Elementary Classroom Management: Lessons from Research and Practice

COVER
TITLE
COPYRIGHT
CONTENTS
PREFACE
PART I: INTRODUCTION
	CHAPTER 1 Managing Classrooms to Nurture Students, Build Self-Discipline, and Promote Learning
		DEFINITION, 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 Environment
		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 Children in Your Classroom Have Special Needs that Require Environmental Modifications
			Think about the Needs of Other Adults in the Classroom
			Involve Students in Environmental Planning
			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 TO SHOW 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 Responsibility
			Reduce the Use of Extrinsic Control
			Be Inclusive
			Search for Students' Strengths
			Develop Communication Skills
			Ask the 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 (ELLS)
		CHILDREN WITH DISABILITIES AND ADHD
			Learning Disabilities (LDs)
			Hearing Loss
			Emotional Disturbance and Behavioral Disorders
			Autism Spectrum Disorders (ASDs)
			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 Pullouts 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, 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 the Tasks for Positive Interdependence
			Ensure Individual Accountability
			Teach Students to Cooperate
			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 Nonintervention
		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 (FBA)
		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
	A
	B
	C
	D
	E
	F
	G
	H
	I
	J
	K
	L
	M
	N
	O
	P
	Q
	R
	S
	T
	U
	V
	W
	X
	Y
	Z
SUBJECT INDEX
	A
	B
	C
	D
	E
	F
	G
	H
	I
	J
	L
	M
	N
	O
	P
	Q
	R
	S
	T
	U
	V
	W
	X
	Y
	Z