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Classroom management : models, applications, and cases

Author: M Lee Manning; Katherine Toth Bucher
Publisher: Upper Saddle River, N.J. : Pearson /Merrill Prentice Hall, 2007.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Database:WorldCat
Summary:
From the Publisher: Classroom behavior problems have been around since we began educating children, and the challenges related to classroom management are likely to grow more acute in future decades. This book provides information and activities designed to help teachers develop their own management philosophy based on their style, their goals, and their understanding of how to create a safe and supportive learning  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: M Lee Manning; Katherine Toth Bucher
ISBN: 0131707507 9780131707504
OCLC Number: 70202210
Description: xxiv, 303 pages : illustrations ; 25 cm
Contents: Part 1: Understanding The Need For Classroom Management --
1: Introducing the concept of classroom management --
Focusing questions --
Key terms --
Classroom management --
Defining classroom management --
Connecting classroom management to philosophy and instruction --
Classroom management and discipline in contemporary schools --
Types of student misbehaviors --
Extent and effects of the problem --
Effects on teachers and students --
Causes of classroom management problems --
Student diversity and classroom management --
Cultural, intracultural, and gender differences --
Linguistic differences --
Socioeconomic level --
Developmental differences --
Inclusion and the management of all students --
Developing a personal classroom management model --
Identifying target behaviors to address --
Teachers' contributions to behavior problems --
Aggression, violence, and the safe schools movement --
Problem of aggression and violence --
Safe schools movement --
Role of effective classroom management --
Concluding remarks --
Suggested readings --
Part 2: Understanding Classroom Management Models --
2: Building the foundation: Skinner; Redl and Wattenberg; Glasser; and Gordon --
Focusing questions --
Key terms --
Foundational theorists --
B F Skinner --
Biographical sketch --
Overview of Skinners theories --
Contributions of Skinners theories --
Application of Skinner's theories --
Critique of Skinner's theories --
Fritz Redl and William W Wattenberg --
Biographical sketch --
Overview of Redl's and Wattenbergs theories --
Contributions of Redl's and Wattenberg's theories --
Applications of Redls and Watrenberg's theories --
Critique of Redls and Wattenberg's theories --
William Glasser --
Biographical sketch --
Overview of Glasser's theories --
Contributions of Glasser's theories --
Applications of Glasser's theories --
Critique of Glasser's theories --
Thomas Gordon --
Biographical sketch --
Overview of Gordon's theories --
Contributions of Gordon's theories --
Application of Gordon's theories --
Critique of Gordon's theories --
Concluding remarks --
Suggested readings --
3: Exploring the theories of assertive discipline: Lee Canter and Marlene Canter --
Focusing questions --
Key terms --
Lee Canter and Marlene Canter: biographical sketch --
Overview of assertive discipline --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying assertive discipline --
Rewards and punishments --
Discipline hierarchy --
Appropriate consequences --
Rights of students and teachers --
Effectiveness of the practical applications --
Evaluating assertive discipline --
Potential for addressing student misbehaviors --
Advantages and disadvantages --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings. 4: Exploring the theories of democratic teaching: Rudolf Dreikurs --
Focusing questions --
Key terms --
Rudolf Dreikurs: biographical sketch --
Overview of democratic teaching and management --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying democratic teaching and management --
Identifying and addressing mistaken goals --
Using logical consequences --
Using encouragement rather than praise --
Practical applications of Dreikurs's theories --
Evaluating democratic teaching and management --
Potential for addressing student misbehaviors --
Advantages and disadvantages --
Imposing or teaching discipline?--
Underlying beliefs --
Concluding remarks --
Suggested readings --
5: Exploring the theories of congruent communication: Haim Ginott --
Focusing questions --
Key terms --
Haim Ginott: biographical sketch --
Overview of congruent communication --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying congruent communication --
Implementing practical applications --
Effectiveness of the practical applications --
Evaluating congruent communication in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of Ginott's theories --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
6: Exploring the theories of instructional management: Jacob Kounin --
Focusing questions --
Key terms --
Jacob Kounin: biographical sketch --
Overview of instructional management --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying instructional management --
Implementing practical applications --
Effectiveness of practical applications --
Evaluating instructional management in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of Kounin's theories --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
7: Exploring the theories of discipline with dignity: Richard Curwin and Allen Mendler --
Focusing questions --
Key terms --
Richard Curwin and Allen Mendler: biographical sketch --
Overview of discipline with dignity --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying discipline with dignity --
Implementing practical application --
Effectiveness of practical applications --
Evaluating discipline with dignity in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of discipline with dignity --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
8: Exploring the theories of positive classroom management: Fredric Jones --
