Elementary classroom management : lessons from research and practice

Title
Contents
PART I INTRODUCTION
	CHAPTER 1 CLASSROOM MANAGEMENT IN A CROWDED, COMPLEX ENVIRONMENT
		Guiding Principles
		Plan of the Book
		Meeting the Teachers
			Courtney Bell: Kindergarten
			Viviana Love: First 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 Refl ection
		For Further Reading
		Organizational Resources
PART II MESTABLISHING AN ENVIRONMENT FOR LEARNING
	CHAPTER 2 DESIGNING THE PHYSICAL ENVIRONMENT
		Six Functions of the Classroom Setting
			Security and Shelter
			Social Contact
			Symbolic Identifi cation
			Task Instrumentality
			Pleasure
			Growth
		The Teacher as Environmental Designer
			Think about the Activities the Room Will Accommodate
			Think about Whether Children in Your Classroom Have Special Needs That Require Environmental Modifi cations
			Think about the Needs of Other Adults in the Classroom
			Draw a Floor Plan
			Involve Students in Environmental Planning
			Try the New Arrangement, Evaluate, and Redesign
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
		Organizational Resources
	CHAPTER 3 BUILDING RESPECTFUL, CARING 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
			Be a Real Person (as Well as a Teacher)
			Promote Autonomy by Sharing Responsibility
			Reduce the Use of Extrinsic Control
			Be Inclusive
			Search for Students’ Strengths
			Develop Communication Skills
			Be Careful about Touching
			Ask Students How They Feel about the Classroom Environment
		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 Refl ection
		For Further Reading
		Organizational Resources
	CHAPTER 4 ESTABLISHING NORMS FOR BEHAVIOR
		Research on Effective Classroom Management
		Defi ning Your Expectations for Behavior
			Planning Norms for General Conduct
			Planning Routines for Specifi c Situations
		The First Few Days of School: Teaching Students How to Behave
			Teaching Norms for General Conduct
			Teaching Routines for Specifi c Situations
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
	CHAPTER 5 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
			Emotional Disturbance and Behavioral Disorders
			Pervasive Developmental Disorders: Autism and Asperger Syndrome
			Attention-Defi cit/Hyperactivity Disorder
			General Strategies for Helping Children with Disabilities and ADHD
		Children Who Are Troubled
			Substance Abuse
			Abuse and Neglect
		Children Living in Poverty
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
		Organizational Resources
	CHAPTER 6 WORKING WITH FAMILIES
		Challenges to Family–Teacher Cooperation
			Teacher Reluctance to Involve Families in Schooling
			Parent Reluctance to Become Involved in Schooling
			Changes in the Family and American Society
		Overcoming the Challenges: Fostering Collaboration between Families and Schools
			Helping Families to Fulfi ll 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 Refl ection
		For Further Reading
		Organizational Resources
PART III ORGANIZING M AND MANAGING INSTRUCTION
	CHAPTER 7 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 Pullouts as Effi ciently as Possible
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
	CHAPTER 8 ENHANCING STUDENTS’ MOTIVATION
		What Is Realistic? What Is Appropriate?
			An Expectancy � Value Framework
		Strategies for 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
		Motivating Underachieving and Disaffected Students
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
	CHAPTER 9 MANAGING INDEPENDENT WORK
		Seatwork: How Much, What, and Why?
		The Pitfalls of Independent Work
			The Challenges for Teachers
			The Challenges for Students
		Designing and Implementing Effective Independent Work
			Assign Work That Is Clear and Meaningful
			Match the Work to Varying Achievement Levels
			Make Sure Oral Directions Are Clear
			Monitor Behavior and Comprehension
			Teach Children What to Do If They Get Stuck
			Plan for Ragged Endings
			Find Alternatives to Workbook Pages
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
	CHAPTER 10 MANAGING SMALL-GROUP WORK
		The Pitfalls of Group Work
		Designing and Implementing Successful Group Work
			Decide on the Type of Group to Use
			Decide on the Size of the Group
			Decide on Group Composition
			Structure the Task for Positive Interdependence
			Ensure Individual Accountability
			Teach Students to Cooperate
			Monitor Learning, Involvement, and Cooperative Behavior
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
		Organizational Resources
	CHAPTER 11 MANAGING RECITATIONS AND DISCUSSIONS
		The Pitfalls of Recitations
		Designing and Implementing Effective Recitations
			Distributing Chances to Participate
			Providing Time to Think
			Stimulating and Maintaining Interest
			Providing Feedback
			Monitoring Comprehension
			Supporting the Participation of Diverse Learners
			Designing and Implementing Effective Discussions
			Concluding Comments
			Summary
			Activities for Skill Building and Refl ection
			For Further Reading
PART IV PROTECTING M AND RESTORING ORDER
	CHAPTER 12 RESPONDING EFFECTIVELY TO PROBLEM BEHAVIORS
		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 Confl icts through Problem Solving
			Using a Behavioral Learning Approach
		Dealing with Thorny Problems
			Tattling
			Cheating
			Stealing
			Profanity
			Defi ance
			Sexually Related Behavior
			Failure to Do Homework
		When Discipline Violates Students’ Constitutional Rights
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
	CHAPTER 13 PREVENTING AND RESPONDING TO VIOLENCE
		How Much Violence Is There?
		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
			Coping with Aggressive Behavior
			Responding Effectively to Physical Fights
		Concluding Comments
		Summary
		Activities for Skill Building and Refl ection
		For Further Reading
		Organizational Resources
REFERENCES
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