Rent 9780205200054 | Classroom Management for Secondary Teachers | Edmund T. Emmer; Carolyn M. Evertson; Barbara S. Clements @knetbooks.com

Summary Table of Contents

This best-selling book provides a comprehensive, yet concise guide to classroom management incorporating the essential features of classroom organization, management and discipline.It offers practical "how to" information developed from extensive research in the field (over 500 classrooms), to help teachers think through and establish effective classroom management systems. The content is organized so that it can be readily applied by new teachers to their own classrooms. The book addresses the planning decisions teachers must make as they are encountered in the typical classroom: arranging the physical space, choosing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, using good communication skills, addressing problem behavior, and managing special groups. All the examples and cases are at the middle and secondary level.

Preface	p. xiii
Organizing Your Classroom and Materials	p. 1
Five Keys to Good Room Arrangement	p. 2
Suggestions for Arranging Your Classroom	p. 3
Bulletin Boards and Walls	p. 3
Floor Space	p. 4
Storage Space and Supplies	p. 9
If You Have to "Float"	p. 11
Further Reading	p. 12
Suggested Activities	p. ... MORE14
Room Preparation	p. 15
Choosing Rules and Procedures	p. 16
Preliminary Considerations	p. 17
Definition of Terms	p. 18
Identifying School Rules and Procedures	p. 19
Planning Your Classroom Rules	p. 20
Student Participation in Rule Setting	p. 22
Consequences for Rule Violations	p. 23
Planning Classroom Procedures	p. 24
General Procedures	p. 24
Beginning-of-Period Procedures	p. 24
Use of Materials and Equipment	p. 26
Ending the Period	p. 27
Procedures During Seatwork and Teacher-Led Instruction	p. 28
Student Attention during Presentations	p. 28
Student Participation	p. 28
Procedures for Seatwork	p. 29
Procedures for Student Group Work	p. 30
Use of Materials and Supplies	p. 31
Assignment of Students to Groups	p. 32
Student Goals and Participation	p. 32
Cooperative Learning	p. 32
Miscellaneous Procedures	p. 33
Signals	p. 33
Public Address (PA) Announcements and Other Interruptions	p. 33
Special Equipment and Materials	p. 33
Fire and Disaster Drills	p. 34
Split Lunch Period	p. 34
Further Reading	p. 34
Suggested Activities	p. 34
Rules and Procedures in an Eighth-Grade Class	p. 35
Procedures for Small-Group Work/Laboratory Activities	p. 36
Rules and Procedures	p. 38
Managing Student Work	p. 40
Your Grading System and Record Keeping	p. 42
Feedback and Monitoring Procedures	p. 45
Monitoring Student Work in Progress	p. 46
Long-Range Monitoring	p. 47
Communicating Assignments and Work Requirements	p. 47
Instructions for Assignments	p. 47
Standards for Form, Neatness, and Due Dates	p. 48
Procedures for Absent Students	p. 49
Further Reading	p. 49
Suggested Activities	p. 50
An Accountability System in an English Class	p. 50
Managing Student Work in a Math Class	p. 51
Managing Long-Term Assignments	p. 52
Poor Work and Study Habits in Mathematics	p. 53
Accountability Procedures	p. 54
Getting Off to a Good Start	p. 56
Perspectives on the Beginning of the Year	p. 57
Planning for a Good Beginning	p. 58
Procedures for Obtaining Books and Checking Them Out to Students	p. 59
Required Paperwork	p. 60
Class Rosters	p. 60
Seating Assignments	p. 60
First-Week Bell Schedule	p. 61
Tardiness during the First Days of Classes	p. 61
Administrative Tasks	p. 61
Rules	p. 61
Course Requirements	p. 62
A Beginning-of-Class Routine	p. 62
Time Fillers	p. 62
Activities on the First Day of Classes	p. 63
Before Class Begins	p. 63
Administrative Tasks	p. 64
Introductions	p. 64
Discussion of Class Rules	p. 64
Presentation of Course Requirements	p. 65
An Initial Content Activity	p. 66
Ending the Period	p. 67
The Second Day of Classes	p. 67
After the Second Day	p. 68
Further Reading	p. 68
Suggested Activities	p. 69
Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups	p. 70
Beginning the Year in a High School Biology Class	p. 75
Beginning the Year in a High School English Class Using Mastery Learning	p. 77
Conduct Problems in a History Class	p. 85
Preparation for the Beginning of School	p. 86
Planning and Conducting Instruction	p. 87
Planning Classroom Activities	p. 88
Types of Activities	p. 89
