An interpersonal approach to classroom management : strategies for improving student engagement

Presenting the psychology behind the best-managed classroomsLike having a hidden camera in other teachers′ classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include: Student behavioral, relational, and cognitive engagement in the learning process Classroom structures that contribute to student engagement The contribution of peer relationships to positive and negative behavior management Strategies that help children learn to manage their own behavior Connecting with students who are culturally and linguistically diverse This practitioner-friendly guide takes you on an enlightening journey that will help you manage by design rather than by default. The results--improved relationships and enhanced learning--will not just make a difference; they will make all the difference.

Author Notes

Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students' needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Cariolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process.

Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers' scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students' motivation to learn, and how this contributes to students' overall success as learners. She currently serves on the editorial boards of "Contemporary Educational Psychology", "The Elementary School Journal", the "Journal of Experimental Education", and the "American Educational Research Journal."

Preface	p. ix
Acknowledgments	p. xvii
About the Authors	p. xxi
Introduction: What Are Your Implicit Theories of Classroom Management?	p. 1
Observing Student Engagement	p. 1
Classroom Management in Today's Classrooms	p. 1
Teachers' Beliefs About Discipline	p. 3
Espousing a Relational View of Classroom Management	p. 8
Connecting With All Students	p. 10
Redefining Discipline	p. 11
Key Terms	p. 17
Resources for Teachers	p. 17
Part I Management as a Function of Student Engagement
Chapter 1 What Does It Mean for Students to Be Engaged?	p. 21
Three Types of Engagement	p. 23
Motivational Systems Theory	p. 25
Self-Determination Theory	p. 28
Why Is Relational Engagement Important?	p. 29
What Teachers Can Do to Support Caring and Students' Relatedness Needs	p. 29
Key Terms	p. 31
Resources for Teachers	p. 33
Chapter 2 How Do I Organize My Classroom for Engagement?	p. 35
Instructional Design: Consistency Management	p. 36
Organizing for Student Autonomy	p. 40
Planning to Promote Behavioral and Relational Engagement: Routines and Rituals	p. 42
Establishing Routines for Engagement	p. 43
Creating Rituals for Engagement	p. 50
Planning to Promote Cognitive Engagement: Classroom Goal Structures	p. 51
Key Terms	p. 57
Resources for Teachers	p. 57
Chapter 3 How Do I Create a Classroom Climate That Supports Engagement?	p. 59
Developing Students' Autonomy and Responsibility: Classroom Discourse Patterns	p. 63
Key Terms	p. 71
Resources for Teachers	p. 72
Part II Management as a Function of Classroom Relationships
Chapter 4 How Do I Model Caring in Relationships With Students?	p. 75
Observing Beliefs About Relationships	p. 75
Teacher Beliefs About Relationships	p. 81
Warm Demanding Teachers	p. 84
Feedback, Praise, and Academic Press	p. 88
Key Terms	p. 97
Resources for Teachers	p. 98
Chapter 5 How Can I Build Supportive Peer Relationships?	p. 99
Revisiting Alice's and Kim's Classrooms	p. 99
Why Are Peer Relationships Important?	p. 101
Building a Positive Classroom Community	p. 102
The Child Development Project	p. 103
The Open Classroom Learning Community	p. 104
Building Community Using Cooperative Learning	p. 106
Peer Relationship Issues in the Classroom	p. 108
Facilitating Supportive Relationships With Children With Special Needs	p. 108
Reducing Peer Victimization and Bullying	p. 110
Key Terms	p. 117
Resources for Teachers	p. 117
Chapter 6 How Do I Connect With Diverse Students?	p. 119
Observing Discourses About Diversity	p. 119
Cultural Synchronization: (Mis)Interpreting Disrespect	p. 122
Observing Systemic Oppression	p. 124
Disrupting Systemic Oppression: Maintaining Expectations, Transforming Deficit Thinking, and Offering Positive Intent	p. 125
What Does It Mean to Be Culturally Competent in Our Relationships?	p. 131
Key Terms	p. 137
Resources for Teachers	p. 138
Part III Management as a Function of Teacher Self-Regulation
Chapter 7 What Does It Mean to Self-Regulate My Classroom Management Tasks?	p. 141
Observing Teacher Self-Regulation	p. 141
Thinking Systematically About Classroom Management	p. 143
Understanding the Phases of Teacher Self-Regulation	p. 147
Shifting the Locus of Responsibility for Managing Behavior	p. 153
Key Terms	p. 168
Resources for Teachers	p. 169
Chapter 8 How Can I Improve and Sustain Relationship Quality?	p. 171
Productive Reflection, Intentional Decision Making, and Teacher Self-Care	p. 171
Acknowledging the Challenges of Sustaining Relationships	p. 172
Understanding Teacher Needs for Autonomy, Competence, and Connection	p. 175
Systematically Reflecting on Relationship Quality	p. 178
Self-Composure: Understanding the Difference Between Responding and Reacting	p. 180
Interrupting Cycles of Relationship Conflict	p. 184
Coping With Intense or Persistent Misbehavior	p. 188
Emotional Labor and Compassion Fatigue	p. 188
Key Terms	p. 202
References and Further Reading	p. 203
Index	p. 225

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