Elementary Classroom Management,9780205343423

Elementary Classroom Management

by ;
Edition: 3rd
ISBN13: 9780205343423
ISBN10: 0205343422
Format: Paperback
Pub. Date: 2002-01-01
Publisher(s): Allyn & Bacon
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Summary

Elementary Classroom Management, 3/e,offers teachers a concise and applied guide to successfully managing the elementary school classroom. Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This book is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment in the classroom. While based upon proven research methods, the aim of the book is to provide clear, practical advice.

Table of Contents

Introduction xiii
Classroom Management: Problems and Promises
1(15)
Anticipation-Reaction Guide
1(1)
The Case of Janna Smart
2(3)
The Weight of Minor Details
5(1)
What Teachers Try to Accomplish, and How
6(1)
The Instructional Package: Content, Instruction Through Experience, and Management
7(2)
Janna Smart Revisited
9(5)
Before the School Year Begins
9(1)
The First Day and the First Week
10(2)
Managerial Matters That Require Ongoing Attention
12(2)
Summary Self-Check
14(1)
Activities for Reflection and Growth
15(1)
References and Recommended Readings
15(1)
Laying Out the Year
16(17)
Anticipation-Reaction Guide
16(1)
How To Lay Out the Year
17(6)
Anticipating Upcoming Events
17(4)
Laying Out the Day
21(2)
Curriculum from the Management Perspective
23(1)
Mapping the Big Picture
24(1)
A Word About Standards
25(1)
The Goals of the School Curriculum
26(1)
Implementing the Curriculum
26(3)
The Organization of Units
26(1)
The Way Many Teachers Organize Units
27(1)
Organizing Thematic Units of Instruction
28(1)
Smoothing and Sparkling
29(1)
A Word about Individual Lessons
30(1)
Summary Self-Check
30(1)
Activities for Reflection and Growth
31(1)
References and Recommended Readings
32(1)
Managing the Physical Environment
33(14)
Anticipation-Reaction Guide
33(1)
The Pictures We Hold In Our Heads
34(1)
Six Facets of the Physical Environment
35(9)
Floor space
36(3)
Wall space
39(3)
Countertop space
42(1)
Shelf space
42(1)
Cupboard and closet space
43(1)
Ambience
44(1)
Mass of Confusion?
44(1)
Summary Self-Check
45(1)
Activities for Reflection and Growth
45(1)
References and Recommended Readings
46(1)
Managing the Psychosocial Environment of the Classroom
47(18)
Anticipation-Reaction Guide
47(1)
The Positive and Negative Sides of the Psychosocial Environment
48(1)
Toward an Optimal Psychological Environment
48(2)
A Quick Look at Looping
50(1)
Factors That Contribute to the Psychosocial Environment
50(1)
Human Relations Skills
50(6)
General Human Relations Skills
50(1)
Human Relations Skills with Students
51(1)
Human Relations Skills with Colleagues
52(2)
Human Relations Skills with Parents
54(2)
Responsibilities in the Psychosocial Environment
56(5)
Teacher Responsibilities
56(3)
Student Responsibilities
59(2)
Maintaining the Psychosocial Environment
61(1)
Summary Self-Check
62(1)
Activities for Reflection and Growth
63(1)
References and Recommended Readings
63(2)
Managing Student Motivation to Learn
65(21)
Anticipation-Reaction Guide
65(1)
What Is Meant by Motivation?
66(1)
Why People Don't Do What We Want Them To
66(1)
How Can Teachers Influence Student Motivation?
67(1)
Motivation and Lessons
67(1)
What Does Motivate Students to Learn?
68(5)
Motivation for Elementary Classrooms
68(5)
William Glasser's Contributions
73(2)
Five Human Needs
73(1)
Lead-Manager versus Boss-Manager
74(1)
Howard Gardner's Contributions
75(1)
Fredric Jones's Contributions
76(1)
Spencer Kagan's Contributions
77(5)
Personality Traits of Teachers Good at Motivation
78(1)
Good Motivators---What Do They Do?
79(2)
What Good Classroom Motivators Don't Do
81(1)
What Are the Dangers in Motivation?
82(1)
Summary Self-Check
83(1)
Activities for Reflection and Growth
84(1)
References and Recommended Readings
85(1)
Managing Instruction
86(22)
Anticipation-Reaction Guide
86(1)
An Interlude for Terminology
87(1)
Three Instructional Approaches
88(14)
Instructional Approach: Direct Teaching
88(8)
Instructional Approach: Facilitative Teaching
96(6)
Instructional Approach: Computer-Assisted Teaching
102(1)
A Second Interlude for Terminology
