Elementary Classroom Management
5th Edition
Published on 19. April 2007
Book
Paperback/Softback
352 pages
978-0-205-51071-9 (ISBN)
Description
<>Mindful of NCLB legislation, this teacher-friendly, standards-driven edition of Elementary Classroom Management examines issues and models of management concerns in 21st 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.
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.
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 178 mm
Width: 233 mm
Thickness: 13 mm
Weight
581 gr
ISBN-13
978-0-205-51071-9 (9780205510719)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
C. Charles | C. M. Charles | Gail W. Senter
Elementary Classroom Management
Book
07/2011
6th Edition
Pearson
€163.99
Shipment within 15-20 days
Previous edition
C. M. Charles | Gail W. Senter
Elementary Classroom Management
Book
06/2004
4th Edition
Pearson
€69.51
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Persons
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.
Content
Preface
The Purpose of This Book
Relating This Book to Standards for Teachers
Interstate New Teacher Assessment and Support consortium (INTASC)
The Praxis Series
National Board for Professional Teaching Standards (NBPTS)
National Council for Accreditation of Teacher Education (NCATE)
Chapter topics and contents
Management Knowledge from Research and Experience
Help to Readers
Help to Instructors
Acknowledgments
Chapter 1: Classroom Management: Problems and Promises Prediction-Review Guide
A Modern Parable: The Beginner
The Lesson: The Weight of Minor Details
What Teachers Try to Accomplish, and How
The Instructional Package: Content, Instruction through Experience, and Management
Janna Smart Revisited
Before the School Year Begins
The First Days and the First Weeks
Managerial Matters That Require Ongoing Attention
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Through and Discussion
References and Recommended Readings
Part I: Before the School Year Begins
Chapter 2: Laying Out the School Year
Prediction-Review Guide
How to Lay Out the Year
Anticipating Upcoming Events
Laying Out the Day
Daily Schedules [Stacy, K; Jan, 1; Marilyn, Bernardo, 5, (text) Sherry, 6]
Curriculum from the Management Perspective
Case Study 2.1: Keith Correll, grade 6
Mapping the Big Picture
Backward Design Planning
A Word About Standards
The Goals of the School Curriculum
Implementing the Curriculum
The Organization of Units
The Ways Many Teachers Organize Units
Vignette 2.1: Lisa Johnston, multi-age 4/ 5
Organizing Thematic Units of Instruction
Smoothing and Sparkling
Vignette 2.2: Carol Mercer, grade 4
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 3: Managing the Physical Environment of the Classroom Prediction-Review Guide
Upon Reflection: re Janna Smart
The Pictures We Hold in Our Heads
Six Facets of the Physical Environment
Floor Space
Vignette 3.1: Beth Davies, grade 5, modular cluster seating
Wall Space
Vignette 3.2: Della Castaneda, grade 6, 4 posters
Countertop Space
Shelf Space
Vignette 3.3: Rebecca Cummins, grade 3, published student work
Cupboard and Closet Space
Ambience
Music
Confusing or Engaging?
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings Part II: The First Days and The First Weeks
Chapter 4: Managing the Psychosocial Environment of the Classroom Prediction-Review Guide
The Positive and Negative Sides of the Psychosocial Environment
Case study 4.1: Carlos Bachicha, memory of 5th grade teacher/class
Toward an Optimal Psychosocial Environment
Vignette 4.1: Cynthia Scott, grade 2, tone
A Quick Look at Looping
Case study 4.2: Marilyn Cox, grade 5, looping
Factors That Contribute to the Psychosocial Environment
Human Relations Skills
General Human Relations Skills
Human Relations Skills with Students
Vignette 4.2: Mary Brewer, itinerant resource, with students
Human Relations Skills with Colleagues
Vignette 4.3: Rubin and Petersen, grade 1, team teaching
Human Relations Skills with Parents and Guardians
Case study 4.3: Pam Klevesahl, grade 3, home visits
Responsibilities in the Psychosocial Environment
Maintaining the Psychosocial Environment
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 5: Managing Student Motivation to Learn Prediction-Review Guide
What is Meant by Motivation?
Why People Don't Do What We Want Them To
Motivation and Lessons
What Does Motivate Students the Learn?
