Stressing the need to build caring, supportive relationships with and among students, Elementary Classroom Management: Lessons from Research and Practice 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 trusted text profiles five master teachers (grades K, 1, 3, 4 and 5) 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.
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COMPING GUIDELINE: Look for Elementary Classroom Management courses, and for two-credit courses in six-credit sequences typically covering motivation, classroom management, and assessment. Plus, Elementary Classroom Management and its companion volume, Secondary Classroom Management, can be used as a discounted package for courses that cover both elementary and secondary classroom management.
BOOK'S POSITION: Written in a lively, engaging, conversational style, Elementary Classroom Management combines what research has to say about effective classroom management with knowledge culled from practice. It focuses on real decisions made by four real teachers as they manage the complex environment of the elementary classroom.
NEW CHAPTERS: A new Chapter 5, Creating Safer, More Caring Classrooms, emphasizes that classroom management is not just about rules, rewards, and penalties, but is also about building connections with and among students. Enhancing Students' Motivation (Chapter 8) provides an expanded discussion of motivation. Preventing and Responding to Violence, (Chapter 14) includes material on curbing peer harassment, resolving conflict, peer mediation, detecting early warning signs of potential violence and gang activity, and de-escalating potentially explosive situations.
TECHNOLOGY COVERAGE: Chapters 3 and 9 include an expanded discussion of managing technology (e.g., placement of computer stations; what to do when you only have one computer).
DIVERSITY: More discussion of the inclusion of students with disabilities and on culturally diverse learners has been added throughout.
COVERAGE OF HARASSMENT: Inclusion of material on peer harassment (bullying and teasing) has been added in Chapters 5 and 14.
REAL TEACHERS: The voices and experiences of four real teachers (identified by name) in different settings are used to illustrate principles of classroom management, making the text much more "contextual" and grounded in the real world of school.
WRITING STYLE: The writing style is clear, lively, conversational, and engaging. The examples are realistic and compelling. The book reads more like a novel than a textbook.
RESEARCH BASE: The text has a strong scholarly base explicitly drawing on research on teaching to support suggestions and conclusions. Conclusions and recommendations are not simply a "bag of tricks," but are based on sound research.
REAL NEEDS ASSESSED: The text covers areas that are often omitted in classroom management texts, such as building community; working with families; managing time; motivation; working with troubled students; and managing various instructional formats (e.g., groupwork, recitations and discussions).
DECISION MAKING: Suggestions are presented in a decision-making context and not as recipes.
Carol S. Weinstein is currently 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. She has also co-authored (with Andrew J. Mignano)a companion volume on managing elementary 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.
Andrew J. Mignano Jr. is currently the principal of the Laura Donovan School in Freehold Township, New Jersey. He received his bachelor’s degree in elementary education from Rutgers College in 1974 and his master’s degree in educational psychology from Kean College in 1981. During his 15 years as a teacher, he taught at all levels from kindergarten to fifth grade, including one year teaching special education. His tenure as a principal has been characterized by the implementation of new programs in early literacy, technology integration and world languages. A firm believer in professional development and teacher preparation, Mr. Mignano has worked closely with the Rutgers Office of Teacher Education. As a staff developer, he has conducted workshops on the topics of writing workshops, early literacy, brain based learning, classroom management and cooperative learning.
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