Principles of Classroom Management: A Professional Decision-making Model,9780205482955

Principles of Classroom Management: A Professional Decision-making Model

by ;
Edition: 5th
ISBN13: 9780205482955
ISBN10: 0205482953
Format: Paperback
Pub. Date: 2010-01-01
Publisher(s): Prentice Hall
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Summary

Written for classroom management and general methods courses, the Fourth Edition of Principles of Classroom Management provides a theoretically-based and practical system for helping teachers prevent disruptive behavior, influence appropriate behavior and continue to provide a positive learning environment for their students. This concise text presents an array of decision-making options that guide teachers in thinking about how to approach particular classroom management situations and choose from a range of options designed to prevent, cope with, and solve a variety of problems. A variety of theoretical perspectives, each fleshed out with cases taken from actual classrooms, gives students many choices in how to handle issues that may arise in their own classrooms.

Table of Contents

Preface xiii
ITERATIVE CASE STUDY ANALYSES 1(2)
Iterative Case Study Analysis: First Analysis
2(1)
SECTION ONE Foundations
1 The Basics
3(18)
Principles of Classroom Management
3(1)
Prereading Questions for Reflection and Journaling
3(1)
Introduction
3(1)
Defining the Process of Teaching
4(5)
CASE 1.1 Getting Students to Respond
7(1)
CASE 1.2 "Why Study? We Don't Get Enough Time for the Test Anyway!"
8(1)
Principles of Classroom Management
9(6)
Professional Decision-Making Hierarchy
15(3)
CASE 1.3 The Vice-Principal Wants to See Whom?
16(2)
Summary
18(1)
References
18(1)
Exercises
19(2)
2 Nature of the Discipline Problem
21(21)
Principles of Classroom Management
21(1)
Prereading Questions for Reflection and Journaling
21(1)
Introduction
21(1)
Defining a Discipline Problem
22(5)
CASE 2.1 Can a Teacher Be a Discipline Problem?
27(1)
Problem Student Behavior Outside the Definition
27(1)
Extent of the Problem
28(4)
CASE 2.2 Solving a Motivational Problem
28(4)
The Effect of Classroom Discipline Problems on Teaching and Learning
32(4)
CASE 2.3 Discipline: A Costly Waste of Time
32(1)
CASE 2.4 The Ripple Effect
33(3)
Summary
36(1)
References
37(3)
Exercises
40(2)
3 Understanding Why Children Misbehave
42(39)
Principles of Classroom Management
42(1)
Prereading Questions for Reflection and Journaling
42(1)
Introduction
43(1)
Societal Changes
43(9)
The Knowledge Explosion and the Erosion of Respect for Authority
44(2)
The Knowledge Explosion, Teacher and Student Feelings of
Frustration, and the Relevancy of Schooling
46(1)
CASE 3.1 "This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching"
46(1)
Television and Violence
47(1)
CASE 3.2 Who Really Cares?
47(3)
Television and Alternative Role Models
50(1)
Changes in Ethnicity
51(1)
Failure to Meet Children's Basic Needs
52(8)
The Home Environment
52(1)
CASE 3.3 Hanging on the Corner
52(1)
CASE 3.4 Marital Conflict
54(1)
The School Environment
55(1)
Physiological Needs
55(1)
CASE 3.5 Forgetting to Sit Down
56(1)
Safety and Security Needs
57(1)
CASE 3.6 There Must Be a Better Way
57(1)
CASE 3.7 Too Much Noise
58(1)
CASE 3.8 Afraid of Going to School
58(1)
Belonging and Affection Needs
59(1)
CASE 3.9 Turning Off Students
60(1)
Children's Pursuit of Social Recognition and Self-Esteem
60(7)
Social Recognition
60(1)
CASE 3.10 "I'm Going to Be Sorry When Fifth Grade Is Over"
60(1)
CASE 3.11 Seeking Faulty Goals
62(1)
Self-Esteem
63(1)
Bullying
64(1)
CASE 3.12 "Get Out of My Face"
65(2)
Stages of Cognitive and Moral Development
67(5)
Cognitive Development
67(1)
Moral Development