102(1)
Using the Internet
103(1)
Strengths of Computerized Teaching
103(1)
Limitations of Computerized Teaching
103(1)
Differentiated Instruction
104(1)
Planning Approaches and Strategies
104(2)
Summary Self-Check
106(1)
Activities for Reflection and Growth
106(1)
References and Recommended Readings
107(1)
Managing Students at Work
108(21)
Anticipation-Reaction Guide
108(1)
Work Routines
109(7)
Opening Activities
109(2)
Instructions for Doing Assigned Work
111(1)
Movement in the Room
111(1)
Obtaining, Using, and Replacing Materials
112(2)
Dealing with Completed Work
114(1)
Homework
115(1)
End-of-Day Clossing
116(1)
Providing Assistance
116(4)
Monitors
116(1)
Providing Helpful Feedback
117(3)
Requesting Help from Teachers and Others
120(1)
Incidentals
120(6)
Seating
120(1)
Entering and Exiting the Room
121(1)
Pencil Sharpening
121(1)
Out-of-Room Passes
121(1)
Signals for Attention
122(1)
Noise Control
122(1)
Procrastination, Tattling, and Other Annoyances
123(3)
Summary Self-Check
126(1)
Activities for Reflection and Growth
127(1)
References and Recommended Readings
127(2)
Managing Special Groups
129(19)
Anticipation-Reaction Guide
129(1)
Who Are the Special Groups?
130(1)
Exceptionality
131(7)
Students with Lower Ability
131(1)
Students with Higher Ability
131(2)
Students with Visual Impairments
133(1)
Students with Hearing Impairments
133(1)
Communication Disorders
134(1)
Physical and Health Impairment
135(1)
Behavior Disorders
135(3)
Language Diversity
138(1)
Family Diversity
139(4)
Children of Separated or Divorced Parents, and Blended Families
139(1)
Latchkey Children
140(1)
Homelessness
141(2)
Strategies for Individual Differences
143(2)
Differentiated Instruction
143(1)
Multi-Age Classes
143(1)
Looped Classes
143(1)
Team Teaching
143(1)
Individualized Education Programs (IEPS)
143(1)
Supplementary Pullout Instruction
144(1)
Contracts
144(1)
Learning Groups
144(1)
Peer and Cross-Age Tutors and Cross-Grade Partnerships
145(1)
Summary Self-Check
145(1)
Activities for Reflection and Growth
146(1)
References and Recommended Readings
146(2)
Managing Student Behavior
148(20)
Anticipation-Reaction Guide
148(1)
Is Disruptive Behavior Really That Serious?
149(1)
Is the Discipline Situation Hopeless?
150(1)
The Movement toward New Discipline
150(11)
Jacob Kounin
150(1)
Rudolf Dreikurs, Linda Albert
151(1)
Haim Ginott
152(1)
The Neo-Skinnerians
153(1)
Lee Canter
153(2)
Fredric Jones
155(2)
William Glasser
157(1)
Patricia Kyle, Spencer Kagan, and Sally Scott
158(2)
Barbara Coloroso
160(1)
Building a System of Participative Discipline
161(4)
Compiling Preferred Techniques
162(1)
Sketching Out a Plan
162(1)
Launching Your Plan
162(3)
Summary Self-Check
165(1)
Activities for Reflection and Growth
166(1)
References and Recommended Readings
167(1)
Managing Assessment, Record Keeping, and Reporting
168(24)
Anticipation-Reaction Guide
168(1)
An Overview of Assessment and Reporting
169(1)
Standards
170(1)
The Nature of Assessment
170(4)
Authentic Assessment
170(2)
Student Portfolios in Authentic Assessment
172(1)
Rubrics
173(1)
Records and Record Keeping
174(2)
What Teachers Want Records to Show
174(2)
Forms and Formats for Good Record Keeping
176(3)
Standards and Objectives Continuums
176(1)
Individual Student Folders
176(3)
Records for Various Curriculum Areas
179(8)
Mathematics
179(1)
Reading
180(1)
Spelling
181(1)
Grammar and Vocabulary
181(1)
Writing
181(1)
Social Studies
181(3)
Science and Health
184(1)
Art
184(1)
Music
184(1)
Physical Education
184(1)
Work Samples
184(1)
Incentive Record Systems
185(1)
Another Word on Projects
185(1)
Another Word about Student Portfolios
186(1)
Simplifying Records Management
187(1)
Records Needed for Conferencing
187(2)
The Individual Student Records Folder
187(1)
Student-Involved Conferencing
188(1)
Anciliary Materials
189(1)
Summary Self-Check
189(1)
Activities for Reflection and Growth
190(1)
References and Recommended Readings
190(2)
Managing Communication with Students, Parents, and Others
192(24)
Anticipation-Reaction Guide
192(1)
The Value of Communication
193(1)
Events That Call for Especially Good Communication
193(2)
Communicating with Students
195(8)
Purposes
195(1)