Case Study 5.1: Rose Mary Johnston, grade 1, science, geography
William Glasser's Contributions
Howard Gardner's Contributions
Fred Jones's Contributions
Spencer Kagan's Contributions
Personality Traits of Good Motivators
Good Motivators-What Do They Do?
Vignette 5.1: Kim Anderson, grades 5 and multi-age 1/ 2, icons
What Good Classroom Motivators Don't Do
What Are Some Cautions in Motivation?
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Part III: Managerial Matters That Require Ongoing Attention
Chapter 6: Managing Instruction Prediction-Review Guide
Curriculum and Instruction
Four Instructional Approaches
Instructional Approach: Direct Teaching
Direct instruction
Concept attainment
Say, See, Do Teaching
Instructional Approach: Facilitative Teaching
Cooperative learning
Inquiry
Projects
Instructional Approach: Technology-Assisted Teaching
Instructional Approach: Differentiated Instruction
Planning Approaches and Strategies
Formalizing the Lesson Plan
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 7: Managing Students at Work Prediction-Review Guide
Work Routines
Opening Activities
Case Study 7.1: Liz Davis, beginning teacher
Signals for Attention
Instructions
Movement in the Room
Materials
Vignette 7.1: Ted Saulino, kindergarten
Completed Work
Vignette 7.2: Ginny Lorenz, multi-age 4/5, checking student work
Student Accountability and Criterion of Mastery
Homework
Closing Activities
Providing Assistance
Student Assistants
Directions and Feedback
Student Requests for Help
Vignette 7.3: Devora Garrison, grade 5, help
Incidentals
Seating
Entering and Exiting the Room
Pencil Sharpening
Out-of-Room Passes
Noise Control
Vignette 7.4: Kathryn Krainock, grade 2, silent signals
Other annoyances: procrastination, tattling, messiness, tardiness, and irresponsibility; cheating, lying or stealing, language (swearing), and temper tantrums
Bullying
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 8: Managing Special Groups Prediction-Review Guide
The Legislation of Inclusion
Disabilities that Qualify Children and Youth for Special Education Services
Case Study 8.1: Alexa Sanderson, 4/5 multi-age
The Concept of Inclusion
Exceptionality
Students of Lower Ability
Students of Higher Ability
Students with Communication Disorders
Students with Hearing Impairments
Students with Visual Impairments
Students with Behavioral Disorders
Neurological based behavior
Students Who Have ADD and Hyperactivity
Disorder
Students Who Are Emotionally Disturbed
Students with Physical and Health Impairments
Students from Diverse Language Groups
Vignette 8.1: Rebecca Cummins, grade 3, limited English
Students from Unstable Family Structures
Children of Separated or Divorced Parents, and Blended Families
Latchkey Children
Children Who Are Homeless
Instructional Strategies for Individual Differences
Assistive Technology
Differentiated Instruction
Multi-Age Classes
Looped Classes
Team Teaching
Student Study Teams (SSTs)
Individualized Education Programs (IEPs)
Supplementary Pullout Instruction
Contracts
Learning Groups and Partner Learning
Peer and Cross-Age Tutors, and Cross-Grade Partnerships
Special Programs
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 9: Managing Student Behavior Prediction-Review Guide
Case Study 9.1: Miss Wilson, grade 4
How Serious Is Disruptive Behavior?
Is the Discipline Situation Hopeless?