Organizing Activities	p. 93
Kounin's Concepts for Managing Group Instruction	p. 95
Preventing Misbehavior	p. 95
Managing Movement	p. 97
Maintaining Group Focus	p. 98
Transition Management	p. 100
Instructional Management	p. 102
Planning	p. 102
Presenting New Content	p. 102
Checking for Understanding	p. 103
Further Reading	p. 104
Suggested Activities	p. 105
Ms. Carpenter	p. 105
Mr. Miller	p. 105
Ms. Kendall	p. 106
Kounin Concepts	p. 106
A Science Lesson	p. 107
Planning for Instruction	p. 108
Managing Cooperative Learning Groups	p. 110
Research on Cooperative Learning	p. 112
Strategies and Routines That Support Cooperative Learning	p. 113
Room Arrangement	p. 113
Talk and Movement Procedures	p. 114
Group Attention Signals	p. 115
Promoting Interdependence within the Group	p. 115
Individual Accountability	p. 116
Monitoring Student Work and Behavior	p. 117
Interventions for Groups	p. 118
Effective Group-Work Skills	p. 119
Social Skills	p. 119
Explaining Skills	p. 120
Leadership Skills	p. 120
Beginning the Use of Cooperative Learning Groups	p. 121
Room Arrangement	p. 122
Procedures and Routines	p. 122
Forming Groups	p. 122
Initial Group Tasks	p. 123
Teaching Group Skills	p. 124
Using Group and Individual Rewards	p. 125
Further Reading	p. 126
Suggested Activities	p. 127
Planning for Cooperative Group Instruction	p. 127
Maintaining Appropriate Student Behavior	p. 129
Monitoring Student Behavior	p. 130
Consistency	p. 132
Prompt Management of Inappropriate Behavior	p. 133
Four Ways to Manage Inappropriate Behavior	p. 133
Building a Positive Climate	p. 134
Improving Class Climate through Incentives or Rewards	p. 136
Grades and Other Symbols	p. 137
Recognition	p. 137
Activities as Rewards	p. 138
Material Incentives	p. 139
Caution in the Use of Rewards	p. 139
Further Reading	p. 141
Suggested Activities	p. 141
Examples of Incentives and Rewards	p. 142
Communication Skills for Teaching	p. 145
Constructive Assertiveness	p. 147
Empathic Responding	p. 150
Problem Solving	p. 154
A Note on Parent Conferences	p. 157
Further Reading	p. 158
Suggested Activities	p. 158
Developing Assertiveness Skills	p. 158
Assertiveness Assessment Scales	p. 160
Recognizing Listening Responses	p. 161
Practicing Empathic Responses	p. 162
Problem-Solving Exercises	p. 162
Three Dialogues	p. 163
Managing Problem Behaviors	p. 167
What Is Problem Behavior?	p. 168
Nonproblem	p. 169
Minor Problem	p. 169
Major Problem, but Limited in Scope and Effects	p. 169
Escalating or Spreading Problem	p. 169
Goals for Managing Problem Behavior	p. 170
Management Strategies	p. 170
Minor Interventions	p. 172
Moderate Interventions	p. 174
More Extensive Interventions	p. 177
Special Problems	p. 184
Rudeness toward the Teacher	p. 184
Chronic Avoidance of Work	p. 185
Fighting	p. 186
Other Aggressive Behavior	p. 186
Defiance or Hostility toward the Teacher	p. 187
A Final Reminder: Think and Act Positively	p. 187
Further Reading	p. 188
Suggested Activities	p. 189
Managing Special Groups	p. 190
Teaching Heterogeneous Classes	p. 191
Assessing Entering Achievement	p. 191
Modifying Whole-Group Instruction	p. 192
Cooperative Work Groups	p. 194
Small-Group Instruction	p. 195
Mastery Learning	p. 197
Teaching Remedial Classes	p. 198
Learner Characteristics	p. 199
Establishing Your Management System	p. 200
Monitoring Behavior	p. 201
Managing Student Work	p. 202
Planning and Presenting Instruction	p. 202
Students with Special Needs	p. 203
Content Mastery Classroom (CMC)	p. 204
Inclusion	p. 205
Students with Emotional and/or Behavioral Problems	p. 205
Students with Serious Social Deficits, Often Diagnosed with Asperger's Syndrome	p. 207
Students with Attention Deficit Hyperactivity Disorder (ADHD)	p. 208
Students Who Are Deaf or Hard-of-Hearing	p. 209
Students Who Are Visually Impaired or Blind	p. 211
Students Living in Extreme Poverty	p. 212
Students with Limited English Proficiency	p. 213
Further Reading	p. 215
Suggested Activities	p. 215
Using Small Groups in English	p. 216
An Inclusion Program in a Middle School	p. 217
Problem Scenarios	p. 218
Answer Keys for Chapter Activities	p. 220
References	p. 230
Index	p. 235
Table of Contents provided by Syndetics. All Rights Reserved.

RENT TEXTBOOKS

Classroom Management for Secondary Teachers

Why Rent from Knetbooks?

Top 5 reasons to order all your textbooks from Knetbooks:

Related Products