Elementary Classroom Management: Lessons from Research and Practice
, by Weinstein, Carol Simon; Romano, Molly
- ISBN: 9780078024542 | 0078024544
- Cover: Paperback
- Copyright: 2/12/2014
Weinstein, Elementary Classroom Management highlights philosophies and actual management practices of five real teachers. These teachers work in different subjects and in diverse classroom settings. Their stories provide real-life illustrations of the concepts and principles derived from research.
CONTENTS
Preface
Part I: Introduction
Chapter 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote LearningDefinition, 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 EnvironmentSix 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
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
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