Classroom management strategies : gaining and maintaining students' cooperation

著者

書誌事項

Classroom management strategies : gaining and maintaining students' cooperation

James S. Cangelosi

Wiley, c2014

7th ed

  • : pbk

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注記

Includes bibliographical references (p. 387-393) and index

内容説明・目次

内容説明

Classroom Management Strategies: Gaining and Maintaining Students' Cooperation contains a wealth of information about classroom management strategies that teachers successfully use to lead students to be on-task and engaged in lessons. The strategies are based on extensive school teaching experiences as well as on the findings of numerous studies in learning theory, social interaction, communication, developmental psychology, multicultural education, behavioristic psychology, motivation, student engagement, and violence prevention.

目次

Preface v PART I THE RESEARCH-BASED ART OF LEADING STUDENTS TO COOPERATE 1 CHAPTER 1 The Complex Art of Teaching 3 Chapter 1's Goal and Objectives 3 Teaching Experiences: Satisfying or Frustrating 3 Teaching Cycles 4 Allocated Time and Transition Time 9 Student Behaviors 9 On-Task, Engaged, Off-Task, and Disruptive 9 Prosocial and Antisocial 11 Taking Charge in Your Classroom 12 Synthesis Activities for Chapter 1 12 Transitional Activity from Chapter 1 to Chapter 2 16 CHAPTER 2 Schools of Thought and the Research Bases for Classroom Management Strategies 18 Chapter 2's Goal and Objectives 18 Students Need to Be Taught to Cooperate 19 Implications from Learning Theory 20 Implications from Studies of Social Interaction and Communications 27 Critical Communication Styles and Classroom Climates 27 True Dialogues Instead of IRE Cycles 28 Other Implications Regarding Communication Styles 34 Implications from Studies in Developmental Psychology and Multicultural Education 34 Implications from Behavioristic Psychology 37 Learned Responses 37 Behavior Modification 38 Isolated Behaviors and Behavior Patterns 38 Positive Reinforcers 39 Destructive Positive Reinforcers 40 Contrived versus Naturally Occurring Punishment 42 Differences Between the Effects of Naturally Occurring and Contrived Punishment 42 Unwittingly Administered Punishment 44 Destructive Punishment 44 Negative Reinforcement 45 Implications from Studies Focusing on Motivation and Student Engagement 46 Student Disinterest 46 Intrinsic Motivation 46 Extrinsic Motivation 46 The Preferred Type of Motivation 48 Implications from Studies Focusing on Violence Prevention in Schools 48 Synthesis Activities for Chapter 2 49 Transitional Activity from Chapter 2 to Chapter 3 53 PART II FOSTERING COOPERATION AND PREVENTING DISCIPLINE PROBLEMS 55 CHAPTER 3 Establishing a Favorable Climate for Cooperation 57 Chapter 3's Goal and Objectives 57 Creating a Businesslike Climate 57 The Advantage of a Businesslike Atmosphere 57 The Meaning of Businesslike 58 Five Steps toward a Businesslike Atmosphere 59 Beginning a New School Year 59 Students' Perceived Notions 59 Taking Advantage of Initial Uncertainty 59 Planning for a Favorable Beginning 60 Learning Activities Conducive to a Favorable Beginning 62 Displaying Withitness 71 Modeling Preparation and Organization 72 The Importance of the Third and Fourth Stages of Teaching Cycles 72 The Effects of Preparation on Classroom Climate and Efficiency 73 Orchestrating Smooth, Efficient Transitions 74 Smoothness of Transitions and Momentum 74 Minimizing Transition Time 79 Dispensing with Administrative Duties 79 Inefficient Use of Class Time 79 Efficient Use of Class Time 80 Saving Time When Distributing Materials and Giving Directions 81 Efficient Beginnings to Learning Activities 81 Freedom from Having to Speak to the Whole Class 82 Distributing Materials Ahead of Time 83 Cues for Efficient Routines 83 Employing Technology to Enhance Classroom Efficiency 85 Saving Time with Intraclass Grouping 86 Accommodating Students Who Complete Work at Different Times 87 Creating a Comfortable, Nonthreatening, and Safe Learning Community 87 A Frightening Place 87 Risking Self-Respect 88 Disassociating Self-Respect from Achievement 90 Synthesis Activities for Chapter 3 90 Transitional Activity from Chapter 3 to Chapter 4 92 CHAPTER 4 Establishing Cooperative Relationships 93 Chapter 4's Goal and Objectives 93 Using Descriptive Instead of Judgmental Language 94 Focused Descriptions, Not Characterizations or Labels 94 Differences between Descriptive and Judgmental Language 95 The Consequences of Judgmental Language 96 The Detrimental Effects of Characterizations 96 The Fallacy of Labels 97 Competition or Cooperation 98 Teaching Students to Listen to You 98 The Richness of