Principles of Classroom Management: A Professional Decision-Making Model,9780205288625

Principles of Classroom Management: A Professional Decision-Making Model

by ;
Edition: 3rd
ISBN13: 9780205288625
ISBN10: 0205288626
Format: Paperback
Pub. Date: 2000-01-01
Publisher(s): Allyn & Bacon
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Summary

Written for classroom management courses, Principles of Classroom Management provides a theoretically-based but practical system for helping teachers manage their classrooms effectively while providing a positive learning environment for their students. Each chapter carefully lays out a valuable array of non-coercive strategies to prevent, cope with, and solve classroom management problems. Real-life case studies throughout the text provide concrete illustrations of actual classroom issues and problems, as well as examples of the types of decisions teachers may make to enhance student self-control.

Table of Contents

Preface to the Third Edition xiii
Preface to the Second Edition xvii
Preface to the First Edition xxi
SECTION ONE Foundations
The Basics
1(18)
The Hierarchy
1(1)
Principles of Classroom Management
1(1)
Introduction
1(1)
Defining the Process of Teaching
2(5)
Getting Students to Respond
5(1)
``Why Study? We Don't Get Enough Time for the Test Anyway!''
6(1)
Principles of Classroom Management
7(6)
Professional Decision-Making Hierarchy
13(2)
The Vice-Principal Wants to See Whom?
14(1)
Summary
15(2)
References
17(1)
Exercises
17(2)
Nature of the Discipline Problem
19(21)
The Hierarchy
19(1)
Principles of Classroom Management
19(1)
Introduction
19(1)
Defining a Discipline Problem
20(6)
Can a Teacher Be a Discipline Problem?
24(1)
Problem Student Behavior Outside the Definition
25(1)
Solving a Motivational Problem
26(1)
Extent of the Problem
26(3)
The Effect of Classroom Discipline Problems on Teaching and Learning
29(5)
Discipline: A Costly Waste of Time
30(1)
The Ripple Effect
30(4)
Summary
34(1)
References
34(3)
Exercises
37(3)
Understanding Why Children Misbehave
40(32)
The Hierarchy
40(1)
Principles of Classroom Management
40(1)
Introduction
40(1)
Societal Changes
41(6)
The Knowledge Explosion and the Erosion of Respect for Authority
42(1)
The Knowledge Explosion, Teacher and Student Feelings of Frustration, and the Relevancy of Schooling
43(1)
``This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching''
44(1)
Who Really Cares?
45(1)
Television and Violence
45(2)
Television and Alternative Role Models
47(1)
Failure to Meet Children's Basic Needs
47(8)
The Home Environment
47(1)
Hanging on the Corner
48(2)
Marital Conflict
50(1)
The School Environment
51(1)
Physiological Needs
51(1)
Forgetting to Sit Down
51(1)
There Must Be a Better Way
52(1)
Too Much Noise
53(1)
Safety and Security Needs
53(1)
Afraid of Going to School
53(1)
Belonging and Affection Needs
54(1)
Turning Off Students
54(1)
``I'm Going to Be Sorry When Fifth Grade Is Over''
55(1)
Children's Pursuit of Social Recognition and Self-Esteem
55(4)
Social Recognition
55(2)
Seeking Faulty Goals
57(1)
Self-Esteem
58(1)
Stages of Cognitive and Moral Development
59(7)
``Get Out of My Face''
60(1)
Cognitive Development
60(1)
Moral Development
61(1)
Behavior: The Interaction of Cognitive and Moral Development
62(4)
Instructional Competence
66(1)
Not Being Able to Teach
66(1)
Summary
67(1)
References
68(2)
Exercises
70(2)
Philosophical Approaches to Classroom Management
72(24)
The Hierarchy
72(1)
Principles of Classroom Management
72(1)
Introduction
72(3)
The Tricks-of-the-Trade Approach
74(1)
Teacher Power Bases
75(6)
Referent Power
76(1)
The Involved Teacher
76(1)
Expert Power
77(1)
Her Reputation Precedes Her
77(1)
Legitimate Power
78(1)
``School Is Your Job''
78(1)
Reward/Coercive Power
79(1)
Going to Recess
79(2)
Theories of Classroom Management
81(12)
Student-Directed Management
83(1)
Handling Disruptive David
84(4)
Collaborative Management
88(2)
Teacher-Directed Management
90(3)
Summary
93(1)
References
93(1)
Exercises
94(2)
SECTION II Prevention
The Professional Teacher
96(29)
The Hierarchy
96(1)
Principles of Classroom Management
96(1)
Introduction
97(1)
The Basics of Effective Teaching
98(11)
Lesson Design
98(2)
Student Motivation: Teacher Variables
100(1)
The Popcorn Popper
101(2)
Talking between Classes
103(1)
Nonconstructive Feedback
103(1)
Teacher Expectations
104(2)
Classroom Questioning
106(1)
Maximizing Learning Time
107(1)
Allocated Time
108(1)
Time-on-Task
108(1)
Beyond the Basics
109(11)
Teaching for Understanding
110(1)
Authentic Instruction
111(2)
Emphasis on Thinking and Problem-Solving Skills
113(1)
Creating Communities of Learners
114(1)
Teaching toward Multiple Intelligences
115(1)
Cooperative Learning in Biology
