Rent 9780072322439 | Elementary Classroom Management : Lessons from Research and Practice

Summary Table of Contents

Written in a lively, engaging, conversational style that teacher education students appreciate, Elementary Classroom Management combines what research has to say about effective classroom management with knowledge culled from practice. The text is scholarly and research-based, yet realistic and practical. The text shows how four masterful teachers (grades 1, 3, 4 and 5/6) in very different school settings create classrooms that are orderly and productive, yet humane and caring. By integrating into discussions of research-based management principles, both the thinking and the actual management practices of four real elementary teachers, readers come to "know" these teachers and their classrooms. We hear about the classes they teach and about the physical constraints of their rooms, hear them reflect on their rules and routines, and watch as they teach those rules and routines to students. We listen as they talk about motivating students and building community and as they discuss appropriate ways to deal with misbehavior. Well-organized and more comprehensive than many classroom management texts, Elementary Classroom Management includes chapters on building safer, more caring classrooms; working with families; using time effectively; motivation; working with troubled students and students with special needs; and violence prevention. It also addresses the managerial challenges involved in a variety of instructional formats, such as seatwork, recitations and discussions, and groupwork. The third edition features updated and expanded coverage. The revision stresses the need to build caring, supportive relationships with and among students. It responds to current concerns about students' alienation, isolation, apathy, and lack of motivation so that prospective and beginning teachers see that classroom management is not simply about rules, rewards, and consequences, but also about building connections with students and creating safer, more caring classrooms.

Preface

xvi

Part 1 INTRODUCTION

(28)

The Elementary Classroom Environment: Crowded, Complex, and Potentially Chaotic

(10)

Guiding Assu... MORE

(3)

Plan of the Book

(3)

Summary

(1)

References

(1)

Meeting the Teachers (and Their Students)

(17)

Viviana Love

(2)

Garnetta Chain

(3)

Ken Kowalski

(2)

Barbara Broggi

(3)

What Do the Students Say?

(2)

Concluding Comments

(4)

Summary

(1)

References

(2)

Part 2 ESTABLISHING AN ENVIRONMENT FOR LEARNING

(154)

Designing the Physical Environment

(28)

Six Functions of the Classroom Setting

(13)

Security and Shelter

(2)

Social Contact

(5)

Symbolic Indentification

(1)

Task Instrumentality

(1)

Pleasure

(2)

Growth

(2)

The Teacher as Environmental Designer

(3)

Think about the Activities the Room Will Accommodate

(1)

Draw a Floor Plan

(1)

Involve Students in Environmental Planning

(1)

Try the New Arrangement, Evaluate, and Redesign

(1)

Designing a Fourth-Grade Classroom

(11)

Summary

(1)

Activities

(3)

For Further Reading

(1)

Organizational Resources

(1)

References

(2)

Establishing Norms for Behavior

(26)

Research on Effective Classroom Management

(1)

Defining Your Expectations for Behavior

(8)

Planning Norms for General Conduct

(4)

Planning Routines for Specific Situations

(3)

The First Few Days of School: Teaching Students How to Behave

(10)

Teaching Norms for General Conduct

(2)

Teaching Routines for Specific Situations

(1)

Different Approaches to Teaching Rules and Routines

(6)

Concluding Comments

(6)

Summary

(1)

Activities

(2)

For Further Reading

(1)

References

(2)

Creating Safer, More Caring Classrooms

(32)

Ways of Showing Care and Respect

(15)

Be Welcoming

(1)

Be Sensitive to Children's Concerns

(2)

Be Fair

(1)

Be a Real Person (Not Just a Teacher)

(2)

Promote Autonomy by Sharing Responsibility

(1)

Reduce the Use of Extrinsic Control

(1)

Be Inclusive

(1)

Search for Students' Strengths

(2)

Develop Communication Skills

(5)

A Note about Touching

102

(1)

Building Caring Relationships among Students

102

(8)

Hold Class Meetings

103

(1)

Model and Recognize Prosocial Behavior

104

(1)

Provide Opportunities for Students to Get to Know One Another

105

(2)