The Movement toward New Discipline
What Major Authorities Say About Discipline
Groundbreaking Authorities
Redl and Wattenberg; B.F. Skinner; Haim Ginott
Jacob Kounin
Rudolf Dreikurs and Linda Albert
The Canters
William Glasser and Curtiss and English
Contemporary Authorities
The Wongs
Fred Jones
Spencer Kagan, Patricia Kyle, and Sally Scott
Vignette 9.1: Ginny Lorenz, grade 4, student's letter
Barbara Coloroso
Marvin Marshall
[Other contemporary authorities]
Richard Curwin and Allen Mendler
Ronald Morrish
Building a System of Participative Discipline
Compiling Techniques
Outlining a Plan
Launching Your Plan
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 10: Managing Assessment, Record Keeping, and Reporting Prediction-Review Guide
The Push for Better Assessment and Reporting
The Nature of Assessment
Authentic Assessment
Student Portfolios in Authentic Assessment
Portfolios in Different Subject Areas
Grading of Portfolios
Case Study 10.1: Nancy Rutherford, grade 1, portfolios
The Matter of Grades
Rubrics and Their Use
Records and Record Keeping
What Teachers Want Records to Show
Forms and Formats for Good Record Keeping
Vignette 10.1: Marilyn Kimbell, kindergarten, skills continuum
Records for Various Curriculum Areas
Simplifying Records Management
Vignette 10.2 Jearine Bacon, computers
Records Needed for Conferencing
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 11: Managing Communication with Students, Caregivers, and Others Prediction-Review Guide
The Value of Communication
Uses of Communication
The Four-Way Test
Communicating with Students
Case Study 11.1: Luke and child, parent, adult communications
Informing Students and Conducting Instruction
Building Positive Relationships
Case Study 11.2: Karen O'Conner, grade 4, phone calls
Maintaining a Sense of Community
Communicating with Caregivers
What Caregivers Expect from Teachers
What Caregivers Need to Know, Will Ask, and Will Say
Means and Opportunities for Communicating with Caregivers
Vignette 11.1: Linda Monedero, kinder, videotapes
Vignette 11.2: Lynne Harvey, grade 3, web page
Forming Home Alliances and Home Action Plans
Keeping Track of Communication with Caregivers
Communication with Colleagues and Administrators
Case Study: 11.3 Ginny Lorenz, grade 4 team, decision-making
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 12: Managing the Work of Paraprofessionals, Substitute Teachers, and Others Prediction-Review Guide
Instructional Aides and Support Providers
Vignette 12.1: Mary Brewer, interpreting aide
Family Caregiver Volunteers
Case Study 12.1: Eileen Andreoli, parent volunteers
Community Resource Volunteers
What Is Expected of Paraprofessionals
How Paraprofessionals Are Obtained
Word of Mouth
University and High Schools
PTA Bureaus
Community Agencies
Other Helpers in the Room
Cross-Grade Partners and Cross-Age Tutors
Substitute Teachers
Case Study 12.2: Teacher Candace (grade 2) and sub Janet
Student Teachers
Case Study 12.3: Ginny Lorenz, master teacher
Requirements for Paraprofessionals and Volunteers
Optimum Number of Paraprofessionals and Volunteers
Ground Rules for Paraprofessionals and Volunteers
Authority
Reliability
Instruction
Discipline
Vignette 12.3: Linda Monedero, video for substitute
Communication
Professionalism
Legal Requirements
When Paraprofessionals Must Be Absent
Training Paraprofessionals and Volunteers
Assigning Space and Work Duties
Maintaining Paraprofessionals' Morale
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 13: Managing Emotional Trauma and Job-Related Stress Productively Prediction-Review Guide
Managing Emotions of Unexpected Events and Trauma
Important Definitions
Stress and the Triune Brain
Signs and Symptoms of Emotional Stress
The Nature of Crisis Intervention
When Crisis Teams Are Not Available
Case study 13.1: Sherry Coburn, crisis response team
SEA-3 Method
SAFER Method
Attention-Refocusing Strategies
Up-Shifting
Other Subtle Techniques
Taking Care of Self
Managing Job-Related Stress
Stress and Its Effects
What Bothers Teachers Most
What Energizes Teachers
Stress Management for Teachers
Case Study 13.2: Mr. Monroe, time robbers
Vignette 13.1: Ginny Lorenz, 4/5 grading
Activities That Produce Positive Stress
Group Efforts
Student Achievement
Newsletters land Literary Journals
Vignette 13.2: Kay and Ronda, newsletters
Public Performances and Exhibits
Sharing Responsibility for Students
Achieving Class Synergy
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