Focusing questions --
Key terms --
Fredric Jones: biographical sketch --
Overview of positive classroom management --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Appling positive classroom management --
Implementing practical applications --
Effectiveness of the practical applications --
Evaluating positive classroom management in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of positive discipline --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings. 9: Exploring the theories of inner discipline: Barbara Coloroso --
Focusing questions --
Key terms --
Barbara Coloroso: biographical sketch --
Overview of inner discipline --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying inner discipline --
Implementing practical applications --
Effectiveness or practical applications --
Evaluating inner discipline in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of inner discipline --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
10: Exploring the theories of consistency management: Jerome Freiberg --
Focusing questions --
Key terms --
Jerome Freiberg: biographical sketch --
Overview of consistency management and cooperative discipline --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying consistency management and cooperative discipline --
Implementing practical applications --
Effectiveness of practical applications --
Evaluating consistency management and cooperative discipline in a diverse society --
Potential for addressing student misbehaviors --
Advantages and disadvantages of CMCD --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
11: Exploring the theories of judicious discipline: Forrest Gathercoal --
Focusing questions --
Key terms --
Forrest Gathercoal: biographical sketch --
Overview of judicious discipline --
Key concepts --
Philosophical and psychological foundations --
Teachers' roles and responsibilities --
Applying judicious discipline --
Implementing practical applications --
Effectiveness of the practical applications --
Evaluating judicious discipline --
Potential for addressing student misbehaviors --
Advantages and disadvantages of judicious discipline --
Imposing or teaching discipline? --
Underlying beliefs --
Concluding remarks --
Suggested readings --
12: Introducing additional theorists: Albert; Evertson and Harris; Johnson and Johnson; Nelsen, Lott, and Glenn; and Kohn --
Focusing questions --
Key terms --
Additional theorists --
Linda Albert: cooperative discipline --
Carolyn Evertson and Alene Harris: managing learning-centered classrooms --
David Johnson and Roger Johnson: three Cs of school and classroom management --
Contributions of the Johnsons' theories --
Jane Nelsen, Lynn Lott, and Stephen Glenn: positive discipline --
Alfie Kohn: beyond discipline --
Considering the five theories --
Concluding remarks --
Suggested readings. Part 3: Toward A Personal Classroom Management Plan --
13: Creating safe classrooms and safe schools --
Focusing questions --
Key terms --
Challenges to safe classrooms --
Classroom violence --
Causes of school violence --
Bullying --
Classroom prevention and intervention efforts: teachers efforts --
Positive school and classroom culture --
Efforts to curb bullying --
Environmental design --
New technologies --
Zero tolerance --
Profiling students --
Warning signs of violence --
Written intervention plans --
Creating safe classrooms and schools: educators, students, and parents --
Working with teachers --
Working with students --
Working with parents and community members --
Theorists and their contributions to safe classrooms --
Peer mediation and conflict resolution --
Peer mediation --
Conflict resolution --
Developing your personal philosophy --
Concluding remarks --
Suggested readings --
14: Developing your personal classroom management philosophy --
Focusing questions --
Key terms --
Rationale for developing a personal philosophy --
Synthesis of management plan and philosophical beliefs --
Need for a personally effective plan --
Need for a plan that all parties consider fair --
Advantages and disadvantages of the models --
Developing a personal classroom management philosophy --
Considering which problems to address --
Discipline: imposed or taught? --
Students' psychological and developmental needs --
Considering the challenges of inclusion --
Developing a personal philosophy --
Seeking collaborative assistance and advice --
Concluding remarks --
Suggested readings --
15: Applying a management philosophy in your classroom --
Focusing questions --
Key terms --
Applying your classroom management system --
Personalizing the classroom management system --
Developing human relations skills --
Building the right climate --
Creating a sense of community --
Selecting classroom rules --
Conducting class meetings --
Emphasizing, ignoring, and addressing issues --
Communicating with parents --
Teaching discipline and cooperation --
Individual students and their differences --
Inclusion and learners with special needs --
Addressing off-task and disruptive behaviors --
Dealing with violence and violent behaviors --
Putting your management plan together --
Concluding remarks --
Suggested readings --
Glossary --
References --
Index.
Responsibility: M. Lee Manning, Katherine T. Bucher.
More information:

Abstract:

From the Publisher: Classroom behavior problems have been around since we began educating children, and the challenges related to classroom management are likely to grow more acute in future decades. This book provides information and activities designed to help teachers develop their own management philosophy based on their style, their goals, and their understanding of how to create a safe and supportive learning environment for every student. It offers a models approach; thorough coverage of classroom management theories and models; thoughtful discussion of diversity in the classroom and the "safe school" movement; and practical ideas for how to manage a wide variety of classrooms. For future teachers and administrators.