Curb Peer Harassment

107

(1)

Be Alert for Student-to-Student Sexual Harassment

108

(1)

Use Cooperative Learning Groups

109

(1)

Concluding Comments

110

(6)

Summary

111

(1)

Activities

112

(1)

For Further Reading

112

(1)

Organizational Resources

113

(1)

References

113

(3)

Working with Families

116

(38)

Barriers to Family-Teacher Cooperation

117

(4)

Teacher Reluctance to Involve Families in Schooling

117

(2)

Parent Reluctance to Become Involved in Schooling

119

(2)

The Changing Nature of the Family

121

(1)

Overcoming the Barriers: Fostering Collaboration between Families and Schools

121

(27)

Type 1: Helping Families to Fulfill Their Basic Obligations

121

(3)

Type 2: Fulfilling the Basic Obligations of Schools---Communicating with Families

124

(17)

Type 3: Family Involvement in School

141

(3)

Type 4: Family Involvement in Learning Activities at Home

144

(4)

Concluding Comments

148

(6)

Summary

148

(1)

Activities

149

(1)

For Further Reading

150

(1)

Organizational Resources

151

(1)

References

151

(3)

Making the Most of Classroom Time

154

(29)

How Much Time Is There, Anyway?

155

(4)

Increasing Opportunity to Learn

159

(17)

Maintaining Activity Flow

159

(3)

Minimizing Transition Times

162

(5)

Holding Students Accountable

167

(5)

Managing Pullouts as Efficiently as Possible

172

(4)

Concluding Comments

176

(7)

Summary

176

(1)

Activities

177

(4)

For Further Reading

181

(1)

References

181

(2)

Part 3 ORGANIZING AND MANAGING INSTRUCTION

183

(128)

Enhancing Students' Motivation

184

(23)

What is Realistic? What Is Appropriate?

185

(3)

An Expectancy X Value Framework

186

(2)

Strategies for Increasing Expectations of Success

188

(4)

Provide Opportunities for Success

188

(1)

Teach Students to Set Reasonable Goals and to Assess Their Own Performance

189

(1)

Help Students Recognize the Relationship between Effort and Outcome

189

(1)

Provide Informative Feedback

189

(2)

Provide Special Motivational Support to Discouraged Students

191

(1)

Enhancing the Value of the Task

192

(9)

Relate Lessons to Students' Own Lives

192

(1)

Provide Opportunities for Choice

193

(1)

Model Interest in Learning and Express Enthusiasm for the Material

194

(1)

Include Novelty/Variety Elements

194

(1)

Provide Opportunities for Students to Respond Actively

194

(1)

Allow Students to Create Finished Products

194

(1)

Provide Opportunities for Students to Interact with Peers

195

(1)

Provide Extrinsic Rewards

195

(6)

Motivating Underachieving and Disaffected Students

201

(1)

Concluding Comments

202

(5)

Summary

202

(2)

Activities

204

(1)

For Further Reading

204

(1)

References

205

(2)

Managing Independent Work

207

(31)

Seatwork: How Much, What, and Why?

209

(1)

The Challenges for Teachers

210

(3)

The Challenges for Students

213

(3)

Implications for Practice

216

(16)

Assign Work That Is Clear and Meaningful

216

(2)

Match the Work to Varying Achievement Levels

218

(1)

Make Sure Oral Directions Are Clear

218

(3)

Monitor Behavior and Comprehension

221

(3)

Teach Children What to Do if They Get Stuck

224

(1)

Plan for Ragged Endings

225

(1)

Find Alternatives to workbook Pages

226

(6)

Concluding Comments

232

(6)

Summary

233

(1)

Activities

234

(2)

For Further Reading

236

(1)

References

236

(2)

Managing Groupwork

238

(35)

The Pitfalls of Groupwork

240

(5)

Designing and Implementing Successful Groupwork

245

(17)

Decide on the Type of Group to Use

245

(5)

Decide on the Size of the Group

250

(1)

Assign Students to Groups

251

(2)

