Elementary classroom management
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Bibliographic Information
Elementary classroom management
Pearson/Allyn and Bacon, c2008
5th ed
Available at / 2 libraries
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Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
<>Mindful of NCLB legislation, this teacher-friendly, standards-driven edition of Elementary Classroom Management examines issues and models of management concerns in 21st century elementary classrooms.
Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This text is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment in the classroom. While based upon proven research methods, the aim of the text is to provide clear, practical advice.
Table of Contents
- Preface The Purpose of This Book Relating This Book to Standards for Teachers Interstate New Teacher Assessment and Support consortium (INTASC) The Praxis Series National Board for Professional Teaching Standards (NBPTS) National Council for Accreditation of Teacher Education (NCATE) Chapter topics and contents Management Knowledge from Research and Experience Help to Readers Help to Instructors Acknowledgments Chapter 1: Classroom Management: Problems and Promises Prediction-Review Guide A Modern Parable: The Beginner The Lesson: The Weight of Minor Details What Teachers Try to Accomplish, and How The Instructional Package: Content, Instruction through Experience, and Management Janna Smart Revisited Before the School Year Begins The First Days and the First Weeks Managerial Matters That Require Ongoing Attention Parting Thought Summary Self-Check Activities for Reflection and Growth For Through and Discussion References and Recommended Readings Part I: Before the School Year Begins Chapter 2: Laying Out the School Year Prediction-Review Guide How to Lay Out the Year Anticipating Upcoming Events Laying Out the Day Daily Schedules [Stacy, K
- Jan, 1
- Marilyn, Bernardo, 5, (text) Sherry, 6] Curriculum from the Management Perspective Case Study 2.1: Keith Correll, grade 6 Mapping the Big Picture Backward Design Planning A Word About Standards The Goals of the School Curriculum Implementing the Curriculum The Organization of Units The Ways Many Teachers Organize Units Vignette 2.1: Lisa Johnston, multi-age 4/ 5 Organizing Thematic Units of Instruction Smoothing and Sparkling Vignette 2.2: Carol Mercer, grade 4 Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 3: Managing the Physical Environment of the Classroom Prediction-Review Guide Upon Reflection: re Janna Smart The Pictures We Hold in Our Heads Six Facets of the Physical Environment Floor Space Vignette 3.1: Beth Davies, grade 5, modular cluster seating Wall Space Vignette 3.2: Della Castaneda, grade 6, 4 posters Countertop Space Shelf Space Vignette 3.3: Rebecca Cummins, grade 3, published student work Cupboard and Closet Space Ambience Music Confusing or Engaging? Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Part II: The First Days and The First Weeks Chapter 4: Managing the Psychosocial Environment of the Classroom Prediction-Review Guide The Positive and Negative Sides of the Psychosocial Environment Case study 4.1: Carlos Bachicha, memory of 5th grade teacher/class Toward an Optimal Psychosocial Environment Vignette 4.1: Cynthia Scott, grade 2, tone A Quick Look at Looping Case study 4.2: Marilyn Cox, grade 5, looping Factors That Contribute to the Psychosocial Environment Human Relations Skills General Human Relations Skills Human Relations Skills with Students Vignette 4.2: Mary Brewer, itinerant resource, with students Human Relations Skills with Colleagues Vignette 4.3: Rubin and Petersen, grade 1, team teaching Human Relations Skills with Parents and Guardians Case study 4.3: Pam Klevesahl, grade 3, home visits Responsibilities in the Psychosocial Environment Maintaining the Psychosocial Environment Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 5: Managing Student Motivation to Learn Prediction-Review Guide What is Meant by Motivation? Why People Don't Do What We Want Them To Motivation and Lessons What Does Motivate Students the Learn? Case Study 5.1: Rose Mary Johnston, grade 1, science, geography William Glasser's Contributions Howard Gardner's Contributions Fred Jones's Contributions Spencer Kagan's Contributions Personality Traits of Good Motivators Good Motivators-What Do They Do? Vignette 5.1: Kim Anderson, grades 5 and multi-age 1/ 2, icons What Good Classroom Motivators Don't Do What Are Some Cautions in Motivation? Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Part III: Managerial Matters That Require Ongoing Attention Chapter 6: Managing Instruction Prediction-Review Guide Curriculum and Instruction Four Instructional Approaches Instructional Approach: Direct Teaching Direct instruction Concept attainment Say, See, Do Teaching Instructional Approach: Facilitative Teaching Cooperative learning Inquiry Projects Instructional Approach: Technology-Assisted Teaching Instructional Approach: Differentiated Instruction Planning Approaches and Strategies Formalizing the Lesson Plan Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 7: Managing Students at Work Prediction-Review Guide Work Routines Opening Activities Case Study 7.1: Liz Davis, beginning teacher Signals for Attention Instructions Movement in the Room Materials Vignette 7.1: Ted Saulino, kindergarten Completed Work Vignette 7.2: Ginny Lorenz, multi-age 4/5, checking student work Student Accountability and Criterion of Mastery Homework Closing Activities Providing Assistance Student Assistants Directions and Feedback Student Requests for Help Vignette 7.3: Devora Garrison, grade 5, help Incidentals Seating Entering and Exiting the Room Pencil Sharpening Out-of-Room Passes Noise Control Vignette 7.4: Kathryn Krainock, grade 2, silent signals Other annoyances: procrastination, tattling, messiness, tardiness, and irresponsibility
- cheating, lying or stealing, language (swearing), and temper tantrums Bullying Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 8: Managing Special Groups Prediction-Review Guide The Legislation of Inclusion Disabilities that Qualify Children and Youth for Special Education Services Case Study 8.1: Alexa Sanderson, 4/5 multi-age The Concept of Inclusion Exceptionality Students of Lower Ability Students of Higher Ability Students with Communication Disorders Students with Hearing Impairments Students with Visual Impairments Students with Behavioral Disorders Neurological based behavior Students Who Have ADD and Hyperactivity Disorder Students Who Are Emotionally Disturbed Students with Physical and Health Impairments Students from Diverse Language Groups Vignette 8.1: Rebecca Cummins, grade 3, limited English Students from Unstable Family Structures Children of Separated or Divorced Parents, and Blended Families Latchkey Children Children Who Are Homeless Instructional Strategies for Individual Differences Assistive Technology Differentiated Instruction Multi-Age Classes Looped Classes Team Teaching Student Study Teams (SSTs) Individualized Education Programs (IEPs) Supplementary Pullout Instruction Contracts Learning Groups and Partner Learning Peer and Cross-Age Tutors, and Cross-Grade Partnerships Special Programs Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 9: Managing Student Behavior Prediction-Review Guide Case Study 9.1: Miss Wilson, grade 4 How Serious Is Disruptive Behavior? Is the Discipline Situation Hopeless? The Movement toward New Discipline What Major Authorities Say About Discipline Groundbreaking Authorities Redl and Wattenberg
- B.F. Skinner
- Haim Ginott Jacob Kounin Rudolf Dreikurs and Linda Albert The Canters William Glasser and Curtiss and English Contemporary Authorities The Wongs Fred Jones Spencer Kagan, Patricia Kyle, and Sally Scott Vignette 9.1: Ginny Lorenz, grade 4, student's letter Barbara Coloroso Marvin Marshall [Other contemporary authorities] Richard Curwin and Allen Mendler Ronald Morrish Building a System of Participative Discipline Compiling Techniques Outlining a Plan Launching Your Plan Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 10: Managing Assessment, Record Keeping, and Reporting Prediction-Review Guide The Push for Better Assessment and Reporting The Nature of Assessment Authentic Assessment Student Portfolios in Authentic Assessment Portfolios in Different Subject Areas Grading of Portfolios Case Study 10.1: Nancy Rutherford, grade 1, portfolios The Matter of Grades Rubrics and Their Use Records and Record Keeping What Teachers Want Records to