The Epilogue: It's Your Turn Pulling Everything Together
Activities for Reflection and Growth
For Cumulative Skills Development
Capstone [Culminating] Activity
APPENDIXES
Appendix A: brief explanation of frequently heard educational terms
Appendix B: contact information for professional organizations
Appendix C: some of the professional journals that teachers have found useful
Appendix D: selected websites, music, and teacher resource books that contain especially interesting curriculum ideas, activities, and reproducible pages
Appendix E: contact information for head education offices of each state
Appendix F: a brief list of contacts for overseas teaching opportunities
Appendix G: the comprehensive list of references and recommended readings
Name Index
Subject Index
The Purpose of This Book
Relating This Book to Standards for Teachers
Interstate New Teacher Assessment and Support consortium (INTASC)
The Praxis Series
National Board for Professional Teaching Standards (NBPTS)
National Council for Accreditation of Teacher Education (NCATE)
Chapter topics and contents
Management Knowledge from Research and Experience
Help to Readers
Help to Instructors
Acknowledgments
Chapter 1: Classroom Management: Problems and Promises Prediction-Review Guide
A Modern Parable: The Beginner
The Lesson: The Weight of Minor Details
What Teachers Try to Accomplish, and How
The Instructional Package: Content, Instruction through Experience, and Management
Janna Smart Revisited
Before the School Year Begins
The First Days and the First Weeks
Managerial Matters That Require Ongoing Attention
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Through and Discussion
References and Recommended Readings
Part I: Before the School Year Begins
Chapter 2: Laying Out the School Year
Prediction-Review Guide
How to Lay Out the Year
Anticipating Upcoming Events
Laying Out the Day
Daily Schedules [Stacy, K; Jan, 1; Marilyn, Bernardo, 5, (text) Sherry, 6]
Curriculum from the Management Perspective
Case Study 2.1: Keith Correll, grade 6
Mapping the Big Picture
Backward Design Planning
A Word About Standards
The Goals of the School Curriculum
Implementing the Curriculum
The Organization of Units
The Ways Many Teachers Organize Units
Vignette 2.1: Lisa Johnston, multi-age 4/ 5
Organizing Thematic Units of Instruction
Smoothing and Sparkling
Vignette 2.2: Carol Mercer, grade 4
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 3: Managing the Physical Environment of the Classroom Prediction-Review Guide
Upon Reflection: re Janna Smart
The Pictures We Hold in Our Heads
Six Facets of the Physical Environment
Floor Space
Vignette 3.1: Beth Davies, grade 5, modular cluster seating
Wall Space
Vignette 3.2: Della Castaneda, grade 6, 4 posters
Countertop Space
Shelf Space
Vignette 3.3: Rebecca Cummins, grade 3, published student work
Cupboard and Closet Space
Ambience
Music
Confusing or Engaging?
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings Part II: The First Days and The First Weeks
Chapter 4: Managing the Psychosocial Environment of the Classroom Prediction-Review Guide
The Positive and Negative Sides of the Psychosocial Environment
Case study 4.1: Carlos Bachicha, memory of 5th grade teacher/class
Toward an Optimal Psychosocial Environment
Vignette 4.1: Cynthia Scott, grade 2, tone
A Quick Look at Looping
Case study 4.2: Marilyn Cox, grade 5, looping
Factors That Contribute to the Psychosocial Environment
Human Relations Skills
General Human Relations Skills
Human Relations Skills with Students
Vignette 4.2: Mary Brewer, itinerant resource, with students
Human Relations Skills with Colleagues
Vignette 4.3: Rubin and Petersen, grade 1, team teaching
Human Relations Skills with Parents and Guardians
Case study 4.3: Pam Klevesahl, grade 3, home visits
Responsibilities in the Psychosocial Environment
Maintaining the Psychosocial Environment
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 5: Managing Student Motivation to Learn Prediction-Review Guide
What is Meant by Motivation?
Why People Don't Do What We Want Them To
Motivation and Lessons
What Does Motivate Students the Learn?
Case Study 5.1: Rose Mary Johnston, grade 1, science, geography
William Glasser's Contributions
Howard Gardner's Contributions
Fred Jones's Contributions
Spencer Kagan's Contributions
Personality Traits of Good Motivators
Good Motivators-What Do They Do?
Vignette 5.1: Kim Anderson, grades 5 and multi-age 1/ 2, icons
What Good Classroom Motivators Don't Do
What Are Some Cautions in Motivation?
