Practical Classroom Management, Enhanced Pearson eText -- Access Card
2nd Edition
Published on 25. March 2014
Software
Product license key
296 pages
978-0-13-355128-0 (ISBN)
Description
Practical Classroom Management provides clear and concise descriptions of research-validated best practices. Case studies, action plans, forms, and checklists demonstrate and describe how to effectively apply the practices in your own classroom.
Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like.
NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.
Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like.
NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.
Reviews / Votes
From reviews of the book:"The writing is on level and easy to comprehend. His work is researchbased, and supported by real-life examples....The key strengths of the project include researchbased text as it relates to 'practical classroom management,' supported by examples from real classrooms that many educators can, or may in the future, relate to. The author provides the information in a logical sequence that is fitting for any classroom management course."
--John Barbato, University of South Florida
"[The text] has examples and forms that I encourage my students to keep....Using this text, preservice teachers are exposed to strategies that are practiced in classrooms and problems associated with the dynamics of implementation."
--Antwuan Stinson, Alabama State University
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 250 mm
Width: 200 mm
Thickness: 2 mm
Weight
340 gr
ISBN-13
978-0-13-355128-0 (9780133551280)
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
Person
Vern Jones, Ph.D., has been a junior high school teacher, a junior high school vice principal, and a district coordinator for students with emotional and behavioral disorders. He is professor in the Teacher Education Department at Lewis & Clark College in Portland, Oregon. He received his Ph.D. in counseling psychology from the University of Texas.
Dr. Jones's other books include Adolescents with Behavior Problems, Responsible School Discipline, Creating Effective Programs for Students with Emotional and Behavior Disorders, and Comprehensive Classroom Management, Tenth Edition. He has written chapters in Helping Teachers Manage Classrooms, Management of Disruptive Pupil Behavior in Schools, and Severe Behavior Disorders of Children and Youth. He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education and wrote the chapter "How Do Teachers Learn to Be Effective Classroom Managers?" for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues. Dr. Jones is co-author of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students.
Dr. Jones has served as co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. In 1990, he won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in over 25 states.
Dr. Jones's other books include Adolescents with Behavior Problems, Responsible School Discipline, Creating Effective Programs for Students with Emotional and Behavior Disorders, and Comprehensive Classroom Management, Tenth Edition. He has written chapters in Helping Teachers Manage Classrooms, Management of Disruptive Pupil Behavior in Schools, and Severe Behavior Disorders of Children and Youth. He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education and wrote the chapter "How Do Teachers Learn to Be Effective Classroom Managers?" for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues. Dr. Jones is co-author of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students.
Dr. Jones has served as co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. In 1990, he won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in over 25 states.
Content
Brief Table of Contents
Chapter 1: Understanding Effective Classroom Management
Chapter 2: Creating Positive Teacher-Student Relationships
Chapter 3: Working with Parents
Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior
Chapter 5: Increasing Students' Motivation to Learn
Chapter 6: Responding to Behavior that Disrupts the Learning Process
Chapter 7: Developing Individual Behavior Change Plans
Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners
Detailed Table of Contents
Chapter 1: Understanding Effective Classroom Management
Research Basis for the Materials Presented in This Text
Classroom Management in Perspective
Basic Assumptions about Classroom Management
Key Components of Effective Classroom Management
Schoolwide Positive Behavioral Interventions and Supports
Student Factors That Influence Learning and Behavior
Personal Needs Theories
Differences in Culture Between Teachers and Students
Developing Your Approach to Classroom Management
Chapter 2: Creating Positive Teacher-Student Relationships
Teacher-Student Relationships
What Do Students Say They Value in Teachers?
