| |
| |
Preface | |
| |
| |
| |
Introduction to a Case Study Approach to Classroom Management | |
| |
| |
| |
Classroom Management and Discipline | |
| |
| |
Developing a Disciplinary Strategy: Essential Understandings | |
| |
| |
Goal of Discipline | |
| |
| |
Role of Punishment | |
| |
| |
Managing Children's Behavior | |
| |
| |
Categories, Types, and Causes of Misbehavior | |
| |
| |
Diagnosing Misbehavior | |
| |
| |
Misbehavior and Psychological Needs | |
| |
| |
Performance Discrepancy and Inadequate Performance | |
| |
| |
Identifying and Resolving Management Problems Through Case Analysis | |
| |
| |
Theoretical Models of Human Behavior | |
| |
| |
Behavioral Model | |
| |
| |
Psychodynamic Model | |
| |
| |
Environmental Model | |
| |
| |
Constructivist Model | |
| |
| |
The Iosie Method | |
| |
| |
Identifying the Problem | |
| |
| |
Determining Objectives | |
| |
| |
Proposing Solutions | |
| |
| |
Implementation | |
| |
| |
Evaluation | |
| |
| |
Approaches to Classroom Management | |
| |
| |
Sample Case Study: Consequence Approach | |
| |
| |
IOSIE Analysis Using a Consequence Approach | |
| |
| |
Sample Case Study: Guidance Approach | |
| |
| |
IOSIE Analysis Using a Guidance Approach | |
| |
| |
Sample Case Study: Group-Guidance Approach | |
| |
| |
IOSIE Analysis Using a Group-Guidance Approach | |
| |
| |
Practice Exercise: Mini Cases from the Field | |
| |
| |
Addressing Emotional Problems | |
| |
| |
The Classroom as a Preventative Space | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Field Experience Activities and Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Management Styles: What Teachers Bring to School | |
| |
| |
Management Style and Beliefs, Skills, and Practices | |
| |
| |
Management Style Self-Assessment | |
| |
| |
Determining Beliefs | |
| |
| |
Determining Skills | |
| |
| |
Determining Practices | |
| |
| |
How Teachers Describe Their Management Styles | |
| |
| |
Survey of Beliefs, Skills, and Practices | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Identifying Successful Teachers | |
| |
| |
Attributes of Successful Teachers | |
| |
| |
Practices of Successful Teachers | |
| |
| |
Mastery of Content as a Measure of Teacher Success | |
| |
| |
Characteristics of Successful Teachers | |
| |
| |
Teacher Qualities and Practices Favored by Students | |
| |
| |
Characteristics of the Best and Worst Teachers | |
| |
| |
Classroom Management and Teacher Success | |
| |
| |
Effective Classroom Management Begins on Day 1 | |
| |
| |
Establishing Democratic Classroom Procedures | |
| |
| |
Culturally Responsive Classroom Management | |
| |
| |
Key Term to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Management Approaches and Models | |
| |
| |
| |
Management Strategies and Practices | |
| |
| |
Classroom Management Control Spectrum | |
| |
| |
Most Teacher Control | |
| |
| |
Moderate Teacher Control | |
| |
| |
Least Teacher Control | |
| |
| |
Character Development and Classroom Management | |
| |
| |
Pantheon Program | |
| |
| |
"Teaching" Character | |
| |
| |
Pillars of Character | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Consequences Models | |
| |
| |
Assertive Discipline Model | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Jones Model | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Kounin Effective Momentum Model | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Logical Consequences | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Traditional Model | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Behavior Modification | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Group-Guidance Models | |
| |
| |
Efficacy in Action | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Cooperative Discipline | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Judicious Discipline | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Skillstreaming | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Peer Mediation | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Positive Action | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Individual-Guidance Management Models | |
| |
| |
Ginott Model | |
| |
| |
Congruent Communication | |
| |
| |
Fostering Independence and Self-Respect | |
| |
| |
Avoiding the Perils of Praise | |
| |
| |
Disciplining Students | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Choice Theory and Reality Therapy | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Restitution Model | |
| |
| |
Establishing the Social Contract | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Curwin and Mendler Model | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Teacher Effectiveness Training: Gordon Model | |
| |
| |
Problem Ownership | |
| |
| |
Procedures for Resolving Discipline Problems | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Transactional Analysis | |
| |
| |
The Three Ego States | |
| |
| |
Games Students Play | |
| |
| |
When to Use | |
| |
| |
Strengths | |
| |
| |
Weaknesses | |
| |
| |
Key Terms to Focus on | |
| |
| |
Discussion Questions | |
| |
| |
Mini Cases from the Field | |
| |
| |
References | |
| |
| |
| |
Case Studies for Analysis | |
| |
| |
| |
Case Studies from the Fields | |
| |
| |
| |
A Violent Six-Year-Old | |
| |
| |
| |
Let Me Get to the Wardrobe | |
| |
| |
| |
Are You Really a Special Child? | |
| |
| |
| |
I Don't Want to Go to Junior High School | |
| |
| |
| |
Love in High School Is for Real | |
| |
| |
| |
Is It Child Abuse? | |
| |
| |
| |
Destroying School and Personal Property | |
| |
| |
| |
Always Fighting | |
| |
| |
| |
Tantrums | |
| |
| |
| |
They're Picking on Me | |
| |
| |
| |
It's Not Fear | |
| |
| |
| |
I Am Going to Tell My Mother | |
| |
| |
| |
There Is Really a Good Reason | |
| |
| |
| |
To Report or Not to Report | |
| |
| |
| |
Management by Program | |
| |
| |
| |
My Child Never Lies | |
| |
| |
| |
Is This a Case of Cultural Diversity or Child Abuse? | |
| |
| |
| |
Does Good Teaching Make a Difference? | |
| |
| |
| |
The Bomb Threat | |
| |
| |
| |
What's That Smell? | |
| |
| |
| |
AIDS Is More Than a Sickness | |
| |
| |
| |
What the F-? | |
| |
| |
| |
But I Do Everything Right! | |
| |
| |
| |
First Graders Can Be Difficult | |
| |
| |
| |
Why Is He Bored? | |
| |
| |
| |
Is Toileting Appropriate for the Fifth Grade? | |
| |
| |
| |
Is Scripted Education the Solution? | |
| |
| |
| |
A Differentiated Classroom in High School | |
| |
| |
| |
Homework in High School | |
| |
| |
| |
Advanced Placement and Honesty | |
| |
| |
| |
Reading in High School | |
| |
| |
| |
Dealing with Violent Behavior in Middle School | |
| |
| |
| |
Major Causes of Violence | |
| |
| |
| |
Classroom Management Quiz | |
| |
| |
Glossary | |
| |
| |
Index | |