I need help managing my classroom. Do you have any resources?
Hello,
In response to your request for resources on classroom management, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 12 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic.
If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search.
I have also attached some related resources that may be helpful.
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AskERIC Staff
Internet Sites:
* 11 Techniques for Better Classroom Discipline
Suggestions for achieving effective group management and control. There are links to additional resources at the bottom of the page.
http://www.honorlevel.com/techniques.html
* Teacher Talk - What is Your Classroom Management Profile?
This quiz will help you determine your style of classroom management. Includes four categories: Authoritarian, Authoritative, Laissez-faire, Indifferent
http://education.indiana.edu/cas/tt/v1i2/what.html
* Discipline and Classroom Management
These resources were compiled Middleweb, a resource for middle school teachers.
http://www.middleweb.com/1stDResources.html#anchor14666257
* Classroom Management Resources for Teachers
These resources were compiled by the secondary school educator guide at About.com.
http://7-12educators.miningco.com/education/7-12educators/msub49.htm?pid=2812&cob=home
* NEA Works4Me Tips Library
A forum for classroom teachers to offer advice and ideas to their peers. Contains tips for managing the classroom.
http://www.nea.org/helpfrom/growing/works4me/manage/index.html
* Don't Waste a Minute!
Mini-lessons and fill-in activity ideas to make the most of classroom time or ease awkward moments; from Education World's Lesson Planning pages.
http://www.education-world.com/a_lesson/lesson168.shtml
* ERIC Digest: Managing Inappropriate Behavior in the Classroom
http://www.ericfacility.net/ericdigests/ed371506.html
Electronic Discussion Group:
* MIDDLE-L
This list if for those interested in middle level education and children
from ages 10 to 14.
To subscribe, address an e-mail message to:
listserv@postoffice.cso.uiuc.edu
In the message body type: subscribe middle-l Your First and Last Name
Archives:
http://ecap.crc.uiuc.edu/listserv/middle-l.html
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Below are several ERIC Citations that may be relevant to your question. For information on obtaining the full text of the materials cited below please refer to our document on how to obtain the full text of materials cited in ERIC at:
http://www.eduref.org/Eric/Help/obtain.shtml
For more information about ERIC Citations, including an explanation of the abbreviations used for the field codes, click here: http://www.eduref.org/Virtual/Qa/archives/fields.shtml |
ERIC Database Citations through 12/2002:
Search Strategy: discipline (All Descriptors) AND classroom techniques (All Descriptors) AND elementary secondary education (All Descriptors) AND classroom management (Title)
Click here to run this search in the ERIC Database:
Record 1 of 12 - The ERIC Database
AN: EJ640054
CHN: SO534364
AU: Woody,-Robert-H.
TI: Reflective Classroom Management.
PY: 2001
SO: Teaching-Music; v8 n5 p46-50 Apr 2001
ISSN: 1069-7446
DT: Guides-Classroom-Teacher (052); Journal-Articles (080);
Reports-Descriptive
(141)
LA: English
DE: *Classroom-Techniques; *Discipline-; *Music-Education;
*Music-Teachers;
*Reflective-Teaching; *Student-Behavior
DE: Creativity-; Elementary-Secondary-Education; Role-Models;
Teacher-Behavior
AB: Proposes that music teachers should use a reflective approach to
classroom
management that enables them to examine their teaching practices. Offers a
collection of questions for classroom management to determine and improve
teachers' perceptiveness, creativity, and ability to set a good example.
(CMK)
CH: SO
FI: EJ
DTC: 052; 080; 141
UD: 200206 (CIJE)
Record 2 of 12 - The ERIC Database
AN: ED460131
CHN: SP040642
AU: Warner,-Jack; Bryan,-Clyde
TI: The Unauthorized Teacher's Survival Guide. Second Edition.
PY: 2001
ISBN: 1571121102
AV: Park Avenue Publications, An Imprint of JIST Works, Inc., 8902 Otis
Avenue,
Indianapolis, IN 46216-1033 (Stock no. P1102, $14.95). Tel: 800-648-5478
(Toll
Free); Fax: 800-547-8329 (Toll Free); e-mail: jistworks@aol.com; Web site:
http://www.jist.com.
NT: With Diane Warner.
PR: Document Not Available from EDRS.