Structure the Task for Positive Interdependence

253

(1)

Ensure Individual Accountablity

254

(2)

Teach Students to Cooperate

256

(6)

Monitor Learning, Involvement, and Cooperative Behavior

262

(1)

Four Specific Approaches to Cooperative Learning

262

(3)

STAD

263

(1)

Jigsaw and Jigsaw II

263

(1)

Group Investigation

264

(1)

The Structural Approach to Cooperative Learning

264

(1)

Concluding Comments

265

(8)

Summary

267

(2)

Activities

269

(1)

For Further Reading

270

(1)

References

270

(3)

Managing Recitations and Discussions

273

(38)

The Pitfalls of Recitations

281

(2)

Unequal Participation

281

(1)

Losing It All: Pace, Focus, and Involvement

281

(2)

Difficulties in Monitoring Students' Comprehension

283

(1)

Strategies for Managing Recitations

283

(13)

Distributing Chances to Participate

284

(5)

Providing Time to Think without Losing the Pace

289

(1)

Stimulating and Maintaining Interest

290

(2)

Providing Feedback without Losing the Pace

292

(2)

Monitoring Comprehension: Requiring Overt Responses

294

(2)

Monitoring Comprehension: Using a Steering Group

296

(1)

Moderating Discussions

296

(6)

Concluding Comments

302

(9)

Summary

303

(2)

Activities

305

(2)

For Further Reading

307

(1)

References

307

(4)

Part 4 COPING WITH THE CHALLENGES

311

When Prevention Is Not Enough: Protecting and Restoring Order

312

(40)

Principles for Dealing with Inappropriate Behavior

314

(4)

Dealing with Minor Misbehavior

318

(5)

Nonverbal Interventions

318

(2)

Verbal Interventions

320

(3)

Deliberately Ignoring the Misbehavior

323

(1)

Dealing with More Serious Misbehavior: Using Penalties

323

(7)

Selecting Penalties

324

(3)

Imposing Penalties

327

(1)

The Issue of Consistency

328

(1)

Pealizing the Group for Individual Misbehavior

329

(1)

Dealing with Chronic Misbehavior

330

(8)

Resolving Conflicts through Problem Solving

330

(1)

Approaches Based on Principles of Behavior Modification

331

(5)

Using an Ecosystemic Approach: Changing Problem Behavior by Reframing

336

(2)

Dealing with Thorny Problems

338

(1)

Tattling

338

(6)

Cheating

339

(1)

Stealing

340

(1)

Profanity

341

(1)

Defiance

342

(1)

Sexually Related Behavior

343

(1)

Failure to Do Homework

343

(1)

Concluding Comments

344

(8)

Summary

346

(2)

Activities

348

(1)

For Further Reading

349

(1)

References

349

(3)

Helping Students with Special Needs

352

(37)

Helping Children with Disabilities and ADHD

355

(12)

Attention-Deficit/Hyperactivity Disorder

358

(2)

Strategies for Helping Children with Disabilities and ADHD

360

(7)

Helping Children Who Are Second-Language Learners

367

(2)

Helping Students Who Are Troubled

369

(13)

Substance Abuse

370

(7)

Abuse and Neglect

377

(4)

Depression

381

(1)

Concluding Comments

382

(7)

Summary

382

(2)

Activities

384

(2)

For Further Reading

386

(1)

References

386

(3)

Preventing and Responding to Violence

389

How Much Violence Is There?

390

(1)

Strategies for Preventing Violence

391

(14)

Building Supportive School Communities

391

(1)

Teaching Conflict Resolution

392

(8)

Knowing the Early Warning Signs of Potential for Violence

400

(2)

Being Attentive to Whispers and Rumors

402

(1)

De-Escalating Potentially Explosive Situations

403

(2)

Responding to Violence

405

(4)

Coping with Aggressive Behavior

405

(3)

Responding Effectively to Physical Fights

408

(1)

Concluding Comments

409

Summary

409

(1)

Activities

410

(1)

For Further Reading

411

(1)

Organizational Resources

411

(1)

References

412

Index

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