Actions for Classroom management for middle and high school teachers

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Classroom management for middle and high school teachers / Edmund T. Emmer, Carolyn M. Evertson

Author
Emmer, Edmund T.
Published
Boston : Pearson, [2013]
Copyright Date
©2013
Edition
9th ed.
Physical Description
xiv, 241 pages : illustrations ; 23 cm
Additional Creators
Evertson, Carolyn M., 1935-

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Contents
Machine generated contents note: 1.Introduction to Classroom Management -- Classrooms Are Complex Places -- Learning about Classroom Management: Two Vignettes -- Classroom Management's Connection to Other Facets of Teaching -- Chapter Summary -- Further Reading -- Suggested Activities -- 2.Organizing Your Classroom and Materials -- Five Keys to Good Room Arrangement -- Suggestions for Arranging Your Classroom -- Bulletin Boards and Walls -- Floor Space -- Storage Space and Supplies -- If You Have to "Float" -- Chapter Summary -- Further Reading -- Suggested Activities -- Checklist for Room Preparation -- 3.Choosing Rules and Procedures -- Why Rules and Procedures Are Needed -- Definitions -- Identifying School Rules and Procedures -- Planning Your Classroom Rules -- Student Participation in Rule Setting -- Consequences for Rule Violations -- Planning Classroom Procedures -- General Procedures -- Beginning-of-Period Procedures -- Use of Materials and Equipment -- Ending the Period -- Procedures during Seat Work and Teacher-Led Instruction -- Student Attention during Presentations -- Student Participation -- Procedures for Seat Work -- Procedures for Student Group Work -- Use of Materials and Supplies -- Assignment of Students to Groups -- Student Goals and Participation -- Cooperative Learning -- Miscellaneous Procedures -- Signals -- Public Address Announcements and Other Interruptions -- Special Equipment and Materials -- Fire and Disaster Drills -- Split Lunch Period -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 3.1 Rules and Procedures in an Eighth-Grade Class -- Case Study 3.2 Procedures for Small-Group Work/Laboratory Activities -- Checklist: Classroom Procedures -- 4.Managing Student Work -- Your Grading System and Record Keeping -- Feedback and Monitoring Procedures -- Monitoring Student Work in Progress -- Long-Range Monitoring -- Communicating Assignments and Work Requirements -- Instructions for Assignments -- Standards for Form, Neatness, and Due Dates -- Procedures for Absent Students -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 4.1 An Accountability System in an English Class -- Case Study 4.2 Managing Student Work in a Math Class -- Case Study 4.3 Managing Long-Term Assignments -- Checklist: Managing Student Work -- 5.Getting Off to a Good Start -- Perspectives on the Beginning of the Year -- Teacher Authority -- Planning for a Good Beginning -- Procedures for Obtaining Books and Checking Them Out to Students -- Required Paperwork -- Class Rosters -- Seating Assignments -- First-Week Bell Schedule -- Tardiness during the First Days of Classes -- Administrative Tasks -- Rules -- Course Requirements -- A Beginning-of-Class Routine -- Alternative Activities -- Communicating with Parents or Guardians -- Activities on the First Day of Classes -- Before Class Begins -- Administrative Tasks -- Introductions -- Discussion of Class Rules -- Presentation of Course Requirements -- An Initial Content Activity -- Ending the Period -- The Second Day of Classes -- After the Second Day -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 5.1 Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups -- Case Study 5.2 Beginning the Year in a High School Biology Class -- Case Study 5.3 Conduct Problems in a History Class -- Checklist: Getting Off to a Good Start -- 6.Planning and Conducting Instruction -- Planning Classroom Activities -- Types of Activities -- Organizing Activities -- Planning for Technology in the Classroom -- Kounin's Concepts for Managing Group Instruction -- Preventing Misbehavior -- Managing Movement -- Maintaining Group Focus -- Transition Management -- Instructional Management -- Planning -- Presenting New Content Clearly -- Checking for Understanding -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 6.1 Over and Over -- Case Study 6.2 Transition Problems -- Case Study 6.3 Problems with Small-Group and Discussion Activities -- Case Study 6.4 Kounin's Concepts -- Case Study 6.5 A Science Lesson -- 7.Managing Cooperative Learning Groups -- Research on Cooperative Learning -- Strategies and Routines That Support Cooperative Learning -- Room Arrangement -- Talk and Movement Procedures -- Group Attention Signals -- Promoting Interdependence within the Group -- Individual Accountability -- Monitoring Student Work and Behavior -- Interventions for Groups -- Effective Group-Work Skills -- Social Skills -- Explaining Skills -- Leadership Skills -- Beginning the Use of Cooperative Learning Groups -- Room Arrangement -- Procedures and Routines -- Forming Groups -- Initial Group Tasks -- Teaching Group Skills -- Using Group and Individual Rewards -- Chapter Summary -- Further Reading -- Suggested Activities -- Checklist: Planning for Cooperative Groups -- 8.Maintaining Appropriate Student Behavior -- Monitoring Student Behavior -- Consistency -- Prompt Management of Inappropriate Behavior -- Four Simple Ways to Manage Inappropriate Behavior -- Building a Positive Climate -- Improving Class Climate through Incentives or Rewards -- Grades and Other Symbols -- Recognition -- Activities as Rewards -- Material Incentives -- Caution in the Use of Rewards -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 8.1 Examples of Incentives and Rewards -- 9.Communication Skills for Teaching -- Constructive Assertiveness -- Empathic Responding -- Problem Solving -- Talking with Parents -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 9.1 Two Dialogues -- 10.Managing Problem Behaviors -- What Is Problem Behavior? -- Nonproblem -- Minor Problem -- Major Problem, but Limited in Scope and Effects -- Escalating or Spreading Problem -- Goals for Managing Problem Behavior -- Management Strategies -- Minor Interventions -- Moderate Interventions -- More Extensive Interventions -- Special Problems -- Chronic Avoidance of Work -- Fighting -- Other Aggressive Behavior -- Bullying -- Disrespect, Defiance, or Hostility toward the Teacher -- A Final Reminder: Think and Act Positively -- Chapter Summary -- Further Reading -- Suggested Activities -- 11.Managing Special Groups -- Teaching Heterogeneous Classes -- Assessing Entering Achievement -- Modifying Whole-Group Instruction -- Cooperative Work Groups -- Small-Group Instruction -- Teaching Remedial Classes -- Learner Characteristics -- Establishing Your Management System -- Monitoring Behavior -- Managing Student Work -- Planning and Presenting Instruction -- Students with Special Needs -- Content Mastery Classroom -- Inclusion -- Students with Emotional and/or Behavioral Problems -- Students with Serious Social Deficits, Often Diagnosed with Autism Spectrum Disorder -- Students with Attention Deficit Hyperactivity Disorder (ADHD) -- Students Who Are Deaf or Hard-of-Hearing -- Students Who Are Blind or Visually Impaired -- Students Living in Extreme Poverty -- Students with Limited English Proficiency -- No Child Left Behind -- Chapter Summary -- Further Reading -- Suggested Activities -- Case Study 11.1 Using Small Groups in English -- Case Study 11.2 An Inclusion Program in a Middle School -- Problem Scenarios -- Class.
Subject(s)
ISBN
9780132689687
0132689685
Bibliography Note
Includes bibliographical references and index.
View MARC record | catkey: 8020100