Synopsis
This book presents an introduction to classroom management in secondary schools. Written in a lively, engaging, conversational style, it combines what research has to say about effective classroom management with knowledge culled from practice. The text focuses on real decisions made by real teachers as they manage the complex environment of the secondary classroom. The thinking and the actual management practices of four real secondary school teachers are integrated into discussions of research-based management principles. Readers come to "know" these teachers. We hear about the classes they teach and about the physical constraints of their rooms. We hear them reflect on their rules and routines and watch as they teach these rules and routines to students. We listen as they talk about motivating students and building community, and as they discuss appropriate ways to deal with misbehaviour. Secondary Classroom Management is well-organized and more comprehensive than many classroom management texts, with chapters on building safer, more caring classrooms; working with families; using time effectively; motivation; working with troubled students; and violence prevention. It also addresses the managerial challenges involved in a variety of instructional formats, such as recitations, discussions and group work. - Three new chapters have been added: Beyond Rules and Routines addresses the need to build caring, supportive relationships with and among students. Enhancing Students' Motivation is a larger version of the first edition's discussion of motivation. Preventing and Responding to Violence discusses the ways the teacher can build a climate of tolerance, teach conflict resolution, spot the early warning signs of potential violence, de-escalate potentially explosive situations, be alert for gang activity, and deal effectively with aggression and fighting. - The coverage of diversity has been expanded throughout the text. - The writing style is clear, lively, conversational, and engaging, while the examples are realistic and compelling, so that the book reads more like a novel than a textbook.
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From the Publisher
Case Studies The case studies illustrate how four real teachers from four different grade levels and school settings think about their management tasks. Readers learn about their decisions, and then, through use of discussion questions, have a chance to react to those decisions.
Matches Management to Activities The book recognizes that management demands vary as classrooms shift from one type of activity to another, Consequently, whole chapters are devoted to the management demands of these classroom activities: seatwork, groupwork, and recitations.
Communication Focus Positive communication with students and parents is stressed throughout but especially in chapters 5 and 11.
Multiple Markets In addition to being a core text in 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.
About the Author
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.
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