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Part III: Managerial Matters That Require Ongoing Attention
Chapter 6: Managing Instruction Prediction-Review Guide
Curriculum and Instruction
Four Instructional Approaches
Instructional Approach: Direct Teaching
Direct instruction
Concept attainment
Say, See, Do Teaching
Instructional Approach: Facilitative Teaching
Cooperative learning
Inquiry
Projects
Instructional Approach: Technology-Assisted Teaching
Instructional Approach: Differentiated Instruction
Planning Approaches and Strategies
Formalizing the Lesson Plan
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 7: Managing Students at Work Prediction-Review Guide
Work Routines
Opening Activities
Case Study 7.1: Liz Davis, beginning teacher
Signals for Attention
Instructions
Movement in the Room
Materials
Vignette 7.1: Ted Saulino, kindergarten
Completed Work
Vignette 7.2: Ginny Lorenz, multi-age 4/5, checking student work
Student Accountability and Criterion of Mastery
Homework
Closing Activities
Providing Assistance
Student Assistants
Directions and Feedback
Student Requests for Help
Vignette 7.3: Devora Garrison, grade 5, help
Incidentals
Seating
Entering and Exiting the Room
Pencil Sharpening
Out-of-Room Passes
Noise Control
Vignette 7.4: Kathryn Krainock, grade 2, silent signals
Other annoyances: procrastination, tattling, messiness, tardiness, and irresponsibility; cheating, lying or stealing, language (swearing), and temper tantrums
Bullying
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 8: Managing Special Groups Prediction-Review Guide
The Legislation of Inclusion
Disabilities that Qualify Children and Youth for Special Education Services
Case Study 8.1: Alexa Sanderson, 4/5 multi-age
The Concept of Inclusion
Exceptionality
Students of Lower Ability
Students of Higher Ability
Students with Communication Disorders
Students with Hearing Impairments
Students with Visual Impairments
Students with Behavioral Disorders
Neurological based behavior
Students Who Have ADD and Hyperactivity
Disorder
Students Who Are Emotionally Disturbed
Students with Physical and Health Impairments
Students from Diverse Language Groups
Vignette 8.1: Rebecca Cummins, grade 3, limited English
Students from Unstable Family Structures
Children of Separated or Divorced Parents, and Blended Families
Latchkey Children
Children Who Are Homeless
Instructional Strategies for Individual Differences
Assistive Technology
Differentiated Instruction
Multi-Age Classes
Looped Classes
Team Teaching
Student Study Teams (SSTs)
Individualized Education Programs (IEPs)
Supplementary Pullout Instruction
Contracts
Learning Groups and Partner Learning
Peer and Cross-Age Tutors, and Cross-Grade Partnerships
Special Programs
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 9: Managing Student Behavior Prediction-Review Guide
Case Study 9.1: Miss Wilson, grade 4
How Serious Is Disruptive Behavior?
Is the Discipline Situation Hopeless?
