This reader-friendly, practical book offers you a solid foundation for developing an individualized classroom management plan that suits your unique instructional philosophy. This book examines a variety of models of classroom management arranged according to their primary focus: classroom management as discipline, classroom management as a system, and classroom management as instruction. Presenting a scholarly review of the research base on classroom management, this book will show you how each of the models effectively addresses current Interstate New Teacher Assessment and Support Consortium (INTASC) standards.
In the second edition, the practical orientation of the first edition has been retained while providing you with an updated view of classroom management models and research. The second edition includes:
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Carlette Jackson Hardin is Professor of Education at Austin Peay State University, Clarksville, Tennessee. She currently serves as Interim Dean for the College of Education. Dr. Hardin has degrees from Austin Peay State University (B.S., and M.S.) and Vanderbilt (Ed.D.). Dr. Hardin has been active in professional organizations at the state and national level, having served as President of the National Association for Developmental Education. Dr. Hardin has given over 100 keynote addresses, presentations, and workshops at state, regional, and national conferences.
Since 1981, Dr. Hardin has had numerous professional publications and funded grants. Dr. Hardin and Dr. Ann Harris have written a fastback, Managing Classroom Crises for Phi Delta Kappa which was published Spring, 2000. An orientation textbook for adult students, 100 Things Every Adult Student Ought to Know, was published in February 2000 by Cambridge Press. She co-authored Capturing Change: Globalizing the Curriculum through Technology, published by Rowman and Littlefield Education. Her most publication is a monograph published by Phi Delta Kappa, Making the Most of Student Teaching.Excerpt. © Reprinted by permission. All rights reserved.:
A friend, who knew I was writing this text, recently shared a textbook used by her aunt when she was training to be a teacher in the 1930s. The text, Classroom Organization and Control by Jesse Sears, was published in 1928 and left little doubt about the role of the teacher, with chapters devoted to order, discipline, and punishments. The text was a reminder of how much classroom management has changed in the last 70 years. The text from the 1930s is a far cry from many current classroom-management texts that focus less on teacher-centered control and punishment and more on building communities and creating safe learning environments.
The purpose of Effective Classroom Management: Models and Strategies for Today's Classrooms is to provide a synthesis of these changing views of classroom management. The text presents 12 models of classroom management that fall into three distinct categories: Classroom Management as Discipline, Classroom Management as a System, and Classroom Management as Instruction. This book is a scholarly review of the research base on classroom management. However, it is written and formatted in a way that is easy for students to read, understand, and apply.
Effective Classroom Management: Models and Strategies for Today's Classrooms is especially appropriate as the sole text for an undergraduate or graduate course on classroom management. In addition, it may be used for staff-development programs for inservice teachers. This text provides a foundation for selecting a model to follow or for the development of an individual classroom-management plan. The content is applicable for teachers and preservice teachers at all levels—elementary, middle, and high school.
Chapter 1 provides the theoretical framework of the text, in which a rationale is given for considering classroom management as discipline, as a system, or as instruction. The chapter presents a brief review of the major research in the field, and ends with a discussion of how individual management plans are developed.
Part 1. Classroom Management as Discipline presents four models of classroom management. Chapter 2 presents basic behavioral concepts, including a review of B. F. Skinner's theory of operant conditioning. Lee and Marlene Canter's model, Assertive Discipline, is presented in Chapter 3. Chapter 4 provides a different approach to using behavioral theory in Fredric Jones's model, Positive Classroom Discipline. Chapter 5 presents the work of two theorists, Rudolf Dreikurs and Linda Albert.
Part II. Classroom Management as a System highlights four models that are systematic in approach. The changing theories of William Glasser are the focus of Chapter 6. Chapter 7 presents Richard Curwin and Allen Mendler's model, Discipline with Dignity. Chapter 8 focuses on building communities and discusses the theories of Haim Ginott and Alfie Kohn. The research of Carolyn Evertson is the foundation of her model, Classroom Organization and Management Program (COMP), which is presented in Chapter 9.
Part III. Classroom Management as Instruction provides four models that have the teaching of prosocial skills as their central focus. The first model, presented in Chapter 10, is Barbara Coloroso's Inner Discipline. Chapter 11 reviews Ellen McGinnis and Arnold Goldstein's model, Skillstreaming. Several approaches to teaching conflict resolution and peer mediation are presented in Chapter 12. Finally, Forrest Gathercoal's model, Judicious Discipline, is the focus of Chapter 13.
Part IV. Developing a Personal System provides information to assist the teacher in designing a personal system of classroom management. Chapter 14 provides information for creating a safe learning environment for all students and explores issues related to multicultural and socioeconomic factors, physical and mental disabilities, and at-risk behaviors. Chapter 15 helps the individual teacher combine all elements of classroom management into a comprehensive program.
The following features make Effective Classroom Management: Models and Strategies for Today's Classrooms both instructor and reader friendly:
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Book Description Prentice Hall, 2007. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110131998080