Show Forms and Formats for Good Record Keeping Vignette 10.1: Marilyn Kimbell, kindergarten, skills continuum Records for Various Curriculum Areas Simplifying Records Management Vignette 10.2 Jearine Bacon, computers Records Needed for Conferencing Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 11: Managing Communication with Students, Caregivers, and Others Prediction-Review Guide The Value of Communication Uses of Communication The Four-Way Test Communicating with Students Case Study 11.1: Luke and child, parent, adult communications Informing Students and Conducting Instruction Building Positive Relationships Case Study 11.2: Karen O'Conner, grade 4, phone calls Maintaining a Sense of Community Communicating with Caregivers What Caregivers Expect from Teachers What Caregivers Need to Know, Will Ask, and Will Say Means and Opportunities for Communicating with Caregivers Vignette 11.1: Linda Monedero, kinder, videotapes Vignette 11.2: Lynne Harvey, grade 3, web page Forming Home Alliances and Home Action Plans Keeping Track of Communication with Caregivers Communication with Colleagues and Administrators Case Study: 11.3 Ginny Lorenz, grade 4 team, decision-making Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 12: Managing the Work of Paraprofessionals, Substitute Teachers, and Others Prediction-Review Guide Instructional Aides and Support Providers Vignette 12.1: Mary Brewer, interpreting aide Family Caregiver Volunteers Case Study 12.1: Eileen Andreoli, parent volunteers Community Resource Volunteers What Is Expected of Paraprofessionals How Paraprofessionals Are Obtained Word of Mouth University and High Schools PTA Bureaus Community Agencies Other Helpers in the Room Cross-Grade Partners and Cross-Age Tutors Substitute Teachers Case Study 12.2: Teacher Candace (grade 2) and sub Janet Student Teachers Case Study 12.3: Ginny Lorenz, master teacher Requirements for Paraprofessionals and Volunteers Optimum Number of Paraprofessionals and Volunteers Ground Rules for Paraprofessionals and Volunteers Authority Reliability Instruction Discipline Vignette 12.3: Linda Monedero, video for substitute Communication Professionalism Legal Requirements When Paraprofessionals Must Be Absent Training Paraprofessionals and Volunteers Assigning Space and Work Duties Maintaining Paraprofessionals' Morale Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings Chapter 13: Managing Emotional Trauma and Job-Related Stress Productively Prediction-Review Guide Managing Emotions of Unexpected Events and Trauma Important Definitions Stress and the Triune Brain Signs and Symptoms of Emotional Stress The Nature of Crisis Intervention When Crisis Teams Are Not Available Case study 13.1: Sherry Coburn, crisis response team SEA-3 Method SAFER Method Attention-Refocusing Strategies Up-Shifting Other Subtle Techniques Taking Care of Self Managing Job-Related Stress Stress and Its Effects What Bothers Teachers Most What Energizes Teachers Stress Management for Teachers Case Study 13.2: Mr. Monroe, time robbers Vignette 13.1: Ginny Lorenz, 4/5 grading Activities That Produce Positive Stress Group Efforts Student Achievement Newsletters land Literary Journals Vignette 13.2: Kay and Ronda, newsletters Public Performances and Exhibits Sharing Responsibility for Students Achieving Class Synergy Parting Thought Summary Self-Check Activities for Reflection and Growth For Cumulative Skills Development References and Recommended Readings The Epilogue: It's Your Turn Pulling Everything Together Activities for Reflection and Growth For Cumulative Skills Development Capstone [Culminating] Activity APPENDIXES Appendix A: brief explanation of frequently heard educational terms Appendix B: contact information for professional organizations Appendix C: some of the professional journals that teachers have found useful Appendix D: selected websites, music, and teacher resource books that contain especially interesting curriculum ideas, activities, and reproducible pages Appendix E: contact information for head education offices of each state Appendix F: a brief list of contacts for overseas teaching opportunities Appendix G: the comprehensive list of references and recommended readings Name Index Subject Index
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