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   schema:description "Part 3: Toward A Personal Classroom Management Plan -- 13: Creating safe classrooms and safe schools -- Focusing questions -- Key terms -- Challenges to safe classrooms -- Classroom violence -- Causes of school violence -- Bullying -- Classroom prevention and intervention efforts: teachers efforts -- Positive school and classroom culture -- Efforts to curb bullying -- Environmental design -- New technologies -- Zero tolerance -- Profiling students -- Warning signs of violence -- Written intervention plans -- Creating safe classrooms and schools: educators, students, and parents -- Working with teachers -- Working with students -- Working with parents and community members -- Theorists and their contributions to safe classrooms -- Peer mediation and conflict resolution -- Peer mediation -- Conflict resolution -- Developing your personal philosophy -- Concluding remarks -- Suggested readings -- 14: Developing your personal classroom management philosophy -- Focusing questions -- Key terms -- Rationale for developing a personal philosophy -- Synthesis of management plan and philosophical beliefs -- Need for a personally effective plan -- Need for a plan that all parties consider fair -- Advantages and disadvantages of the models -- Developing a personal classroom management philosophy -- Considering which problems to address -- Discipline: imposed or taught? -- Students' psychological and developmental needs -- Considering the challenges of inclusion -- Developing a personal philosophy -- Seeking collaborative assistance and advice -- Concluding remarks -- Suggested readings -- 15: Applying a management philosophy in your classroom -- Focusing questions -- Key terms -- Applying your classroom management system -- Personalizing the classroom management system -- Developing human relations skills -- Building the right climate -- Creating a sense of community -- Selecting classroom rules -- Conducting class meetings -- Emphasizing, ignoring, and addressing issues -- Communicating with parents -- Teaching discipline and cooperation -- Individual students and their differences -- Inclusion and learners with special needs -- Addressing off-task and disruptive behaviors -- Dealing with violence and violent behaviors -- Putting your management plan together -- Concluding remarks -- Suggested readings -- Glossary -- References -- Index."@en ;
   schema:description "9: Exploring the theories of inner discipline: Barbara Coloroso -- Focusing questions -- Key terms -- Barbara Coloroso: biographical sketch -- Overview of inner discipline -- Key concepts -- Philosophical and psychological foundations -- Teachers' roles and responsibilities -- Applying inner discipline -- Implementing practical applications -- Effectiveness or practical applications -- Evaluating inner discipline in a diverse society -- Potential for addressing student misbehaviors -- Advantages and disadvantages of inner discipline -- Imposing or teaching discipline? -- Underlying beliefs -- Concluding remarks -- Suggested readings -- 10: Exploring the theories of consistency management: Jerome Freiberg -- Focusing questions -- Key terms -- Jerome Freiberg: biographical sketch -- Overview of consistency management and cooperative discipline -- Key concepts -- Philosophical and psychological foundations -- Teachers' roles and responsibilities -- Applying consistency management and cooperative discipline -- Implementing practical applications -- Effectiveness of practical applications -- Evaluating consistency management and cooperative discipline in a diverse society -- Potential for addressing student misbehaviors -- Advantages and disadvantages of CMCD -- Imposing or teaching discipline? -- Underlying beliefs -- Concluding remarks -- Suggested readings -- 11: Exploring the theories of judicious discipline: Forrest Gathercoal -- Focusing questions -- Key terms -- Forrest Gathercoal: biographical sketch -- Overview of judicious discipline -- Key concepts -- Philosophical and psychological foundations -- Teachers' roles and responsibilities -- Applying judicious discipline -- Implementing practical applications -- Effectiveness of the practical applications -- Evaluating judicious discipline -- Potential for addressing student misbehaviors -- Advantages and disadvantages of judicious discipline -- Imposing or teaching discipline? -- Underlying beliefs -- Concluding remarks -- Suggested readings -- 12: Introducing additional theorists: Albert; Evertson and Harris; Johnson and Johnson; Nelsen, Lott, and Glenn; and Kohn -- Focusing questions -- Key terms -- Additional theorists -- Linda Albert: cooperative discipline -- Carolyn Evertson and Alene Harris: managing learning-centered classrooms -- David Johnson and Roger Johnson: three Cs of school and classroom management -- Contributions of the Johnsons' theories -- Jane Nelsen, Lynn Lott, and Stephen Glenn: positive discipline -- Alfie Kohn: beyond discipline -- Considering the five theories -- Concluding remarks -- Suggested readings."@en ;
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