Mindful of current legislation, this teacher-friendly, standards-driven edition ofElementary Classroom Managementexamines issues and models of management concerns in 21 st century elementary classrooms. Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This text 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 text is to provide clear, practical advice.

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.

 

Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).

 

 

 

PART I: BEFORE THE SCHOOL YEAR BEGINS

Chapter 1- Classroom Management: Problems and Promises

Chapter 2 - Laying Out the School Year

Chapter 3 - Managing the Physical Environment of the Classroom

 

PART II: THE FIRST DAYS AND THE FIRST WEEKS

Chapter 4 - Managing the Psychosocial Environment of the Classroom

Chapter 5 - Managing Student Motivation to Learn

 

PART III: MANAGERIAL MATTERS THAT REQUIRE ONGOING ATTENTION

Chapter 6 - Managing Instruction

Chapter 7 - Managing Instruction

Chapter 8 - Managing Special Groups

Chapter 9 - Managing Student Behavior

Chapter 10 - Managing Assessment, Record Keeping, and Reporting

Chapter 11 - Managing Communication with Students, Caregivers, and Others

 

PART IV:  MANAGERIAL MATTERS RELATED TO PROFESSIONALISM AND PROFESSIONAL GROWTH

Chapter 12 - Managing the Work of Paraprofessionals, Substitute teachers, Student Teachers, and Contacts With Advocates

Chapter 13 - Managing Emotional Trauma and Job-Related Stress Productively

Chapter 14 - Epilogue:  It’s Your Turn

 

Appendix A: The Legislation of Inclusion and School Reform: A Primer

Appendix B: Comprehensive List of Websites, References, and Recommended Readings

Name and Subject Index