68(1)
Behavior: The Interaction of Cognitive and Moral Development
69(3)
Instructional Competence
72(1)
CASE 3.13 Not Being Able to Teach
73(1)
Summary
73(1)
References
74(5)
Exercises
79(2)
4 Philosophical Approaches to Classroom Management
81(27)
Principles of Classroom Management
81(1)
Prereading Questions for Reflection and Journaling
81(1)
Introduction
82(1)
CASE 4.1 The Tricks-of-the-Trade Approach
83(1)
Teacher Power Bases
84(6)
Referent Power
85(1)
CASE 4.2 The Involved Teacher
85(1)
Expert Power
86(1)
CASE 4.3 Her Reputation Precedes Her
86(1)
Legitimate Power
87(1)
CASE 4.4 "School IS Your Job"
87(1)
Reward/Coercive Power
88(1)
CASE 4.5 Going to Recess
88(2)
Theories of Classroom Management
90(11)
Student-Directed Management
92(1)
CASE 4.6 Handling Disruptive David
93(4)
Collaborative Management
97(2)
Teacher-Directed Management
99(2)
Summary
101(2)
References
103(1)
Management Models on the Web
104(1)
Exercises
104(4)
Iterative Case Study Analysis: Second Analysis
108(1)
SECTION TWO Prevention
5 The Professional Teacher
109(33)
Principle of Classroom Management
109(1)
Prereading Questions for Reflection and Journaling
110(1)
Introduction
110(1)
The Basics of Effective Teaching
111(13)
Lesson Design
112(2)
Student Motivation: Teacher Variables
114(1)
CASE 5.1 The Popcorn Popper
115(1)
CASE 5.2 Talking between Classes
116(1)
CASE 5.3 Nonconstructive Feedback
118(1)
Teacher Expectations
119(1)
Classroom Questioning
120(2)
Maximizing Learning Time
122(1)
Allocated Time
122(1)
Time-on-Task
123(1)
Beyond the Basics
124(14)
Teaching for Understanding
125(1)
Authentic Instruction
126(2)
Emphasis on Thinking and Problem-Solving Skills
128(1)
Creating Communities of Learners
129(1)
Teaching toward Multiple Intelligences
130(1)
CASE 5.4 Cooperative Learning in Biology
131(2)
Differentiating Instruction
133(2)
Student Motivation: Student Cognition
135(1)
CASE 5.5 Three Years of History Rolled into One
137(1)
Summary
138(1)
References
139(2)
Exercises
141(1)
6 Structuring the Environment
142(28)
Principles of Classroom Management
143(1)
Prereading Questions for Reflection and Journaling
143(1)
Introduction
143(1)
Designing the Physical Classroom Environment
144(2)
Environmental Conditions
144(1)
Use of Space
144(1)
Seating Arrangements
144(1)
Bulletin Boards and Display Areas
145(1)
CASE 6.1 Fourteen to Ten, Music Wins
146(1)
Establishing Classroom Guidelines
146(1)
CASE 6.2 Having Your Name Placed on the Board Isn't Always Bad
146(1)
Classroom Procedures
147(1)
Classroom Rules
148(1)
The Need for Rules
148(1)
Determining Necessary Rules
148(1)
Developing Consequences
149(1)
Communicating Rules
154(1)
Obtaining Commitments
155(1)
CASE 6.3 "I Don't Know if I Can Remember"
155(1)
CASE 6.4 "I'm Not Promising Anything"
156(1)
CASE 6.5 Calling Out Correct Answers
156(1)
Teaching and Evaluating
157(1)
CASE 6.6 The Smiley Face Self-Analysis
157(3)
The Cultural Embeddedness of Rules and Guidelines
160(3)
Creating Group Norms to Structure Appropriate Behavior
163(2)
Summary
165(1)
References
166(2)
Exercises
168(2)
Iterative Case Study Analysis: Third Analysis
170(1)
SECTION THREE Interventions for Common Behavior Problems
7 Coping with Common Behavior Problems:
Nonverbal Interventions
171(1)
Principles of Classroom Management
172(1)
Prereading Questions for Reflection and Journaling
172(1)
Introduction
172(1)
Prerequisites to Management
173(1)
Surface Behaviors
174(1)
Proactive Intervention Skills
174(1)
CASE 7.1 "...3, 2, 1, Blast Off"
175(2)
Remedial Intervention Skills
177(6)
Planned Ignoring
179(1)
Signal Interference
179(1)
Proximity Interference
180(1)
Touch Interference
180(1)
Effectiveness of Nonverbal Intervention Skills
181(1)
