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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000002589616 | LB3013.C42 1994 | Open Access Book | Book | Searching... |
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Summary
Summary
Based on extensive research conducted by the authors in more than 500 classrooms over the past 25 years, this best-selling book presents a thoroughly practical, hands-on approach to classroom management. It helps an instructor perform one of the most basic tasks for a teacher to develop a smoothly running classroom that creates an environment for encouragement and learning! Classroom Management for Secondary Teachers gives teachers the information and skills they need to establish classroom management systems. Provides practical, step-by-step guidelines that emphasize prevention through planning! Shows how the best teachers promote effective learning and get their classrooms to function smoothly. It's a reference teachers will turn to again and again. This book is organized so that it can be readily applied in the secondary classroom setting. It addresses the planning decisions teachers must make arranging the physical space, establishing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, addressing problem behavior, using good communication skills, and managing special groups. All examples, checklists, case studies, and group activities are at the secondary level. For pre-service and in-service secondary teachers.
Table of Contents
Preface | p. xiii |
1 Organizing Your Classroom and Materials | p. 1 |
Five Keys to Good Room Arrangement | p. 2 |
Suggestions for Arranging Your Classroom | p. 3 |
Bulletin Boards and Walls | p. 3 |
Floor Space | p. 4 |
Storage Space and Supplies | p. 9 |
If You Have to "Float" | p. 11 |
Further Reading | p. 12 |
Suggested Activities | p. 14 |
Checklist 1 Room Preparation | p. 15 |
2 Choosing Rules and Procedures | p. 16 |
Preliminary Considerations | p. 17 |
Definition of Terms | p. 18 |
Identifying School Rules and Procedures | p. 19 |
Planning Your Classroom Rules | p. 20 |
Student Participation in Rule Setting | p. 22 |
Consequences for Rule Violations | p. 23 |
Planning Classroom Procedures | p. 24 |
General Procedures | p. 24 |
Beginning-of-Period Procedures | p. 24 |
Use of Materials and Equipment | p. 26 |
Ending the Period | p. 27 |
Procedures During Seatwork and Teacher-Led Instruction | p. 28 |
Student Attention during Presentations | p. 28 |
Student Participation | p. 28 |
Procedures for Seatwork | p. 29 |
Procedures for Student Group Work | p. 30 |
Use of Materials and Supplies | p. 31 |
Assignment of Students to Groups | p. 32 |
Student Goals and Participation | p. 32 |
Cooperative Learning | p. 32 |
Miscellaneous Procedures | p. 33 |
Signals | p. 33 |
Public Address (PA) Announcements and Other Interruptions | p. 33 |
Special Equipment and Materials | p. 33 |
Fire and Disaster Drills | p. 34 |
Split Lunch Period | p. 34 |
Further Reading | p. 34 |
Suggested Activities | p. 34 |
Case Study 2.1 Rules and Procedures in an Eighth-Grade Class | p. 35 |
Case Study 2.2 Procedures for Small-Group Work/Laboratory Activities | p. 36 |
Checklist 2 Rules and Procedures | p. 38 |
3 Managing Student Work | p. 40 |
Your Grading System and Record Keeping | p. 42 |
Feedback and Monitoring Procedures | p. 45 |
Monitoring Student Work in Progress | p. 46 |
Long-Range Monitoring | p. 47 |
Communicating Assignments and Work Requirements | p. 47 |
Instructions for Assignments | p. 47 |
Standards for Form, Neatness, and Due Dates | p. 48 |
Procedures for Absent Students | p. 49 |
Further Reading | p. 49 |
Suggested Activities | p. 50 |
Case Study 3.1 An Accountability System in an English Class | p. 50 |
Case Study 3.2 Managing Student Work in a Math Class | p. 51 |
Case Study 3.3 Managing Long-Term Assignments | p. 52 |
Case Study 3.4 Poor Work and Study Habits in Mathematics | p. 53 |
Checklist 3 Accountability Procedures | p. 54 |
4 Getting Off to a Good Start | p. 56 |
Perspectives on the Beginning of the Year | p. 57 |
Planning for a Good Beginning | p. 58 |
Procedures for Obtaining Books and Checking Them Out to Students | p. 59 |
Required Paperwork | p. 60 |
Class Rosters | p. 60 |
Seating Assignments | p. 60 |
First-Week Bell Schedule | p. 61 |
Tardiness during the First Days of Classes | p. 61 |
Administrative Tasks | p. 61 |
Rules | p. 61 |
Course Requirements | p. 62 |
A Beginning-of-Class Routine | p. 62 |
Time Fillers | p. 62 |
Activities on the First Day of Classes | p. 63 |
Before Class Begins | p. 63 |
Administrative Tasks | p. 64 |
Introductions | p. 64 |
Discussion of Class Rules | p. 64 |
Presentation of Course Requirements | p. 65 |
An Initial Content Activity | p. 66 |
Ending the Period | p. 67 |
The Second Day of Classes | p. 67 |
After the Second Day | p. 68 |
Further Reading | p. 68 |
Suggested Activities | p. 69 |
Case Study 4.1 Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups | p. 70 |
Case Study 4.2 Beginning the Year in a High School Biology Class | p. 75 |
Case Study 4.3 Beginning the Year in a High School English Class Using Mastery Learning | p. 77 |
