Effective Classroom Management: Models and Strategies for Today's ClassroomsThis practical book examines models of classroom management by discipline, system, and instruction. Written in an easy-to-read, clearly understandable style, it reviews the latest research on classroom management, addresses the current INTASC standards (nationally-recognized benchmarks for effective teaching), and offers readers a solid foundation for selecting one of the models presented to suit their own style and need. Case studies and scenarios place the reader into real classrooms with real learners, giving them a "snapshot" of these models in action. Coverage includes: classroom management as discipline (behavioral approaches, assertive discipline, positive discipline, and cooperative discipline); classroom management as system (reality therapy and choice therapy, discipline with dignity, building community, and classroom organization); classroom management as instruction (inner discipline, skillstreaming, conflict resolution and peer mediation, and judicious discipline); and developing a personal system (classroom management in a diverse society, and creating a personal system). An excellent resource for teachers of children of all ages and from all backgrounds; its comprehensive glossary and its coverage of INTASC standards makes this an invaluable reference tool. |
Contents
CHAPTER | 12 |
Classroom Management as Discipline | 15 |
Elements of Behavior Management | 21 |
Copyright | |
24 other sections not shown
Other editions - View all
Effective Classroom Management: Models and Strategies for Today's Classrooms ... Carlette Jackson Hardin No preview available - 2013 |
Effective Classroom Management: Models & Strategies for Today's Classrooms Carlette Jackson Hardin No preview available - 2011 |
Effective Classroom Management: Models and Strategies for Today's Classrooms Carlette Jackson Hardin No preview available - 2012 |
Common terms and phrases
actions activities agree allowed approach appropriate asked Assertive Discipline attention become beginning behave behavior called Canter Chapter child choices classroom management consequences consider consistent continues creating critical Curwin deal dents describes desired behavior desk determine develop disruptions Dreikurs Education effective effective classroom environment establish evaluate Evertson example expectations feel focus give Glasser goal grade hand important inappropriate behavior individual instruction involves Jones Kohn learning Limit Logical look maintain mean meet Mendler minutes misbehavior move negative occur parents positive practice praise presented principles problems procedures punishment questions reinforcement respect responsibility result reward rules Setting situations skills social steps stop strategies stresses student behavior studies suggests talk teacher teaching tell theory things Training understand