Definition, Framework, and Guiding Principles

Lessons from Research and Practice

Courtney Bell: Kindergarten

Randy Cueto: First and Second Grade

Garnetta Chain: Third Grade

Barbara Broggi: Fourth Grade

Ken Kowalski: Fifth Grade

What Do the Students Say?

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part II: Establishing an Environment for Learning

Chapter 2 Designing the Physical Environment

Six Functions of the Classroom Setting

Security and Shelter

Social Contact

Symbolic Identification

Task Instrumentality

Pleasure

Growth

The Teacher as Environmental Designer

Think about the Activities the Room Will Accommodate

Think about Whether the Students in Your Classroom Have Special Needs That Require Environmental Modifications

Think about the Needs of Other Adults in the Classroom

Involve Students in Environmental Decisions

Try the New Arrangement, Evaluate, and Redesign,

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 3 Developing Positive Teacher-Student Relationships

Why Is Showing Care Important?

Ways of Showing Care and Respect for Students

Be Welcoming

Learn about Students’ Lives

Be Sensitive to Children’s Concerns

Establish and Enforce Clear Expectations for Behavior

Be Fair

Use Humor

Be a Real Person (as Well as a Teacher)

Promote Autonomy by Sharing ResponsibilityReduce the Use of Extrinsic Conrol

Be Inclusive

Search for Students’ Strengths

Develop Communication Skills

Ask Students How They Feel about the Classroom Environment

Be Careful about Touching

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 4 Fostering Positive Peer Relationships

Building Caring Relationships among Students

Model and Recognize Prosocial Behavior

Provide Opportunities for Students to Get to Know One Another

Hold Class Meetings

Use Cooperative Learning Groups

Teach Social-Emotional Skills

Curb Peer Harassment and Bullying

Be Alert for Instances of Cyber-Bullying

Be Alert for Student-to-Student Sexual Harassment

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 5 Establishing Expectations for Behavior

Research on Effective Classroom Management

Defining Expectations for Behavior

Planning Norms for General Conduct

Planning Routines for Specific Situations

The First Few Days of School: Teaching Students About Expectations

Teaching Norms for General Conduct

Teaching Routines for Specific Situations

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 6 Knowing Your Students and Their Special Needs

The Developing Elementary Child

Erikson’s Theory of Psychosocial Development

Attachment Theory

English Language Learners

Children with Disabilities and ADHD

Learning Disabilities

Hearing Loss

Emotional Disturbance and Behavioral Disorders

Autism Spectrum Disorders

Attention-Deficit/Hyperactivity Disorder

General Strategies for Helping Children with Disabilities and ADHD

Children Who Are Troubled

Substance Abuse

Abuse and Neglect

Children Living in Poverty

Children Who are Gifted and Talented

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 7 Working with Families

Challenges to Family-Teacher Cooperation

Teacher Reluctance to Involve Families in Schooling

Parent Reluctance to Become Involved in Schooling

Fostering Collaboration between Families and Schools

Helping Families to Fulfill Their Basic Obligations

Communicating with Families

Family Involvement in School

Family Involvement in Learning Activities at Home

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 8 Making the Most of Classroom Time

How Much Time Is There, Anyway?

Increasing Opportunity to Learn

Maintaining Activity Flow

Minimizing Transition Time

Holding Students Accountable

Managing Pull-outs as Efficiently as Possible

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part III: Organizing and Managing Instruction

Chapter 9 Enhancing Students’ Motivation to Learn

Motivation: What Is Realistic? What Is Appropriate?

An Expectancy X Value Framework

Increasing Expectations of Success

Provide Opportunities for Success

Teach Students to Set Reasonable Goals and Assess Their Own Performance

Help Students Recognize the Relationship between Effort and Outcome

Provide Informative Feedback

Provide Special Motivational Support to Discouraged Students

Enhancing the Value of the Task

Relate Lessons to Students’ Own Lives

Provide Opportunities for Choice

Model Interest in Learning and Express Enthusiasm for the Material

Include Novelty/Variety Elements

Provide Opportunities for Students to Respond Actively

Allow Students to Create Finished Products

Provide Opportunities for Students to Interact with Peers

Provide Extrinsic Rewards (with Caution

Motivating Underachieving and Disaffected Students

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 10 Managing Independent Work, Recitations, and Discussions

Independent Work: What, Why, and How?

Designing and Implementing Effective Independent Work

Recitations and Discussions: What, Why, and How?

Implementing Effective Recitations

Implementing Effective Discussions

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Chapter 11 Managing Small-Group Work

The Challenges of Group Work

Designing and Implementing Effective Group Work

Decide on the Type of Group to Use

Decide on the Size of the Group

Decide on Group Composition

Structure Cooperative Tasks for Positive Interdependence

Ensure Individual Accountability

Teach Students to Cooperate

Monitor Learning, Involvement, and Cooperative Behavior

Think about What to Do If a Student Doesn’t Want to Be in a Group

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Part IV: Protecting and Restoring Order

Chapter 12 Responding Effectively to Inappropriate Behavior

Principles for Dealing with Inappropriate Behavior

Dealing with Minor Misbehavior

Nonverbal Interventions

Verbal Interventions

Deliberate Non-Intervention

Dealing with More Serious Misbehavior

Selecting Penalties

Imposing Penalties and Preserving Relationships

Being Consistent

Penalizing the Group for Individual Misbehavior

Dealing with Chronic Misbehavior

Resolving Conflicts through Problem Solving

Using a Behavioral Learning Approach

Positive Behavioral Intervention and Supports (PBIS) and Functional Behavioral Assessment

Dealing with Thorny Problems

Tattling

Cheating

Stealing

Profanity

Defiance

Sexually Related Behavior

Failure to Do Homework

When Discipline Violates Students’ Constitutional Rights

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

Chapter 13 Preventing and Responding to Violence

Strategies for Preventing Violence

Build Supportive School Communities

Be Alert to Signs of Hate

Know the Early Warning Signs of Potential for Violence

Be Observant in “Unowned” Spaces

Be Attentive to Whispers, Rumors, and Threats

De-Escalate Potentially Explosive Situations

Responding to Violence

Know Your School’s Policies and Emergency Plans

Coping with Aggressive Behavior

Responding Effectively to Physical Fights

Concluding Comments

Summary

Activities for Skill Building and Reflection

For Further Reading

Organizational Resources

References

Name Index

Subject Index