Establishing Positive Relationships with Students
Creating Open, Professionally Appropriate Dialogue with Students
Electronic Communication and Teacher-Student Relationships
Methods for Communicating Caring and Support
Getting to Know Students
Greeting Students at the Classroom Door
Maintaining a High Ratio of Positive to Negative Statements
Communicating High Expectations
Giving Specific, Descriptive Feedback
Listening to Students
Using Culturally Sensitive Communication
Evaluating the Quality of Teacher-Student Relationships
Creating a Community of Support by Developing Positive Peer Relationships in the Classroom
Stages of Group Development
Acquaintance Activities
Activities for Establishing a Cohesive, Supportive Group
Activities for Elementary School Classrooms
Teaching Students How to Be Positive with One Another
Identifying Similarities and Differences in Talents
Four Corners
Shared Experiences
Partner Interviews
School Climate
Creating a School Climate That Supports Students and Families from Different Cultures
Issues Related to Peer Harassment and Bullying
Individual Bully Factors
Teacher Behavior
Responses to Bullying Incidents
Creating a School Climate That Supports LGBT Students
Anti-Bullying Programs
Chapter 3: Working with Parents
Methods for Obtaining Parental Support
An Introductory Letter
Introductory Phone Calls
Home Visits
An Initial Event at School or in the Classroom
The Initial Meeting (Back-to-School Night)
Follow-Up
Continuing Teacher-Parent Communication
Involving Parents in the Classroom
Parent Conferences
Preparing for a Conference
Conducting an Effective Conference
Student-Led Conferences
Dealing Effectively with Parents' Criticisms and Confrontations
Additional Methods for Positively Engaging Parents of English Language Learners
Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior
Beginning the School Year: Establishing Behavior Standards
Methods for Developing General Behavior Standards or Rules
Discussing the Value of Rules and Behavior Standards
Developing a List
Getting a Commitment
Monitoring and Reviewing Classroom Rules
Creating Rules for the Teacher
Classroom Procedures
Effective Procedures
Teaching and Monitoring Classroom Procedures
Procedures for Cell Phones
Creative Examples of Teaching and Reviewing Rules and Procedures
Case Study: Dealing with the Dilemma of Gum Chewing
Case Study: Implementing a Developmental Recess to Reteach Playground Behavior Expectations
Case Study: Teaching Students to Respect Physical Space
Case Study: Teaching Students Hallway Behavior in a Middle School
Case Study: Changing Teachers' Procedures
Case Study: Teaching Rules and Procedures to New Students
Putting It All Together: An Outline for Beginning the School Year
Classroom Management Skills That Help Maximize On-Task Behavior
Arranging the Classroom
Beginning a Lesson
Giving Clear Instructions
Maintaining Attention
Pacing
Using Seatwork Effectively
Summarizing
Providing Useful Feedback and Evaluation
Making Smooth Transitions
Planning for Early Childhood Settings
Procedures for Preventing Common Classroom Disruptions
Chapter 5: Increasing Students' Motivation to Learn
Key Issues in Student Motivation to Learn
Students' Academic Needs
Academic Need 1: Understand the Learning Goals
Academic Need 2: Understand the Learning Process
Academic Need 3: Actively Engage in the Learning Process
Academic Need 4: Relate Learning Goals to Individual Interests and Choices
Academic Need 5: Obtain Instruction Responsive to Their Learning Styles and Strengths
Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Process
Academic Need 7: Experience Success
Academic Need 8: Have Time to Integrate Learning
Academic Need 9: Receive Realistic and Immediate Feedback That Enhances Self-Efficacy
Academic Need 10: Take Part in Self-Evaluating Their Learning and Effort
Academic Need 11: Earn Appropriate Rewards for Performance Gains
Academic Need 12: Participate in a Safe, Well-Organized Learning Environment
Chapter 6: Responding to Behavior that Disrupts the Learning Process
An Overview of the Problem
Responding Effectively to Inappropriate or Disruptive Behavior
Responding to Common Classroom Disruptions
Responding to Defiant Behavior