Using Parallel Communication
195(1)
Contents and Style
196(1)
Informing Students and Conducting Instruction
196(3)
Building Positive Relationships
199(2)
Maintaining Class Control
201(2)
Communicating with Parents
203(9)
What Parents Expect From Teachers
203(1)
What Parents Will Ask (and Say) about Their Child
204(1)
What Parents Need to Know from Teachers
204(2)
Opportunities for Communicating with Parents
206(5)
Forming Home Alliances and Home Action Plans
211(1)
Keeping Track of Parent Communication
211(1)
Communicating with Colleagues and Administrators
212(1)
Beginning Teacher Support Providers
213(1)
Summary Self-Check
213(1)
Activities for Reflection and Growth
214(1)
References and Recommended Readings
215(1)
Managing the Work of Paraprofessionals
216(16)
Anticipation-Reaction Guide
216(1)
What Are Paraprofessionals
217(1)
What Do Paraprofessionals Do?
218(1)
What Do Student Teachers Do?
219(1)
What Do Master Teachers Do?
220(1)
How Are Paraprofessionals Obtained?
221(2)
Parents and Relatives
221(1)
Universities and High Schools
222(1)
Older Elementary Students
222(1)
Differentiated and Multi-Age Classrooms
222(1)
PTA Bureaus
222(1)
Community Agencies
222(1)
How Do Teachers Attract Good Paraprofessionals and Volunteers?
223(1)
What Requirements Must Be Met By Paraprofessionals and Volunteers?
223(1)
How Many Paraprofessionals and Volunteers Are Needed?
223(1)
What Are the Ground Rules for Paraprofessionals and Volunteers?
224(4)
Authority
224(1)
Reliability
225(1)
Instruction
225(1)
Discipline
225(1)
Communication
226(1)
Professionalism
226(1)
Legal Requirements
227(1)
Training Paraprofessionals and Volunteers
228(1)
Assigning Space and Work Duties
228(1)
Maintaining Paraprofessionals' Morale
229(1)
When Paraprofessionals Must Be Absent
229(1)
Summary Self-Check
230(1)
Activities for Reflection and Growth
231(1)
References and Recommended Readings
231(1)
Managing Substitute Teachers and Substitute Teaching
232(20)
Anticipation-Reaction Guide
232(1)
The Teacher's Obligations
233(3)
Discipline
233(1)
Lessons and Curriculum
234(1)
The Substitute Folder
234(1)
Informing Students about Substitutes
235(1)
The Substitute's Obligations
236(3)
Discipline
236(3)
Mutuality: The Ideal Relationship
239(1)
Regimen of the Substitute
240(5)
The Morning Phone Call
240(1)
Checking in at the School
241(1)
Acquainting Yourself with the School
241(1)
Preparing for the Day
241(1)
Expecting the Unexpected
242(3)
Additional Advice for Substitute Teachers
245(5)
Prepare a Prepackaged Curriculum
245(2)
Ending the Day
247(2)
Consider Substitute Teaching a Professional Necessity
249(1)
Summary Self-Check
250(1)
Activities for Reflection and Growth
250(1)
References and Recommended Readings
251(1)
Managing Stress Productively
252(15)
Anticipation-Reaction Guide
252(1)
Stress and Its Effects
253(1)
What Bothers Teachers Most?
254(1)
What Energizes Teachers?
255(1)
Stress Management for Teachers
256(7)
Prioritizing
257(1)
``Perfection''
257(1)
Selective Avoidance
257(2)
Time Robbers and Time Savers
259(3)
Discipline
262(1)
Parent (and Other) Communication
262(1)
Physical Well-being
263(1)
The Uplifting
263(2)
Group Efforts
263(1)
Student Achievement
263(1)
Newsletters and Literary Journals
264(1)
Public Performances and Exhibits
264(1)
Shared Responsibility
264(1)
Esprit de Corps
264(1)
Summary Self-Check
265(1)
Activities for Reflection and Growth
266(1)
References and Recommended Readings
266(1)
Resources for Expanding Horizons and Opportunities
267(1)
Anticipation-Reaction Guide
267(1)
Education Talk
268(4)
Teacher Resource Books
272(2)
Additional Bits of Teacher Wisdom
274(9)
Professional Journals
283(1)
Journals of General Interest to All Educators
283(1)
Journals of General Interest to Elementary Teachers
283(1)
Journals of Topical Interest to Elementary Teachers
284(1)
Professional Organizations
284(2)
Other Organizations of Interest
286(1)
Other Web Sites and Tools of interest
287(1)
State Departments of Education
287(10)
Overseas Teaching Opportunities
297(1)
Activities for Reflection and Growth
298(1)
Capstone Activity
299(1)
Comprehensive List of References and References and Recommended Readings
299

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