Descriptive Language 98 The Judicious Use of Words 99 Thinking Before Talking 100 More and More Useless Words 101 Speaking Only to Intended Listeners 102 Body Language and Proximity 102 Voice Tone 105 Speaking Only to the Attentive 106 Listening to Students 107 Using Supportive Replies 108 Accepting Feelings 108 Relieving Frustration 108 Defusing Conflict 109 Avoiding Unintended Messages 110 The Risk of Misinterpretation 110 Modeling a Businesslike Attitude 111 Avoiding Disruptive Teacher Behavior 111 Being Responsible for One's Own Conduct 112 Communicating Assertively 115 The Assertive Response Style 115 Controlling Your Professional Life 117 Teaching Students to Communicate Assertively 121 Communicating Evaluations 121 Two Reasons for Communicating Evaluations 121 Emphasizing Formative Evaluations 126 Grades as a Form of Communication 130 Fostering Parents' Cooperation 130 Focusing on Formative Evaluations 130 Conferences 131 Written Communications 132 Professional Confidence and Students' Rights 132 Unprofessional Behavior 132 Privileged Information 134 Synthesis Activities for Chapter 4 135 Transitional Activity from Chapter 4 to Chapter 5 139 CHAPTER 5 Standards for Conduct, Routine Procedures, and Safe-School Policies 140 Chapter 5's Goal and Objectives 140 Standards for Classroom Conduct 140 Purposefully Stated Standards 140 The Number of Standards for Classroom Conduct 142 Procedures for Smoothly Operating Classrooms 142 Necessary Standards for Conduct 144 Four Purposes 144 Justification of a Standard 144 Politeness and Courtesy 145 The Consequences of Unnecessary Standards 146 When to Determine Standards and Routine Procedures 146 Who Should Determine Standards? 147 Teaching Standards and Procedures to Students 148 Schoolwide Discipline Policies 151 Developing Safe-School Programs 152 The Roots of School Violence 152 Focus on Prevention Not Retribution 154 Violence-Prevention Strategies 155 Conflict Management and Resolution in Curricula 155 Reducing Gang-Related Activities in School 162 Gang Activities 162 Working with Gang-Affiliated Students and Eliminating Gang Activities in School 165 Gentle, Caring School Communities 167 Essentials of an Effective Safe-School System 171 Eleven Elements 171 Consensus within the Community 171 Research and Periodic Safety Audits 172 School-Safety Committee 172 Team Approach 173 Training for All School Personnel 173 Coordination with Schoolwide Discipline Policies 173 Provisions for Building Positive Relationships 174 Provisions for Conflict Resolution 174 Communication Systems 174 Backup and Crisis-Support Resources and Procedures 175 Traffic Control and Intruder Prevention 175 Synthesis Activities for Chapter 5 177 Transitional Activity from Chapter 5 to Chapter 6 179 CHAPTER 6 Working with Individual Differences among Students 180 Chapter 6's Goal and Objectives 180 The Key: Relating to Students as Individuals 181 Including Students with Characteristics Typically Disdained in So-Called Mainstream Society 185 The Consequences of Students Feeling Marginalized 185 Strategies for Inclusion in Your Classroom 186 Special Populations 189 Legal Concerns Relative to Inclusion and Accommodation 191 Classroom Management Implications of IDEA and Other Federal Statutes 191 Zero-Reject and IEP Implications for Classroom Management 192 An Example of a Teacher's Accommodations for Health and Hearing Impairments 192 An Example of a Teacher's Accommodations for a Learning Disability 204 An Example of a Teacher's Accommodations for an Emotional Disturbance 208 Accommodating and Including Students for Whom English Is Not a First Language 217 Benefitting from Cultural Diversity 221 Synthesis Activities for Chapter 6 227 Transitional Activity from Chapter 6 to Chapter 7 228 PART III MOTIVATING STUDENTS TO ENGAGE IN LEARNING ACTIVITIES 229 CHAPTER 7 Conducting and Monitoring Engaging Learning Activities 231 Chapter 7's Goal and Objectives 231 Problem-Based Learning 231 Non-Problem-Based Approach 231 Problem-Based Approach 232 Intrinsic Motivation Via the Problem-Based Approach 234 Delivering Directions for Learning Activities 236 Explicitness, Specificity, and Directness 236 Nine Points about Directions 238 Monitoring Student Engagement 240 Variety of Learning Activities 248 Ideas for Lecture Sessions 248 Student Engagement during Lectures 248 Fifteen Points about Lectures 251 Ideas for Cooperative Learning Sessions 254 Students Learning from One Another 254 Guidance and Structure for Maintaining Engagement 254 Ten Points about Cooperative Learning Sessions 256 Ideas for Discussion Sessions 258 Student Engagement during Discussions 258 Seven Points about Discussion Sessions 259 Ideas for