Case Study 4.4 Conduct Problems in a History Class | p. 85 |
Checklist 4 Preparation for the Beginning of School | p. 86 |
5 Planning and Conducting Instruction | p. 87 |
Planning Classroom Activities | p. 88 |
Types of Activities | p. 89 |
Organizing Activities | p. 93 |
Kounin's Concepts for Managing Group Instruction | p. 95 |
Preventing Misbehavior | p. 95 |
Managing Movement | p. 97 |
Maintaining Group Focus | p. 98 |
Transition Management | p. 100 |
Instructional Management | p. 102 |
Planning | p. 102 |
Presenting New Content | p. 102 |
Checking for Understanding | p. 103 |
Further Reading | p. 104 |
Suggested Activities | p. 105 |
Case Study 5.1 Ms. Carpenter | p. 105 |
Case Study 5.2 Mr. Miller | p. 105 |
Case Study 5.3 Ms. Kendall | p. 106 |
Case Study 5.4 Kounin Concepts | p. 106 |
Case Study 5.5 A Science Lesson | p. 107 |
Checklist 5 Planning for Instruction | p. 108 |
6 Managing Cooperative Learning Groups | p. 110 |
Research on Cooperative Learning | p. 112 |
Strategies and Routines That Support Cooperative Learning | p. 113 |
Room Arrangement | p. 113 |
Talk and Movement Procedures | p. 114 |
Group Attention Signals | p. 115 |
Promoting Interdependence within the Group | p. 115 |
Individual Accountability | p. 116 |
Monitoring Student Work and Behavior | p. 117 |
Interventions for Groups | p. 118 |
Effective Group-Work Skills | p. 119 |
Social Skills | p. 119 |
Explaining Skills | p. 120 |
Leadership Skills | p. 120 |
Beginning the Use of Cooperative Learning Groups | p. 121 |
Room Arrangement | p. 122 |
Procedures and Routines | p. 122 |
Forming Groups | p. 122 |
Initial Group Tasks | p. 123 |
Teaching Group Skills | p. 124 |
Using Group and Individual Rewards | p. 125 |
Further Reading | p. 126 |
Suggested Activities | p. 127 |
Checklist 6 Planning for Cooperative Group Instruction | p. 127 |
7 Maintaining Appropriate Student Behavior | p. 129 |
Monitoring Student Behavior | p. 130 |
Consistency | p. 132 |
Prompt Management of Inappropriate Behavior | p. 133 |
Four Ways to Manage Inappropriate Behavior | p. 133 |
Building a Positive Climate | p. 134 |
Improving Class Climate through Incentives or Rewards | p. 136 |
Grades and Other Symbols | p. 137 |
Recognition | p. 137 |
Activities as Rewards | p. 138 |
Material Incentives | p. 139 |
Caution in the Use of Rewards | p. 139 |
Further Reading | p. 141 |
Suggested Activities | p. 141 |
Case Study 7.1 Examples of Incentives and Rewards | p. 142 |
8 Communication Skills for Teaching | p. 145 |
Constructive Assertiveness | p. 147 |
Empathic Responding | p. 150 |
Problem Solving | p. 154 |
A Note on Parent Conferences | p. 157 |
Further Reading | p. 158 |
Suggested Activities | p. 158 |
Activity 8.1 Developing Assertiveness Skills | p. 158 |
Assertiveness Assessment Scales | p. 160 |
Activity 8.2 Recognizing Listening Responses | p. 161 |
Activity 8.3 Practicing Empathic Responses | p. 162 |
Activity 8.4 Problem-Solving Exercises | p. 162 |
Case Study 8.1 Three Dialogues | p. 163 |
9 Managing Problem Behaviors | p. 167 |
What Is Problem Behavior? | p. 168 |
Nonproblem | p. 169 |
Minor Problem | p. 169 |
Major Problem, but Limited in Scope and Effects | p. 169 |
Escalating or Spreading Problem | p. 169 |
Goals for Managing Problem Behavior | p. 170 |
Management Strategies | p. 170 |
Minor Interventions | p. 172 |
Moderate Interventions | p. 174 |
More Extensive Interventions | p. 177 |
Special Problems | p. 184 |
Rudeness toward the Teacher | p. 184 |
Chronic Avoidance of Work | p. 185 |
Fighting | p. 186 |
Other Aggressive Behavior | p. 186 |
Defiance or Hostility toward the Teacher | p. 187 |
A Final Reminder: Think and Act Positively | p. 187 |
Further Reading | p. 188 |
Suggested Activities | p. 189 |
10 Managing Special Groups | p. 190 |
Teaching Heterogeneous Classes | p. 191 |
Assessing Entering Achievement | p. 191 |
Modifying Whole-Group Instruction | p. 192 |
Cooperative Work Groups | p. 194 |
Small-Group Instruction | p. 195 |
Mastery Learning | p. 197 |
Teaching Remedial Classes | p. 198 |
Learner Characteristics | p. 199 |
Establishing Your Management System | p. 200 |
Monitoring Behavior | p. 201 |
Managing Student Work | p. 202 |
Planning and Presenting Instruction | p. 202 |
Students with Special Needs | p. 203 |
Content Mastery Classroom (CMC) | p. 204 |
Inclusion | p. 205 |
Students with Emotional and/or Behavioral Problems | p. 205 |
Students with Serious Social Deficits, Often Diagnosed with Asperger's Syndrome | p. 207 |
Students with Attention Deficit Hyperactivity Disorder (ADHD) | p. 208 |
Students Who Are Deaf or Hard-of-Hearing | p. 209 |
Students Who Are Visually Impaired or Blind | p. 211 |
Students Living in Extreme Poverty | p. 212 |
Students with Limited English Proficiency | p. 213 |
Further Reading | p. 215 |
Suggested Activities | p. 215 |
Case Study 10.1 Using Small Groups in English | p. 216 |
Case Study 10.2 An Inclusion Program in a Middle School | p. 217 |
Problem Scenarios | p. 218 |
Appendix Answer Keys for Chapter Activities | p. 220 |
References | p. 230 |
Index | p. 235 |