The Movement toward New Discipline
What Major Authorities Say About Discipline
Groundbreaking Authorities
Redl and Wattenberg; B.F. Skinner; Haim Ginott
Jacob Kounin
Rudolf Dreikurs and Linda Albert
The Canters
William Glasser and Curtiss and English
Contemporary Authorities
The Wongs
Fred Jones
Spencer Kagan, Patricia Kyle, and Sally Scott
Vignette 9.1: Ginny Lorenz, grade 4, student's letter
Barbara Coloroso
Marvin Marshall
[Other contemporary authorities]
Richard Curwin and Allen Mendler
Ronald Morrish
Building a System of Participative Discipline
Compiling Techniques
Outlining a Plan
Launching Your Plan
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 10: Managing Assessment, Record Keeping, and Reporting Prediction-Review Guide
The Push for Better Assessment and Reporting
The Nature of Assessment
Authentic Assessment
Student Portfolios in Authentic Assessment
Portfolios in Different Subject Areas
Grading of Portfolios
Case Study 10.1: Nancy Rutherford, grade 1, portfolios
The Matter of Grades
Rubrics and Their Use
Records and Record Keeping
What Teachers Want Records to Show
Forms and Formats for Good Record Keeping
Vignette 10.1: Marilyn Kimbell, kindergarten, skills continuum
Records for Various Curriculum Areas
Simplifying Records Management
Vignette 10.2 Jearine Bacon, computers
Records Needed for Conferencing
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 11: Managing Communication with Students, Caregivers, and Others Prediction-Review Guide
The Value of Communication
Uses of Communication
The Four-Way Test
Communicating with Students
Case Study 11.1: Luke and child, parent, adult communications
Informing Students and Conducting Instruction
Building Positive Relationships
Case Study 11.2: Karen O'Conner, grade 4, phone calls
Maintaining a Sense of Community
Communicating with Caregivers
What Caregivers Expect from Teachers
What Caregivers Need to Know, Will Ask, and Will Say
Means and Opportunities for Communicating with Caregivers
Vignette 11.1: Linda Monedero, kinder, videotapes
Vignette 11.2: Lynne Harvey, grade 3, web page
Forming Home Alliances and Home Action Plans
Keeping Track of Communication with Caregivers
Communication with Colleagues and Administrators
Case Study: 11.3 Ginny Lorenz, grade 4 team, decision-making
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 12: Managing the Work of Paraprofessionals, Substitute Teachers, and Others Prediction-Review Guide
Instructional Aides and Support Providers
Vignette 12.1: Mary Brewer, interpreting aide
Family Caregiver Volunteers
Case Study 12.1: Eileen Andreoli, parent volunteers
Community Resource Volunteers
What Is Expected of Paraprofessionals
How Paraprofessionals Are Obtained
Word of Mouth
University and High Schools
PTA Bureaus
Community Agencies
Other Helpers in the Room
Cross-Grade Partners and Cross-Age Tutors
Substitute Teachers
Case Study 12.2: Teacher Candace (grade 2) and sub Janet
Student Teachers
Case Study 12.3: Ginny Lorenz, master teacher
Requirements for Paraprofessionals and Volunteers
Optimum Number of Paraprofessionals and Volunteers
Ground Rules for Paraprofessionals and Volunteers
Authority
Reliability
Instruction
Discipline
Vignette 12.3: Linda Monedero, video for substitute
Communication
Professionalism
Legal Requirements
When Paraprofessionals Must Be Absent
Training Paraprofessionals and Volunteers
Assigning Space and Work Duties
Maintaining Paraprofessionals' Morale
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
Chapter 13: Managing Emotional Trauma and Job-Related Stress Productively Prediction-Review Guide
Managing Emotions of Unexpected Events and Trauma
Important Definitions
Stress and the Triune Brain
Signs and Symptoms of Emotional Stress
The Nature of Crisis Intervention
When Crisis Teams Are Not Available
Case study 13.1: Sherry Coburn, crisis response team
SEA-3 Method
SAFER Method
Attention-Refocusing Strategies
Up-Shifting
Other Subtle Techniques
Taking Care of Self
Managing Job-Related Stress
Stress and Its Effects
What Bothers Teachers Most
What Energizes Teachers
Stress Management for Teachers
Case Study 13.2: Mr. Monroe, time robbers
Vignette 13.1: Ginny Lorenz, 4/5 grading
Activities That Produce Positive Stress
Group Efforts
Student Achievement
Newsletters land Literary Journals
Vignette 13.2: Kay and Ronda, newsletters
Public Performances and Exhibits
Sharing Responsibility for Students
Achieving Class Synergy
Parting Thought
Summary Self-Check
Activities for Reflection and Growth
For Cumulative Skills Development
References and Recommended Readings
The Epilogue: It's Your Turn Pulling Everything Together
Activities for Reflection and Growth
For Cumulative Skills Development
Capstone [Culminating] Activity
APPENDIXES
Appendix A: brief explanation of frequently heard educational terms
Appendix B: contact information for professional organizations
Appendix C: some of the professional journals that teachers have found useful
Appendix D: selected websites, music, and teacher resource books that contain especially interesting curriculum ideas, activities, and reproducible pages
Appendix E: contact information for head education offices of each state
Appendix F: a brief list of contacts for overseas teaching opportunities
Appendix G: the comprehensive list of references and recommended readings
Name Index
Subject Index