Title:
Managing secondary classrooms : principles and strategies for effective management and instructions
Personal Author:
Publication Information:
Boston : Allyn and Bacon, 1999
ISBN:
9780205267255
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000004534834 | LB3013 W53 1999 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Shares classroom management concepts, techniques, and activities with pre- and in-service teachers working with secondary school students. Reviews social and emotional contexts, legal issues, prevention of problems, communication skills, managing instruction, and working with parents. Explains the b
Table of Contents
Preface | p. ix |
Part 1 Contexts and Legal Issues | p. 1 |
1 Social and Educational Contexts | p. 3 |
A Changing Society | p. 5 |
Where to from Here? | p. 8 |
How Teachers Plan to Manage Their Classrooms | p. 8 |
Designing a Management Program to Meet Students' Behavioral and Learning Needs | p. 9 |
A Collaborative Approach to Planning | p. 9 |
Developing a Learning Community | p. 10 |
How Is a Learning Environment Developed? | p. 11 |
Action Research | p. 12 |
Your Role in the Community | p. 13 |
2 Legal Issues in Managing Student Behavior | p. 18 |
School Law | p. 20 |
Corporal Punishment | p. 22 |
Codes of Conduct | p. 25 |
AEP, Suspension, or Expulsion | p. 25 |
Special Education | p. 27 |
Sexual Harassment | p. 28 |
Search and Seizure | p. 30 |
Censorship | p. 31 |
Judicious Discipline | p. 31 |
Part 2 Preventive Management | p. 35 |
3 Before School Begins | p. 37 |
The Planning Process | p. 38 |
Planning for Teaching | p. 39 |
Planning for the Start of School | p. 41 |
Sharing Your Classroom with Another Teacher | p. 54 |
Some Cautions for Beginning Teachers | p. 55 |
4 Communication Strategies | p. 57 |
Communicating with Students | p. 58 |
Modes of Communication | p. 59 |
Communicating with Parents | p. 71 |
Communicating with Administrators | p. 72 |
Communicating with Your Peers | p. 72 |
5 Starting the Year Right: The First Days | p. 75 |
The Students | p. 76 |
Your First Class | p. 79 |
The Plan | p. 81 |
Entry into the Classroom | p. 82 |
Starting the Class | p. 82 |
Welcoming Students to Your Classroom | p. 83 |
Taking Roll and Establishing a Seating Chart | p. 83 |
Student Names | p. 83 |
Working without a Class List | p. 84 |
Rules and Procedures | p. 84 |
Course Content | p. 86 |
Handing Out the Books | p. 86 |
Grading and Grade Books | p. 87 |
Content Activities on the First Day | p. 88 |
The Intercom | p. 89 |
Ending the Class | p. 89 |
Whole Class Activity versus Individual Needs of Students | p. 89 |
Day Two and Beyond | p. 90 |
6 Managing Instruction | p. 92 |
Enriching the Environment | p. 94 |
Direct Instruction | p. 99 |
Other Teaching Strategies | p. 100 |
7 Parental Involvement | p. 107 |
District and Schoolwide Plans | p. 108 |
Communication | p. 109 |
Parent and Teacher Conferences | p. 123 |
Part 3 Understanding Student Behavior and Applying Consequences | p. 133 |
8 Understanding the Behavior of Secondary Students | p. 135 |
Meeting Our Needs | p. 136 |
Dealing with Bullies | p. 137 |
Adolescent Wants and Needs | p. 139 |
Growth Patterns | p. 141 |
Conflict and Violence | p. 144 |
Seeking Solutions | p. 146 |
9 Using Consequences and Positive Reinforcement | p. 150 |
Distinguishing between Discipline and Punishment | p. 151 |
Self-Discipline and Choice | p. 152 |
Consequences | p. 152 |
Discipline Hierarchy | p. 154 |
Natural and Logical Consequences | p. 156 |
Positive Reinforcement | p. 157 |
Severe or Chronic Misbehavior | p. 161 |
10 Youths in Crises: Solving Social Problems | p. 168 |
Maslow's Hierarchy | p. 172 |
Meeting Needs through Schoolwork | p. 174 |
Similarities and Differences between Gangs and Cults | p. 177 |
Graphics, Symbols, and Language | p. 178 |
Preventing Violence in the School | p. 182 |
Preventing Violence in the Classroom | p. 184 |
Crisis Management | p. 185 |
Fighting | p. 185 |
Weapons | p. 186 |
Crisis Teams | p. 187 |
Meeting Students' Needs | p. 188 |
Finding Out about Students: To Whom Do You Talk? | p. 189 |
If All Else Fails: Some Alternatives | p. 189 |
Community Sources | p. 190 |
Part 4 Special Populations | p. 193 |
11 Students with Special Needs | p. 195 |
Understanding Students with Disabilities | p. 198 |
A Need to Treat Everyone Alike | p. 199 |
A Need to Help Students Belong | p. 199 |
Teacher Power | p. 200 |
12 Cultural Differences | p. 206 |
Personalizing Your Teaching | p. 213 |
What Can I Do? | p. 215 |
Further Introspection | p. 216 |
Part 5 A Problem-Solving Model and the Development of a Philosophy | p. 223 |
13 A Model for Solving Discipline Problems | p. 225 |
Developing a Personalized Discipline Plan | p. 226 |
Action Research | p. 231 |
Creating Your Personal Management Plan | p. 234 |
Name Index | p. 242 |
Subject Index | p. 244 |