Prepare Students for Situations That May Be Difficult
Build a Positive Relationship Bank Account with Known Power Strugglers
Ensure Your Requests Have Been Made Clearly, Politely, and Firmly
Model Self-Control
Respond Thoughtfully and Purposefully to De-Escalate the Behavior
Handling Violent Student Behavior
Using Time-Out
A Classroom Procedure for Responding to Disruptive Behavior
Using Problem Solving to Assist Students in Learning More Responsible Behaviors
A Model for Solving Problems with Individual Students
Glasser's Seven Steps to Effective Problem Solving
Implementing Problem Solving in the Classroom
Incorporating Class Meetings as a Problem-Solving and Community-Building Approach
Disciplining Students Identifi ed with Special Needs
Incorporating Problem Solving into a Schoolwide Student Management Plan
Involving Students in Solving Schoolwide Problems
Zero-Tolerance Policies and Suspensions
A Sequential, Schoolwide Response to Behavior That Disrupts the Learning Environment
The Role of Reinforcement in Encouraging Students to Act Responsibly
Chapter 7: Developing Individual Behavior Change Plans
Understanding What Causes Student Behavior: Conducting a Classroom Behavior Assessment
Case Study: Elementary School Student
Case Study: High School
Strategies for Helping Students Develop New Behavior Skills
Self-Monitoring
Self-Instruction
Social Skills Training
Developing Contracts
Check-In/Check-Out as a Form of Contract
Group Contracts
Developing a Classroom Behavior Change Plan
Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners
Chapter 1: Understanding Effective Classroom Management
Chapter 2: Creating Positive Teacher-Student Relationships
Chapter 3: Working with Parents
Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior
Chapter 5: Increasing Students' Motivation to Learn
Chapter 6: Responding to Behavior that Disrupts the Learning Process
Chapter 7: Developing Individual Behavior Change Plans
Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners
Detailed Table of Contents
Chapter 1: Understanding Effective Classroom Management
Research Basis for the Materials Presented in This Text
Classroom Management in Perspective
Basic Assumptions about Classroom Management
Key Components of Effective Classroom Management
Schoolwide Positive Behavioral Interventions and Supports
Student Factors That Influence Learning and Behavior
Personal Needs Theories
Differences in Culture Between Teachers and Students
Developing Your Approach to Classroom Management
Chapter 2: Creating Positive Teacher-Student Relationships
Teacher-Student Relationships
What Do Students Say They Value in Teachers?
Establishing Positive Relationships with Students
Creating Open, Professionally Appropriate Dialogue with Students
Electronic Communication and Teacher-Student Relationships
Methods for Communicating Caring and Support
Getting to Know Students
Greeting Students at the Classroom Door
Maintaining a High Ratio of Positive to Negative Statements
Communicating High Expectations
Giving Specific, Descriptive Feedback
Listening to Students
Using Culturally Sensitive Communication
Evaluating the Quality of Teacher-Student Relationships
Creating a Community of Support by Developing Positive Peer Relationships in the Classroom
Stages of Group Development
Acquaintance Activities
Activities for Establishing a Cohesive, Supportive Group
Activities for Elementary School Classrooms
Teaching Students How to Be Positive with One Another
Identifying Similarities and Differences in Talents
Four Corners
Shared Experiences
Partner Interviews
School Climate
Creating a School Climate That Supports Students and Families from Different Cultures
Issues Related to Peer Harassment and Bullying
Individual Bully Factors
Teacher Behavior
Responses to Bullying Incidents
Creating a School Climate That Supports LGBT Students
Anti-Bullying Programs
Chapter 3: Working with Parents
Methods for Obtaining Parental Support
An Introductory Letter
Introductory Phone Calls
Home Visits
An Initial Event at School or in the Classroom
The Initial Meeting (Back-to-School Night)
Follow-Up
Continuing Teacher-Parent Communication
Involving Parents in the Classroom
Parent Conferences
