Rent 9780205308385 | Classroom Management for Elementary Teachers | Evertson, Carolyn M.; Emmer, Edmund T.; Worsham, Murray E. @knetbooks.com

Summary Table of Contents

Based on extensive research conducted by the authors in more than 500 classrooms over the past 25 years, this best-selling book presents students with a thoroughly practical, hands-on approach to classroom management. It helps an instructor perform one of the most basic tasks for a teacher to develop a smoothly running classroom that encourages learning! Classroom Management for Elementary Teachers gives teachers the information and skills they need to establish classroom management systems. Written for the prospective elementary level teacher, the content is organized so that it can be readily applied in the classroom setting. It addresses the planning decisions teachers must make arranging the physical space, establishing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, addressing problem behavior, using good communication skills, and managing special groups. All examples, checklists, case studies, and group activities are at the elementary level.

Preface

CHAPTER 1 Organizing Your Classroom and Supplies

(16)

FOUR KEYS TO GOOD ROOM ARRANGEMENT

(1)

... MORE

SUGGESTIONS FOR ARRANGING YOUR CLASSROOM

(9)

Wall and Ceiling Space

(2)

Floor Space

(5)

Storage Space and Supplies

(2)

FURTHER READING

(1)

SUGGESTED ACTIVITIES

(2)

CHECKLIST 1: Room Preparation

(1)

CHAPTER 2 Choosing Rules and Procedures

(22)

WHY ALL KINDS OF CLASSROOMS NEED RULES AND PROCEDURES

(1)

PRELIMINARY CONSIDERATIONS

(6)

Definition of Terms

(1)

Identifying School Rules and Procedures

(1)

Planning Your Classroom Rules

(2)

Student Participation in Rule Setting

(2)

PLANNING CLASSROOM PROCEDURES

(8)

Procedures for Room Use

(1)

Procedures during Individual Work and Teacher-Led Activities

(2)

Transitions into and out of the Room

(2)

Procedures during Small-Group Instruction

(1)

Procedures during Cooperative Group Activities

(1)

General Procedures

(2)

FURTHER READING

(1)

SUGGESTED ACTIVITIES

(1)

CASE STUDY 2.1: Classroom Procedures and Rules in a Second-Grade Class

(1)

CASE STUDY 2.2: Using Centers in a Multitask Classroom

(1)

CHECKLIST 2: Rules and Procedures

(2)

CHAPTER 3 Managing Student Work

(16)

CLEAR COMMUNICATION OF ASSIGNMENTS AND WORK REQUIREMENTS

(2)

Instructions for Assignments

(1)

Standards for Form, Neatness, and Due Dates

(1)

Procedures for Absent Students

(1)

MONITORING PROGRESS ON AND COMPLETION OF ASSIGNMENTS

(3)

Monitoring Work in Progress

(1)

Monitoring the Completion of Assignments

(1)

Maintaining Records of Student Work

(1)

Managing Portfolios

(1)

MANAGING THE PAPERWORK

(1)

FEEDBACK TO STUDENTS

(1)

FURTHER READING

(1)

SUGGESTED ACTIVITIES

(1)

CASE STUDY 3.1: Managing Student Work

(1)

CASE STUDY 3.2: Keeping Students Involved during Center Activities

(1)

CASE STUDY 3.3: Math Accountability Procedures in an Intermediate Grade

(1)

CASE STUDY 3.4: Poor Work and Study Habits in a Fourth-Grade Class

(1)

CHECKLIST 3: Accountability Procedures

(2)

CHAPTER 4 Getting Off to a Good Start

(30)

TEACHING RULES AND PROCEDURES

(3)

PLANNING FOR A GOOD BEGINNING

(10)

Important Considerations

(1)

Some Typical Activities

(6)

Communicating with Parents

(1)

Special Problems

(3)

Preparing for a Substitute

(1)

FURTHER READING

(1)

SUGGESTED ACTIVITIES

(1)

CASE STUDY 4.1: Beginning the Year in a Literature-Based Primary Classroom

(7)

CASE STUDY 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning

(5)

CHECKLIST 4: Preparation for the Beginning of School

(2)

CHAPTER 5 Planning and Conducting Instruction

(24)

PLANNING INSTRUCTIONAL ACTIVITIES

(10)

Types of Planning

(1)

Types of Instructional Activities

(5)

Arranging Activities within a Lesson

(1)

Planning for Clear Instruction

(2)

Technology in the Classroom

(1)

KOUNIN'S CONCEPTS FOR MANAGING WHOLE-GROUP INSTRUCTION

(5)

Preventing Misbehavior

(3)

Managing Movement

(1)

Maintaining Group Focus

(2)

TROUBLESHOOTING COMMON PROBLEMS IN CONDUCTING INSTRUCTION

101

(3)

Transitions

102

(1)

Clarity

103

(1)

FURTHER READING

104

(1)

SUGGESTED ACTIVITIES

104

(1)

PROBLEM 5.1

105

(1)

PROBLEM 5.2

105

(1)

PROBLEM 5.3

105

(1)

PROBLEM 5.4

105

(1)

CASE STUDY 5.1: A Science Lesson in a Sixth-Grade Class

106

(1)

CHECKLIST 5: Planning for Instruction

107

(2)

CHAPTER 6 Managing Cooperative Learning Groups

109

(20)

RESEARCH ON COOPERATIVE LEARNING

110

(1)

EXAMPLES OF GROUP ACTIVITIES

111

(1)

STRATEGIES AND ROUTINES THAT SUPPORT COOPERATIVE LEARNING

112

(4)

Room Arrangement

112

(1)

Talk and Movement Procedures

113

(1)

Group Attention Signals

114

(1)

Promoting Interdependence within the Group

115

(1)

Individual Accountability

115

(1)

MONITORING STUDENT WORK AND BEHAVIOR

116

(2)

INTERVENTIONS FOR GROUPS

118

(1)

EFFECTIVE GROUP WORK SKILLS

119

(2)

Social Skills

119

(1)

Explaining Skills

119

(1)

Leadership Skills

120

(1)

BEGINNING THE USE OF COOPERATIVE LEARNING GROUPS

121

(5)

Room Arrangement

121

(1)

Procedures and Routines

121

(1)

Forming Groups

121

(1)

Initial Group Tasks

122

(1)

Teaching Group Skills

123

(2)

Student Goals and Participation

125

(1)

Using Group and Individual Rewards

125

(1)

FURTHER READING

126

(1)

SUGGESTED ACTIVITIES

127

(1)

CHECKLIST 6: Planning for Cooperative Group Instruction

127

(2)

CHAPTER 7 Maintaining Appropriate Student Behavior

129

(18)

MONITORING STUDENT BEHAVIOR

131

(2)

CONSISTENCY

133

(1)

PROMPT MANAGEMENT OF INAPPROPRIATE BEHAVIOR

134

(1)

Four Ways to Manage Inappropriate Behavior

135

(1)

BUILDING A POSITIVE CLIMATE

135

(2)

IMPROVING CLASS CLIMATE THROUGH INCENTIVES AND REWARDS

137

(4)

Recognition

138

(1)

Activities

138

(1)

Symbols

139

(1)

Material Incentives

140

(1)

CAUTION IN THE USE OF REWARDS

141

(1)

FURTHER READING

142

(1)

SUGGESTED ACTIVITIES

143

(2)

PROBLEM 7.1: Misbehavior in a Third-Grade Class

145

(2)

CHAPTER 8 Communication Skills for Teaching

147

(24)

CONSTRUCTIVE ASSERTIVENESS

150

(3)

Stating the Problem or Concern

151

(1)

Body Language

152

(1)

Obtaining Appropriate Behavior

152

(1)

EMPATHIC RESPONDING

153

(3)

Listening Skills

154

(1)

Processing Skills

155

(1)

PROBLEM SOLVING

156

(4)

A NOTE ON TALKING WITH PARENTS

160

(1)

FURTHER READING

161

(1)

SUGGESTED ACTIVITIES

162

(4)

ACTIVITY 8.1: Developing Assertiveness Skills

162

(1)

ACTIVITY 8.2: Recognizing Listening Responses

163

(1)

ACTIVITY 8.3: Producing Empathic Responses

164

(1)

ACTIVITY 8.4: Problem-Solving Exercises

165

(1)

ACTIVITY 8.5: Dialogue Analysis

166

(1)

VIGNETTES

166

(2)

DIALOGUE 8.1: Brad

166

(1)

DIALOGUE 8.2: Alice and Alicia

167

(1)

DIALOGUE 8.3: Terrence

168

(1)

ASSERTIVENESS ASSESSMENT SCALES

168

(3)

CHAPTER 9 Managing Problem Behaviors

171

(24)

WHAT IS PROBLEM BEHAVIOR?

173

(1)

Nonproblem

173

(1)

Minor Problem

173

(1)

Major Problem but Limited in Scope and Effects

173

(1)

Escalating or Spreading Problem

173

(1)

GOALS FOR MANAGING PROBLEM BEHAVIOR

174

(1)

MANAGEMENT STRATEGIES

174

(13)

Minor Interventions

176

(2)

Moderate Interventions

178

(3)

More Extensive Interventions

181

(6)

SPECIAL PROBLEMS

187

(5)

Tattling

187

(1)

Rudeness toward the Teacher

188

(1)

Chronic Avoidance of Work

189

(1)

Fighting

190

(1)

Other Aggressive Behavior

191

(1)

Defiance or Hostility toward the Teacher

192

(1)

A FINAL REMINDER: THINK AND ACT POSITIVELY

192

(1)

FURTHER READING

193

(1)

SUGGESTED ACTIVITIES

194

(1)

CHAPTER 10 Managing Special Groups

195

(30)

ASSESSING ENTERING ACHIEVEMENT

196

(1)

IDENTIFYING SPECIAL GROUPS

197

(1)

STRATEGIES FOR INDIVIDUAL DIFFERENCES

197

(12)

Team Teaching

197

(2)

Modifying Whole-Class Instruction

199

(2)

Supplementary Instruction

201

(4)

Individualized Instruction

205

(3)

Additional Strategies

208

(1)

WORKING WITH SPECIAL NEEDS STUDENTS

209

(7)

Students with Learning Disabilities

210

(1)

Students with Emotional or Behavioral Problems

210

(2)

Students with Attention Deficit and Hyperactivity

212

(1)

Students Who Are Deaf or Hearing Impaired

213

(1)

Students Who Have Visual Impairments

214

(1)

Students with Limited English Proficiency

215

(1)

TEACHING LOWER-ACHIEVING STUDENTS

216

(3)

Active Instruction

216

(1)

Organizing and Pacing Instruction

217

(1)

Remedial Instruction

217

(1)

Building Positive Attitudes

217

(2)

TEACHING HIGHER-ACHIEVING STUDENTS

219

(1)

FURTHER READING

220

(1)

SUGGESTED ACTIVITIES

221

(1)

CASE STUDY 10.1: Organizing Reading Instruction for Low Academic Level Students

221

(1)

CASE STUDY 10.2: Supporting Students with Auditory Disabilities in the Classroom

222

(1)

PROBLEM 10.1: Team Teaching

223

(1)

PROBLEM 10.2: A Heterogeneous Class

223

(2)

Appendix: Answer Keys for Chapter Activities

225

(10)

References and Further Readings

235

(4)

Index

239

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Classroom Management for Elementary Teachers

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