Practical Classroom Management, Enhanced Pearson eText -- Access Card

Practical Classroom Management provides clear and concise descriptions of research-validated best practices. Case studies, action plans, forms, and checklists demonstrate and describe how to effectively apply the practices in your own classroom.

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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, and Comprehensive Classroom Management, Tenth Edition. 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.

Chapter 1: Understanding Effective Classroom Management

Chapter 2: Creating Positive Teacher–Student Relationships

Chapter 3: Working with Parents

Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

Chapter 5: Increasing Students’ Motivation to Learn

Chapter 6: Responding to Behavior that Disrupts the Learning Process

Chapter 7: Developing Individual Behavior Change Plans

Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners

Chapter 1: Understanding Effective Classroom Management

    Research Basis for the Materials Presented in This Text

    Classroom Management in Perspective

    Basic Assumptions about Classroom Management

    Key Components of Effective Classroom Management

    Schoolwide Positive Behavioral Interventions and Supports

    Student Factors That Influence Learning and Behavior

        Personal Needs Theories

        Differences in Culture Between Teachers and Students

    Developing Your Approach to Classroom Management

Chapter 2: Creating Positive Teacher—Student Relationships

    Teacher—Student Relationships

        What Do Students Say They Value in Teachers?

    Establishing Positive Relationships with Students

        Creating Open, Professionally Appropriate Dialogue with Students

        Electronic Communication and Teacher—Student Relationships

    Methods for Communicating Caring and Support

        Getting to Know Students

        Greeting Students at the Classroom Door

        Maintaining a High Ratio of Positive to Negative Statements

        Communicating High Expectations

        Giving Specific, Descriptive Feedback

        Listening to Students

        Using Culturally Sensitive Communication

        Evaluating the Quality of Teacher—Student Relationships

    Creating a Community of Support by Developing Positive Peer Relationships in the Classroom

        Stages of Group Development

        Acquaintance Activities

        Activities for Establishing a Cohesive, Supportive Group

        Activities for Elementary School Classrooms

        Teaching Students How to Be Positive with One Another

        Identifying Similarities and Differences in Talents

        Four Corners

        Shared Experiences

        Partner Interviews

    School Climate

        Creating a School Climate That Supports Students and Families from Different Cultures

        Issues Related to Peer Harassment and Bullying

        Individual Bully Factors

        Teacher Behavior

        Responses to Bullying Incidents

        Creating a School Climate That Supports LGBT Students

        Anti-Bullying Programs

Chapter 3: Working with Parents

    Methods for Obtaining Parental Support

        An Introductory Letter

        Introductory Phone Calls

        Home Visits

        An Initial Event at School or in the Classroom

        The Initial Meeting (Back-to-School Night)

        Follow-Up

        Continuing Teacher—Parent Communication

    Involving Parents in the Classroom

    Parent Conferences

        Preparing for a Conference

        Conducting an Effective Conference

        Student-Led Conferences

    Dealing Effectively with Parents’ Criticisms and Confrontations

    Additional Methods for Positively Engaging Parents of English Language Learners

Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

    Beginning the School Year: Establishing Behavior Standards

        Methods for Developing General Behavior Standards or Rules

        Discussing the Value of Rules and Behavior Standards

        Developing a List

        Getting a Commitment

        Monitoring and Reviewing Classroom Rules

        Creating Rules for the Teacher

    Classroom Procedures

        Effective Procedures

        Teaching and Monitoring Classroom Procedures

        Procedures for Cell Phones

        Creative Examples of Teaching and Reviewing Rules and Procedures

        Case Study: Dealing with the Dilemma of Gum Chewing

        Case Study: Implementing a Developmental Recess to Reteach Playground Behavior Expectations

        Case Study: Teaching Students to Respect Physical Space

        Case Study: Teaching Students Hallway Behavior in a Middle School

        Case Study: Changing Teachers’ Procedures

        Case Study: Teaching Rules and Procedures to New Students

        Putting It All Together: An Outline for Beginning the School Year

    Classroom Management Skills That Help Maximize On-Task Behavior

        Arranging the Classroom

        Beginning a Lesson

        Giving Clear Instructions

        Maintaining Attention

        Pacing

        Using Seatwork Effectively

        Summarizing

        Providing Useful Feedback and Evaluation

        Making Smooth Transitions

        Planning for Early Childhood Settings

    Procedures for Preventing Common Classroom Disruptions

Chapter 5: Increasing Students’ Motivation to Learn

    Key Issues in Student Motivation to Learn

    Students’ Academic Needs

        Academic Need 1: Understand the Learning Goals

        Academic Need 2: Understand the Learning Process

        Academic Need 3: Actively Engage in the Learning Process

        Academic Need 4: Relate Learning Goals to Individual Interests and Choices

        Academic Need 5: Obtain Instruction Responsive to Their Learning Styles and Strengths

        Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Process

        Academic Need 7: Experience Success

        Academic Need 8: Have Time to Integrate Learning

        Academic Need 9: Receive Realistic and Immediate Feedback That Enhances Self-Efficacy

        Academic Need 10: Take Part in Self-Evaluating Their Learning and Effort

        Academic Need 11: Earn Appropriate Rewards for Performance Gains

        Academic Need 12: Participate in a Safe, Well-Organized Learning Environment

Chapter 6: Responding to Behavior that Disrupts the Learning Process

    An Overview of the Problem

        Responding Effectively to Inappropriate or Disruptive Behavior

        Responding to Common Classroom Disruptions

    Responding to Defiant Behavior

        Prepare Students for Situations That May Be Difficult

        Build a Positive Relationship Bank Account with Known Power Strugglers

        Ensure Your Requests Have Been Made Clearly, Politely, and Firmly

        Model Self-Control

        Respond Thoughtfully and Purposefully to De-Escalate the Behavior

    Handling Violent Student Behavior

        Using Time-Out

    A Classroom Procedure for Responding to Disruptive Behavior

    Using Problem Solving to Assist Students in Learning More Responsible Behaviors

        A Model for Solving Problems with Individual Students

        Glasser’s Seven Steps to Effective Problem Solving

        Implementing Problem Solving in the Classroom

        Incorporating Class Meetings as a Problem-Solving and Community-Building Approach

    Disciplining Students Identifi ed with Special Needs

    Incorporating Problem Solving into a Schoolwide Student Management Plan

        Involving Students in Solving Schoolwide Problems

        Zero-Tolerance Policies and Suspensions

        A Sequential, Schoolwide Response to Behavior That Disrupts the Learning Environment

    The Role of Reinforcement in Encouraging Students to Act Responsibly

Chapter 7: Developing Individual Behavior Change Plans

    Understanding What Causes Student Behavior: Conducting a Classroom Behavior Assessment

        Case Study: Elementary School Student

        Case Study: High School

    Strategies for Helping Students Develop New Behavior Skills

        Self-Monitoring

        Self-Instruction

        Social Skills Training

        Developing Contracts

        Check-In/Check-Out as a Form of Contract

        Group Contracts

        Developing a Classroom Behavior Change Plan

Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners

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