Preparing for a Conference
Conducting an Effective Conference
Student-Led Conferences
Dealing Effectively with Parents' Criticisms and Confrontations
Additional Methods for Positively Engaging Parents of English Language Learners
Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior
Beginning the School Year: Establishing Behavior Standards
Methods for Developing General Behavior Standards or Rules
Discussing the Value of Rules and Behavior Standards
Developing a List
Getting a Commitment
Monitoring and Reviewing Classroom Rules
Creating Rules for the Teacher
Classroom Procedures
Effective Procedures
Teaching and Monitoring Classroom Procedures
Procedures for Cell Phones
Creative Examples of Teaching and Reviewing Rules and Procedures
Case Study: Dealing with the Dilemma of Gum Chewing
Case Study: Implementing a Developmental Recess to Reteach Playground Behavior Expectations
Case Study: Teaching Students to Respect Physical Space
Case Study: Teaching Students Hallway Behavior in a Middle School
Case Study: Changing Teachers' Procedures
Case Study: Teaching Rules and Procedures to New Students
Putting It All Together: An Outline for Beginning the School Year
Classroom Management Skills That Help Maximize On-Task Behavior
Arranging the Classroom
Beginning a Lesson
Giving Clear Instructions
Maintaining Attention
Pacing
Using Seatwork Effectively
Summarizing
Providing Useful Feedback and Evaluation
Making Smooth Transitions
Planning for Early Childhood Settings
Procedures for Preventing Common Classroom Disruptions
Chapter 5: Increasing Students' Motivation to Learn
Key Issues in Student Motivation to Learn
Students' Academic Needs
Academic Need 1: Understand the Learning Goals
Academic Need 2: Understand the Learning Process
Academic Need 3: Actively Engage in the Learning Process
Academic Need 4: Relate Learning Goals to Individual Interests and Choices
Academic Need 5: Obtain Instruction Responsive to Their Learning Styles and Strengths
Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Process
Academic Need 7: Experience Success
Academic Need 8: Have Time to Integrate Learning
Academic Need 9: Receive Realistic and Immediate Feedback That Enhances Self-Efficacy
Academic Need 10: Take Part in Self-Evaluating Their Learning and Effort
Academic Need 11: Earn Appropriate Rewards for Performance Gains
Academic Need 12: Participate in a Safe, Well-Organized Learning Environment
Chapter 6: Responding to Behavior that Disrupts the Learning Process
An Overview of the Problem
Responding Effectively to Inappropriate or Disruptive Behavior
Responding to Common Classroom Disruptions
Responding to Defiant Behavior
Prepare Students for Situations That May Be Difficult
Build a Positive Relationship Bank Account with Known Power Strugglers
Ensure Your Requests Have Been Made Clearly, Politely, and Firmly
Model Self-Control
Respond Thoughtfully and Purposefully to De-Escalate the Behavior
Handling Violent Student Behavior
Using Time-Out
A Classroom Procedure for Responding to Disruptive Behavior
Using Problem Solving to Assist Students in Learning More Responsible Behaviors
A Model for Solving Problems with Individual Students
Glasser's Seven Steps to Effective Problem Solving
Implementing Problem Solving in the Classroom
Incorporating Class Meetings as a Problem-Solving and Community-Building Approach
Disciplining Students Identifi ed with Special Needs
Incorporating Problem Solving into a Schoolwide Student Management Plan
Involving Students in Solving Schoolwide Problems
Zero-Tolerance Policies and Suspensions
A Sequential, Schoolwide Response to Behavior That Disrupts the Learning Environment
The Role of Reinforcement in Encouraging Students to Act Responsibly
Chapter 7: Developing Individual Behavior Change Plans
Understanding What Causes Student Behavior: Conducting a Classroom Behavior Assessment
Case Study: Elementary School Student
Case Study: High School
Strategies for Helping Students Develop New Behavior Skills
Self-Monitoring
Self-Instruction
Social Skills Training
Developing Contracts
Check-In/Check-Out as a Form of Contract
Group Contracts
Developing a Classroom Behavior Change Plan
Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners