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Comprehensive Classroom Management is packed with practical advice and real-life examples to help teachers understand and apply the principles of classroom management in their own classroom situations. Comprehensive, based on the most current research, and supported through the examples of thousands of teachers already using these techniques, the book emphasizes creating classrooms where students feel safe because they know they are respected and supported by their teacher and peers–and where classroom behavior standards have been developed with and agreed upon by students. Through detailed case studies, examples, and descriptions of specific strategies, the book also examines instructional methods that support high rates of student engagement and methods for responding effectively to minor as well as serious and ongoing situations where student behavior disrupts the learning environment.The Eleventh Edition expands its emphasis on data-driven research-based approaches to classroom management, including a new focus on how brain research and trauma-sensitive classrooms that can informs our understanding of student learning and behavior. The Enhanced Pearson eText features interactive classroom simulations.

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Vern Jones, Ph.D., has been a junior high school teacher, a junior high school vice principal, and a district coordinator for students with emotional and behavioral disorders. He is professor in the Teacher Education Department at Lewis & Clark College in Portland, Oregon. He received his Ph.D. in counseling psychology from the University of Texas.

Dr. Jones’s other books include Adolescents with Behavior Problems, Responsible School Discipline, Creating Effective Programs for Students with Emotional and Behavior Disorders, Prevention and Intervention For Students with Emotional and Behavior Problems: A Continuum of Services and Comprehensive Classroom Management, Tenth Edition, the latter which has been translated into Bahasa Indonesia. He has written chapters in Helping Teachers Manage Classrooms, Management of Disruptive Pupil Behavior in Schools, and Severe Behavior Disorders of Children and Youth. He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education and wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues. Dr. Jones is co-author of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students.

Dr. Jones has served as co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. In 1990, he won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in over 25 states.

PART ONE FOUNDATIONS OF COMPREHENSIVE CLASSROOM MANAGEMENT

CHAPTER 1 Classroom Management in Perspective

CHAPTER 2 Understanding Students’ Basic Psychological Needs

PART TWO CREATING A SAFE AND SUPPORTIVE LEARNING COMMUNITY

CHAPTER 3 Establishing Positive Teacher–Student Relationships

CHAPTER 4 Creating Positive Peer Relationships

CHAPTER 5 Working with Parents 1

CHAPTER 6 Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior 1

PART THREE INCREASING STUDENT MOTIVATION AND LEARNING BY IMPLEMENTING INSTRUCTIONAL METHODS THAT MEET STUDENTS’ ACADEMIC NEEDS

CHAPTER 7 Enhancing Students’ Motivation to Learn

PART FOUR WHEN PREVENTION IS NOT ENOUGH: METHODS FOR ALTERING UNPRODUCTIVE STUDENT BEHAVIOR

CHAPTER 8 Responding to Behavior That Disrupts the Learning Process

CHAPTER 9 Using Problem Solving to Resolve Behavior Problems

CHAPTER 10 Developing Individual Behavior Change Plans

APPENDIX A Possible Procedures for Common Areas in an Elementary School

APPENDIX B Recommendations for Secondary-Level Teachers Regarding the Teaching of Limited-English- Proficient Students

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Comprehensive Classroom Management Creating Communities of Support and Solving Problems, Enhanced Pearson eText -- Access Card

Comprehensive Classroom Management Creating Communities of Support and Solving Problems, Enhanced Pearson eText -- Access Card

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