Elementary Classroom Management Lessons from Research and Practice

ISBN-10: 0073010367
ISBN-13: 9780073010366
Edition: 4th 2007 (Revised)
List price: $95.00
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Description: Stressing the need to build caring, supportive relationships with and among students, this trusted text offers research-based guidance on effective classroom management. It addresses current concerns about student motivation and helps prospective  More...

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Book details

List price: $95.00
Edition: 4th
Copyright year: 2007
Publisher: McGraw-Hill Higher Education
Publication date: 5/11/2006
Binding: Paperback
Pages: 496
Size: 7.25" wide x 8.75" long x 0.75" tall
Weight: 1.584
Language: English

Stressing the need to build caring, supportive relationships with and among students, this trusted text offers research-based guidance on effective classroom management. It addresses current concerns about student motivation and helps prospective and beginning teachers develop a philosophy of classroom management that focuses on building connections with students and creating safe, caring classrooms.The text profiles five master teachers (grades K, 1, 3, 4 and 5/6) in very different school settings as they create classrooms that are orderly and productive, humane and caring. The integration of the thinking and the actual management practices of five real elementary teachers into discussions of research-based management principles prompts readers to connect theories with actual results. Further, the text demonstrates how real teachers can adapt to any circumstances--physical room constraints, curriculum requirements, challenging behaviors--and still be successful.

Carol S. Weinstein has recently retired from her position as Professor of Education at Rutgers Graduate School of Education, where she was Associate Dean of Teacher Education and Chair of the Department of Learning and Teaching. She received her doctorate from Harvard Graduate School of Education in 1975. A former public school teacher, she has authored dozens of journal articles and book chapters on topics ranging from the physical design of classrooms to prospective teachers' beliefs about classroom management. Her most recent work has focused on “culturally responsive classroom management,” and she served as the guest editor for a special issue of Theory Into Practice on “Managing Classrooms in a Diverse Society.” With Carolyn Evertson, she co-edited the first Handbook of Classroom Management: Research, Practice, and Contemporary Issues (to be published by Erlbaum, 2006). She has also written a companion volume to this text on managing secondary classrooms (McGraw-Hill). In July 2000, she received a Contributing Researcher Award from the American Federation of Teachers for "Bridging the Gap between Research and Practice in Effective Classroom Management." Her special interests are classroom organization and management, violence prevention, and teacher education.

Introduction
The Elementary Classroom Environment: Crowded, Complex, and Potentially Chaotic
Meeting the Teachers (and Their Students)
Establishing an Environment for Learning
Designing the Physical Environment
Establishing Norms for Behavior
Creating Safer, More Caring Classrooms
Working with Families
Making the Most of Classroom Time
Organizing and Managing Instruction
Enhancing Students' Motivation
Managing Independent Work
Managing Groupwork
Managing Recitations and Discussions
Coping with the Challenges
When Prevention is Not Enough: Protecting and Restoring Order
Helping Students with Special Needs
Preventing and Responding to Violence

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