Questioning Sessions 260 Student Engagement during Questioning Sessions 260 Six Points about Questioning Sessions 264 Ideas for Independent Work Sessions 265 Student Engagement during Independent Work Sessions 265 Four Points about Independent Work Sessions 266 Ideas for Homework Assignments 267 Student Engagement in Homework Assignments 267 Eight Points about Homework Assignments 269 Classroom Designs That Enhance Student Engagement 271 Synthesis Activities for Chapter 7 281 Transitional Activity from Chapter 7 to Chapter 8 282 PART IV CONFRONTING AND SOLVING DISCIPLINE PROBLEMS 283 CHAPTER 8 Approaching Off-Task Behaviors Systematically 285 Chapter 8's Goal and Objectives 285 Deal with Off-Task Behaviors via the Teaching Cycles Model 285 A Mechanism for Focusing 285 More Elaborate Applications 287 Staying Calm and Organizing Thoughts 291 Deal with Misbehaviors Before They ''Get to You'' 292 Either Respond Decisively to an Off-Task Behavior or Do Not Overtly React to It at All 292 Distinguish between Teaching Students to Be On-Task and Building Character 294 A Teacher's Responsibilities and Capabilities 294 Focusing on the Task 295 Distinguish between Isolated Off-Task Behaviors and Off-Task Behavior Patterns 296 Control the Time and Place for Dealing with Off-Task Behaviors 296 A Cautionary Note Regarding Private Meetings with Students 298 Provide Students with Dignified Options for Terminating Off-Task Behaviors 299 Avoid Playing Detective 300 Use Alternative Lesson Plans 301 Use the Help of Colleagues 302 Use the Help of Parents and Instructional Supervisors 302 The Myth of the ''Good Teacher'' 302 Assertiveness 303 Do Not Use Corporal Punishment 304 Corporal Punishment 304 Arguments for and against Corporal Punishment 306 Corporal Punishment: A Poor Choice 309 Know Your Rights and Limitations 309 Maintain Your Options 310 Know Yourself and Your Students 310 Synthesis Activities for Chapter 8 310 Transitional Activity from Chapter 8 to Chapter 9 313 CHAPTER 9 Modifying Off-Task Behavior Patterns 314 Chapter 9's Goal and Objectives 314 Systematic Techniques for Changing Habits 314 The Formations and Elimination of Behavior Patterns 314 The Need for Systematic Observation 314 Applying the Principle of Extinction 316 The Principle 316 Unintentional Extinction 316 Intentional Extinction 317 Alternative Behavior Patterns 318 Applying the Principle of Shaping 319 Maintaining Desirable Behavior Changes 320 Reinforcement Schedules 320 Fixed Schedules 320 Intermittent Schedules 321 Planned Schedules of Reinforcement 322 Cuing 323 Generalization and Discrimination 324 The Idea 324 The Principle of Generalization 324 The Principle of Discrimination 324 Distinguishing between Generalizing and Discriminating 325 Applying the Principle of Modeling 326 Applying the Principle of Satiation 327 Synthesis Activities for Chapter 9 328 Transitional Activity from Chapter 9 to Chapter 10 329 CHAPTER 10 Dealing with Nondisruptive Off-Task Behaviors 330 Chapter 10's Goal and Objectives 330 Nondisruptive Off-Task Behaviors 330 Mind Wandering and Daydreaming 331 Detection and Response 331 Strategies 332 Refusing to Participate in Class Activities 333 Failing to Complete Homework Assignments 338 Meaningful Homework 338 Strategies 339 Failing to Bring Needed Materials to Class 340 Being Under the Influence of Debilitating Drugs 341 Teachers' Attitudes 341 Strategies 342 Being Absent or Tardy 346 Schoolwide Policies for Extrinsically Motivating Student Attendance 346 Teachers' Policies for Extrinsically Motivating Student Attendance 347 Irrationality of Some Popular Attendance Policies 347 Strategies 348 Cheating on Tests 349 Nine Incidents 349 Prevalence and Causes of Cheating 351 Strategies 352 Synthesis Activities for Chapter 10 355 Transitional Activity from Chapter 10 to Chapter 11 355 CHAPTER 11 Dealing with Disruptive Behaviors 357 Chapter 11's Goal and Objectives 357 Disruptive Behaviors 357 Dealing with Nonviolent Disruptions 357 Disruptive Talking 357 Interrupting 359 Clowning 361 Being Discourteous 363 Failing to Clean Up 365 Dealing with Violent Disruptions 366 Safe-School Programs in Place 366 Bullying 366 Fighting 368 Attacks on Teachers 374 Causes 374 Strategies 376 Vandalizing 377 Synthesis Activities for Chapter 11 378 Transitional Activity from Chapter 11 to Chapter 12 378 PART V MAKING CLASSROOM MANAGEMENT STRATEGIESWORK FOR YOU 379 CHAPTER 12 Continuing to Build your Classroom Management Talents 381 Chapter 12's Goal 381 Building on Experiences 381 Instructional Supervision 382 Assessing Your Own Teaching 384 Action Research 385 Your Uniqueness 385 References 387 Index 395

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