116(1)
Student Motivation: Student Cognition
117(3)
Three Years of History Rolled into One
120(1)
Summary
120(1)
References
121(2)
Exercises
123(2)
Structuring the Environment
125(26)
The Hierarchy
125(1)
Principles of Classroom Management
125(1)
Introduction
126(1)
Designing the Physical Classroom Environment
126(2)
Environmental Conditions
126(1)
Use of Space
127(1)
Seating Arrangements
127(1)
Bulletin Boards and Display Areas
128(1)
Establishing Classroom Guidelines
128(14)
Fourteen to Ten, Music Wins
128(1)
Having Your Name Placed on the Board Isn't Always Bad
129(1)
Classroom Procedures
129(1)
Classroom Rules
130(1)
The Need for Rules
131(1)
Determining Necessary Rules
131(1)
Developing Consequences
131(4)
Communicating Rules
135(2)
Obtaining Commitments
137(1)
``I Don't Know If I Can Remember''
137(1)
``I'm Not Promising Anything''
138(1)
Calling Out Correct Answers
138(1)
Teaching and Evaluating
139(1)
The Smiley Face Self-Analysis
139(3)
The Cultural Embeddedness of Rules and Guidelines
142(3)
Creating Group Norms to Structure Appropriate Behavior
145(2)
Summary
147(1)
References
147(2)
Exercises
149(2)
SECTION III Managing Common Misbehavior Problems
Managing Common Misbehavior Problems: Nonverbal Interventions
151(14)
The Hierarchy
151(1)
Principles of Classroom Management
151(1)
Introduction
152(1)
Prerequisites to Management
152(1)
Surface Behaviors
153(1)
``...3, 2, 1, Blast Off''
154(1)
Proactive Intervention Skills
154(2)
Remedial Intervention Skills
156(5)
Planned Ignoring
158(1)
Signal Interference
159(1)
Proximity Interference
159(1)
Touch Interference
160(1)
Effectiveness of Nonverbal Intervention Skills
161(2)
Notes versus Math
161(1)
Let Your Fingers Do the Walking
162(1)
Summary
163(1)
References
163(1)
Exercises
164(1)
Managing Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences
165(20)
The Hierarchy
165(1)
Principles of Classroom Management
166(1)
Introduction
166(1)
Blowing His Stack
166(1)
Classroom Verbal Intervention
167(9)
Jimmy, the Little Sneak
168(3)
Adjacent (Peer) Reinforcement
171(1)
Calling on the Student/Name-Dropping
171(1)
Humor
172(1)
Questioning Awareness of Effect
172(1)
Sending an ``I Message''
173(1)
Direct Appeal
173(1)
Positive Phrasing
174(1)
``Are Not For's''
174(1)
Reminder of the Rules
174(1)
Glasser's Triplets
175(1)
Explicit Redirection
175(1)
Canter's ``Broken Record''
176(1)
Comply or Face the Logical Consequences: ``You Have a Choice''
176(2)
When ``You Have a Choice'' Doesn't Work
178(3)
``Doing Nothin'''
179(2)
Summary
181(1)
References
182(1)
Exercises
183(2)
SECTION IV Managing Chronic Behavior Problems
Classroom Interventions for Chronic Problems
185(29)
The Hierarchy
185(1)
Principles of Classroom Management
186(1)
Introduction
186(2)
``I Just Dropped My Book''
187(1)
Relationship Building
188(4)
Darnell
190(1)
Relating to Cindy
191(1)
Breaking the Cycle of Discouragement
192(8)
Private Conferences
196(1)
Receiving Skills
196(1)
Sending Skills
197(3)
Management Techniques
200(11)
Self-Monitoring
200(1)
Anecdotal Record Keeping
201(5)
Behavior Contracting
206(5)
Summary
211(1)
References
211(1)
Exercises
212(2)
Seeking Outside Assistance
214(15)
The Hierarchy
214(1)
Principles of Classroom Management
215(1)
Introduction
215(1)
The Nature of Persisting Misbehavior
216(2)
Failure in the Classroom Environment
216(1)
Failure Outside the Classroom Environment
217(1)
Failure as a Result of Primary Mode of Conduct
217(1)
When Outside Assistance Is Needed
218(1)
The Referral Process
218(2)
The Role of the Counselor
219(1)
The Role of the Administrator
219(1)
The Role of the School Psychologist
219(1)
The Consultation Team
220(1)
Working with Parents
220(5)
When Parents Should Be Contacted
221(1)
The Importance of Working with Parents
221(1)
In Order to Drive, You Must Speak Spanish
222(1)
Understanding Parents
222(1)
Conducting Parent Conferences
223(1)
``Won't Be Much Help''
224(1)
Symptoms of Serious Problems
225(1)
Legal Aspects of Seeking Outside Assistance
226(1)
Summary
227(1)
References
227(1)
Exercises
228(1)
APPENDIX: Discipline Problem Analysis Inventory (DPAI) 229(1)
Part I: Have I Done All I Can to Prevent Misbehavior? 229(3)
The Basics
229(1)
Nature of the Discipline Problem
229(1)
Understanding Why Children Misbehave
230(1)
Philosophical Approaches to Classroom Management
230(1)
The Professional Teacher
230(1)
Structuring the Environment
231(1)
Part II: Am I Effectively Resolving Misbehavior? 232(5)
Managing Common Misbehavior Problems: Nonverbal Interventions
232(1)
Managing Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences
233(1)
Classroom Interventions for Chronic Problems
233(2)
Seeking Outside Assistance
235(2)
Index 237

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