Synopsis
A case study text for classroom management courses, this text illustrates how four real teachers from different levels and different school settings think about their management task and make decisions. It recognizes that management demands vary as classroom activities change, thus whole chapters are devoted to such basic classroom activities as seatwork, groupwork and recitations. Positive communication with students and parents is stressed throughout the text.
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From the Publisher
Beautifully Written- the author's clear, concise writing style and seamless way of weaving the case study material into the text has been widely praised.
The major change is the addition of a companion volume entitled, SECONDARY CLASSROOM MANAGEMENT. This allows students in mixed classes (elementary and secondary majors) to choose the book that corresponds to their teaching level. Also, this edition has a new chapter on managing children with severe behavioral problems. Updating has, of course, been done throughout the text.
Communication Focus- positive communication with students and parents is stressed throughout but especially in Chapters 5 and 11.
Matches Management to Activites-the book recognizes that management demands vary as
classrooms shift from one type of activity to another.Consequently, whole chapters are devoted to the specific management demands of the following classroom activities: seatwork, groupwork, and recitations.
Multiple Markets- in addition to being a core text for Classroom Management courses, the book's, size, price, and its companion volume allow it to be used as part of a customized teaching package in any course in which classroom management is a major topic. This is often the case in courses with titles such as General Methods of Teaching, Teaching Strategies, or Classroom Instruction and Management.
About the Author
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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