Rules and Guidelines	142	(3)
Creating Group Norms to Structure Appropriate Behavior	145	(2)
Summary	147	(1)
References	147	(2)
Exercises	149	(2)
SECTION III Managing Common Misbehavior Problems
Managing Common Misbehavior Problems: Nonverbal Interventions	151	(14)
The Hierarchy	151	(1)
Principles of Classroom Management	151	(1)
Introduction	152	(1)
Prerequisites to Management	152	(1)
Surface Behaviors	153	(1)
``...3, 2, 1, Blast Off''	154	(1)
Proactive Intervention Skills	154	(2)
Remedial Intervention Skills	156	(5)
Planned Ignoring	158	(1)
Signal Interference	159	(1)
Proximity Interference	159	(1)
Touch Interference	160	(1)
Effectiveness of Nonverbal Intervention Skills	161	(2)
Notes versus Math	161	(1)
Let Your Fingers Do the Walking	162	(1)
Summary	163	(1)
References	163	(1)
Exercises	164	(1)
Managing Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences	165	(20)
The Hierarchy	165	(1)
Principles of Classroom Management	166	(1)
Introduction	166	(1)
Blowing His Stack	166	(1)
Classroom Verbal Intervention	167	(9)
Jimmy, the Little Sneak	168	(3)
Adjacent (Peer) Reinforcement	171	(1)
Calling on the Student/Name-Dropping	171	(1)
Humor	172	(1)
Questioning Awareness of Effect	172	(1)
Sending an ``I Message''	173	(1)
Direct Appeal	173	(1)
Positive Phrasing	174	(1)
``Are Not For's''	174	(1)
Reminder of the Rules	174	(1)
Glasser's Triplets	175	(1)
Explicit Redirection	175	(1)
Canter's ``Broken Record''	176	(1)
Comply or Face the Logical Consequences: ``You Have a Choice''	176	(2)
When ``You Have a Choice'' Doesn't Work	178	(3)
``Doing Nothin'''	179	(2)
Summary	181	(1)
References	182	(1)
Exercises	183	(2)
SECTION IV Managing Chronic Behavior Problems
Classroom Interventions for Chronic Problems	185	(29)
The Hierarchy	185	(1)
Principles of Classroom Management	186	(1)
Introduction	186	(2)
``I Just Dropped My Book''	187	(1)
Relationship Building	188	(4)
Darnell	190	(1)
Relating to Cindy	191	(1)
Breaking the Cycle of Discouragement	192	(8)
Private Conferences	196	(1)
Receiving Skills	196	(1)
Sending Skills	197	(3)
Management Techniques	200	(11)
Self-Monitoring	200	(1)
Anecdotal Record Keeping	201	(5)
Behavior Contracting	206	(5)
Summary	211	(1)
References	211	(1)
Exercises	212	(2)
Seeking Outside Assistance	214	(15)
The Hierarchy	214	(1)
Principles of Classroom Management	215	(1)
Introduction	215	(1)
The Nature of Persisting Misbehavior	216	(2)
Failure in the Classroom Environment	216	(1)
Failure Outside the Classroom Environment	217	(1)
Failure as a Result of Primary Mode of Conduct	217	(1)
When Outside Assistance Is Needed	218	(1)
The Referral Process	218	(2)
The Role of the Counselor	219	(1)
The Role of the Administrator	219	(1)
The Role of the School Psychologist	219	(1)
The Consultation Team	220	(1)
Working with Parents	220	(5)
When Parents Should Be Contacted	221	(1)
The Importance of Working with Parents	221	(1)
In Order to Drive, You Must Speak Spanish	222	(1)
Understanding Parents	222	(1)
Conducting Parent Conferences	223	(1)
``Won't Be Much Help''	224	(1)
Symptoms of Serious Problems	225	(1)
Legal Aspects of Seeking Outside Assistance	226	(1)
Summary	227	(1)
References	227	(1)
Exercises	228	(1)
APPENDIX: Discipline Problem Analysis Inventory (DPAI)	229	(1)
Part I: Have I Done All I Can to Prevent Misbehavior?	229	(3)
The Basics	229	(1)
Nature of the Discipline Problem	229	(1)
Understanding Why Children Misbehave	230	(1)
Philosophical Approaches to Classroom Management	230	(1)
The Professional Teacher	230	(1)
Structuring the Environment	231	(1)
Part II: Am I Effectively Resolving Misbehavior?	232	(5)
Managing Common Misbehavior Problems: Nonverbal Interventions	232	(1)
Managing Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences	233	(1)
Classroom Interventions for Chronic Problems	233	(2)
Seeking Outside Assistance	235	(2)
Index	237