CASE 7.2 Notes versus Math
182(1)
CASE 7.3 Let Your Fingers Do the Walking
183(1)
Summary
183(1)
References
184(1)
Exercises
184(2)
8 Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences
186(19)
Principles of Classroom Management
187(1)
Prereading Questions for Reflection and Journaling
187(1)
Introduction
187(1)
CASE 8.1 Blowing His Stack
187(1)
Classroom Verbal Intervention
188(1)
CASE 8.2 Jimmy, the Little Sneak
189(3)
Adjacent (Peer) Reinforcement
192(1)
Calling on the Student/Name-Dropping
192(1)
Humor
193(1)
Questioning Awareness of Effect
193(1)
Sending an "I Message"
194(1)
Direct Appeal
195(1)
Positive Phrasing
195(1)
"Are Not For's"
195(1)
Reminder of the Rules
195(1)
Glasser's Triplets
196(1)
Explicit Redirection
196(1)
Canter's "Broken Record"
197(1)
Comply or Face the Logical Consequences: "You Have a Choice"
197(2)
When "You Have a Choice" Doesn't Work
199(1)
CASE 8.3 "Doing Nothin'"
200(2)
Summary
202(1)
References
203(1)
Exercises
204(1)
SECTION FOUR Interventions for Chronic Behavior Problems
9 Classroom Interventions for Chronic Behavior Problems
205(31)
Principles of Classroom Management
206(1)
Prereading Questions for Reflection and Journaling
206(1)
Introduction
206(1)
CASE 9.1 "1 Just Dropped My Book"
207(2)
Long-Term Problem-Solving Strategies
209(9)
Relationship Building
209(1)
CASE 9.2 Darnell
211(1)
CASE 9.3 Relating to Cindy
212(1)
Breaking the Cycle of Discouragement
213(5)
Talking to Solve Problems
218(3)
Receiving Skills
218(1)
Sending Skills
219(1)
Asking Authentic Questions
220(1)
Specific Short-Term Problem-Solving Strategies
221(12)
Self-Monitoring
222(2)
Anecdotal Record Keeping
224(5)
Behavior Contracting
229(4)
Summary
233(1)
References
234(1)
Exercises
234(2)
10 Seeking Outside Assistance
236(16)
Principles of Classroom Management
237(1)
Prereading Questions for Reflection and Journaling
237(1)
Introduction
237(1)
The Nature of Persisting Misbehavior
238(2)
Failure in the Classroom Environment
239(1)
Failure Outside the Classroom Environment
239(1)
Failure as a Result of Primary Mode of Conduct
240(1)
When Outside Assistance Is Needed
240(1)
The Referral Process
241(2)
The Role of the Counselor
241(1)
The Role of the Administrator
242(1)
The Role of the School Psychologist
242(1)
The Consultation Team
242(1)
Working with Parents
243(5)
When Parents Should Be Contacted
243(1)
The Importance of Working with Parents
244(1)
CASE 10.1 In Order to Drive, You Must Speak Spanish
244(1)
Understanding Parents
245(1)
Conducting Parent Conferences
246(1)
CASE 10.2 "Won't Be Much Help"
247(1)
Symptoms of Serious Problems
248(1)
Legal Aspects of Seeking Outside Assistance
249(1)
Summary
250(1)
References
250(1)
Exercises
251(1)
Iterative Case Study Analysis: Fourth Analysis
252(1)
APPENDIX A: The Discipline Problem Analysis Inventory (DPAI) 253(7)
Part I: Have I Done All I Can to Prevent Misbehavior?
253(3)
Chapter 1: The Basics
253(1)
Chapter 2: Nature of the Discipline Problem
253(1)
Chapter 3: Understanding Why Children Misbehave
254(1)
Chapter 4: Philosophical Approaches to Classroom Management
254(1)
Chapter 5: The Professional Teacher
254(1)
Chapter 6: Structuring the Environment
255(1)
Part II: Am I Effectively Resolving Misbehavior?
256(4)
Chapter 7: Coping with Common Behavior Problems: Nonverbal Interventions
256(1)
Chapter 8: Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences
257(1)
Chapter 9: Classroom Interventions for Chronic Behavior Problems
257(1)
Chapter 10: Seeking Outside Assistance
258(2)
APPENDIX B: General Guidelines for Working with Special Needs Students 260(3)
APPENDIX C: Decisions and Tasks for Beginning the School Year 263(2)
Index 265

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