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| Preface | |
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| Organizing Your Classroom and Supplies | |
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| Four Keys to Good Room Arrangement | |
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| Suggestions for Arranging Your Classroom | |
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| Wall and Ceiling Space | |
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| Floor Space | |
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| Storage Space and Supplies | |
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| Further Reading | |
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| Suggested Activities | |
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| Room Preparation | |
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| Choosing Rules and Procedures | |
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| Why All Kinds of Classrooms Need Rules and Procedures | |
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| Preliminary Considerations | |
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| Definition of Terms | |
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| Identifying School Rules and Procedures | |
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| Planning Your Classroom Rules | |
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| Student Participation in Rule Setting | |
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| Planning Classroom Procedures | |
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| Procedures for Room Use | |
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| Procedures during Individual Work and Teacher-Led Activities | |
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| Transitions into and out of the Room | |
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| Procedures during Teacher-Led Small-Group Instruction | |
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| Procedures during Cooperative Group Activities | |
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| General Procedures | |
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| Further Reading | |
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| Suggested Activities | |
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| Classroom Procedures and Rules in a Second-Grade Class | |
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| Using Centers in a Multitask Classroom | |
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| Rules and Procedures | |
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| Managing Student Work | |
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| Clear Communication of Assignments and Work Requirements | |
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| Instructions for Assignments | |
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| Standards for Form, Neatness, and Due Dates | |
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| Procedures for Absent Students | |
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| Monitoring Progress on and Completion of Assignments | |
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| Monitoring Work in Progress | |
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| Monitoring the Completion of Assignments | |
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| Maintaining Records of Student Work | |
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| Managing Student Portfolios | |
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| Managing the Paperwork | |
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| Feedback to Students | |
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| Further Reading | |
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| Suggested Activities | |
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| Managing Student Work | |
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| Keeping Students Involved during Center Activities | |
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| Using Technology in an Upper Elementary Grade | |
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| Poor Work and Study Habits in a Fourth-Grade Class | |
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| Accountability Procedures | |
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| Getting Off to a Good Start | |
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| Teaching Rules and Procedures | |
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| Planning for a Good Beginning | |
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| Planning for the First Days of School | |
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| Some Typical Activities | |
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| Communicating with Parents | |
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| Special Problems | |
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| Preparing for a Substitute | |
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| Further Reading | |
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| Suggested Activities | |
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| Beginning the Year in a Literature-Based Primary Classroom | |
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| Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning | |
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| Preparation for the Beginning of School | |
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| Planning and Conducting Instruction | |
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| Planning Instructional Activities | |
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| Types of Planning | |
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| Types of Instructional Activities | |
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| Arranging Activities within a Lesson | |
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| Planning for Clear Instruction | |
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| Technology in the Classroom | |
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| Kounin's Concepts for Managing Whole-Group Instruction | |
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| Preventing Misbehavior | |
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| Managing Movement | |
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| Maintaining Group Focus | |
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| Common Problems in Conducting Instruction | |
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| Transitions | |
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| Clarity | |
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| Further Reading | |
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| Suggested Activities | |
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| A Science Lesson in a Sixth-Grade Class | |
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| Planning for Instruction | |
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| Managing Cooperative Learning Groups | |
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| Research on Cooperative Learning | |
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| Examples of Group Activities | |
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| Strategies and Routines That Support Cooperative Learning | |
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| Room Arrangement | |
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| Talk and Movement Procedures | |
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| Group Attention Signals | |
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| Promoting Interdependence within the Group | |
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| Individual Accountability | |
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| Monitoring Student Work and Behavior | |
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| Interventions for Groups | |
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| Effective Group Work Skills | |
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| Social Skills | |
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| Explaining Skills | |
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| Leadership Skills | |
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| Beginning the Use of Cooperative Learning Groups | |
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| Room Arrangement | |
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| Procedures and Routines | |
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| Forming Groups | |
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| Initial Group Tasks | |
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| Teaching Group Skills | |
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| Student Goals and Participation | |
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| Using Group and Individual Rewards | |
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| Further Reading | |
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| Suggested Activities | |
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| Planning for Cooperative Group Instruction | |
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| Maintaining Appropriate Student Behavior | |
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| Monitoring Student Behavior | |
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| Consistency | |
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| Management of Inappropriate Behavior | |
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| Four Ways to Manage Inappropriate Behavior | |
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| Building a Positive Climate | |
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| Improving Class Climate through Incentives and Rewards | |
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| Recognition | |
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| Activities | |
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| Symbols | |
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| Material Incentives | |
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| Caution in the Use of Rewards | |
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| Further Reading | |
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| Suggested Activities | |
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| Misbehavior in a Third-Grade Class | |
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| Communication Skills for Teaching | |
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| Constructive Assertiveness | |
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| Stating the Problem or Concern | |
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| Body Language | |
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| Obtaining Appropriate Behavior | |
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| Empathic Responding | |
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| Listening Skills | |
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| Processing Skills | |
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| Problem Solving | |
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| Talking with Parents | |
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| Further Reading | |
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| Suggested Activities | |
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| Developing Assertiveness Skills | |
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| Recognizing Listening Responses | |
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| Producing Empathic Responses | |
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| Problem-Solving Exercises | |
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| Dialogue Analysis | |
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| Vignettes | |
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| Brad | |
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| Alice and Alicia | |
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| Terrence | |
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| Assertiveness Assessment Scales | |
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| Managing Problem Behaviors | |
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| What Is Problem Behavior? | |
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| Nonproblem | |
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| Minor Problem | |
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| Major Problem but Limited in Scope and Effects | |
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| Escalating or Spreading Problem | |
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| Goals for Managing Problem Behavior | |
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| Management Strategies | |
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| Minor Interventions | |
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| Moderate Interventions | |
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| More Extensive Interventions | |
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| Special Problems | |
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| Tattling | |
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| Rudeness toward the Teacher | |
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| Chronic Avoidance of Work | |
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| Fighting | |
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| Other Aggressive Behavior | |
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| Defiance or Hostility toward the Teacher | |
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| A Final Reminder: Think and Act Positively | |
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| Further Reading | |
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| Suggested Activities | |
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| Managing Special Groups | |
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| Assessing Entering Achievement | |
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| Identifying Special Groups | |
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| Strategies for Individual Differences | |
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| Team Teaching | |
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| Modifying Whole-Class Instruction | |
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| Supplementary Instruction | |
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| Individualized Instruction | |
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| Additional Strategies | |
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| Working with Special Needs Students | |
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| Students with Learning Disabilities | |
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| Students with Emotional or Behavioral Problems | |
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| Students with Serious Social Deficits (Asperger's Syndrome) | |
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| Students with Attention Deficit and Hyperactivity | |
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| Students Who Are Deaf or Hearing Impaired | |
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| Students Who Have Visual Impairments | |
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| Students with Limited English Proficiency | |
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| Students Living in Extreme Poverty | |
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| Teaching Lower-Achieving Students | |
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| Active Instruction | |
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| Organizing and Pacing Instruction | |
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| Remedial Instruction | |
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| Building Positive Attitudes | |
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| Teaching Higher-Achieving Students | |
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| Further Reading | |
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| Suggested Activities | |
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| Organizing Reading Instruction for Low Academic Level Students | |
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| Supporting Students with Auditory Disabilities in the Classroom | |
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| Teaching Students in a Third-Grade Inclusion Class | |
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| Team Teaching | |
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| A Heterogeneous Class | |
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| Answer Keys for Chapter Activities | |
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| References and Further Readings | |
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| Index | |