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; Indiana
TA: Practitioners; Teachers
LA: English
PG: 224
DE: *Beginning-Teachers; *Classroom-Techniques; *Collegiality-
DE: Classroom-Design; Classroom-Environment; Discipline-;
Elementary-Secondary-Education; Extracurricular-Activities;
Parent-Teacher-Cooperation; Stress-Management; Stress-Variables;
Student-Behavior; Substitute-Teachers; Supplies-; Teacher-Role;
Teacher-Student-Relationship; Time-Management
AB: This book provides suggestions from teachers and administrators on how
to
handle everyday issues in the classroom. There are 13 chapters in 4 parts.
Part
1, "Preparing Yourself for Teaching," includes: (1)
"Fitting in With the Staff";
(2) "Rapport with Your Students"; (3) "Rapport with the
Parents"; (4) "Preparing
for Those Extracurriculars"; and (5) "The Teacher's Many
Hats." Part 2,
"Preparing Your Classroom," includes: (6) "The Classroom
Environment"; (7)
"Teachers' Supplies"; and (8) "How To Prepare for a
Substitute." Part 3, "The
Big Three: Stress, Discipline, and Time Management," includes (9)
"Managing Your
Stress"; (10) "Discipline and Classroom Control"; and (11)
"Classroom
Management." Part 4, "Words of Encouragement," looks at
(12) "Ask the Old Pros";
and (13) "'I Think I Can...I Think I Can...'" An appendix offers
a list of
recommended Web sites for teachers. (Contains 29 bibliographic
references.) (SM)
LV: 3
CH: SP
FI: ED
DTC: 010; 055
UD: 200205 (RIE)
Record 3 of 12 - The ERIC Database
AN: ED458206
CHN: SP040346
AU: Michalski,-Marina, ed.
TI: Innovative Discipline. NEA Teacher-to-Teacher Books.
CS: National Education Association, Washington, DC.
PY: 2000
AV: NEA Professional Library, 1201 Sixteenth Street, NW, Washington, DC
20036
(Stock no. 2916-X-00-3T). Tel: 800-229-4200 (Toll Free); Web site:
http://www.nea.org/books.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458206
DT: Guides-Non-classroom (055); Reports-Descriptive (141)
CP: U.S.; District-of-Columbia
TA: Practitioners; Teachers
LA: English
PG: 93
DE: *Classroom-Techniques; *Discipline-; *Student-Behavior
DE: Elementary-Secondary-Education; Independent-Study; Peer-Mediation;
Social-Support-Groups; Total-Quality-Management
ID: *Positive-Behavioral-Support
AB: This book presents stories from teachers nationwide who tackled
specific
discipline challenges. Chapter 1, "Taking the Total Quality
Road" (Judi Call,
Beth Ziecheck, Janice Wright, and Kenneth Rigsby), discusses the use of
Total
Quality Management (TQM) in developing classroom management systems,
explaining
how Florida elementary teachers successfully used TQM. Chapter 2,
"Playground
Peacemakers" (Donna Johnson and Marcy Eisele), discusses the use of
trained peer
mediators to settle most playground disputes at one elementary school.
Chapter
3, "A Justice System of Their Own" (Fronda Yancy), describes a
student-operated
court which handles all minor behavior disturbances at one Kentucky middle
school. Chapter 4, "Heart to Heart" (Susan Adler), describes a
support group
which allows Tennessee sixth graders to handle problems in positive,
appropriate
ways. Chapter 5, "Having a Great Day at Chickasha" (Jane Dabney,
Sharon Wilson,
Rita Cavin, and Vickie Holloway), describes how teaching staff at one
Oklahoma
middle school developed discipline initiatives that turned the troubled
school
around. Chapter 6, "Managing Your own Flight Plan" (Sandi
Redenbach), describes
how California high school students pilot their own course to success
through an
independent study program that promotes integrated discipline. A list of
discipline resources is included. (SM)
LV: 2
CH: SP
FI: ED
DTC: 055; 141
UD: 200203 (RIE)
Record 4 of 12 - The ERIC Database
AN: EJ630698
CHN: CS761205
AU: Pigford,-Thedrick
TI: Improving Teacher-Student Relationships: What's Up with That?
PY: 2001
SO: Clearing-House; v74 n6 p337-39 Jul-Aug 2001
ISSN: 0009-8655
NT: Special Section on Foreign Language Education: Responding to Modern
Learners.
DT: Guides-Classroom-Teacher (052); Journal-Articles (080); Opinion-Papers
(120)
LA: English
DE: *Classroom-Techniques; *Discipline-; *Instructional-Effectiveness;
*Instructional-Improvement; *Teacher-Student-Relationship
DE: Classroom-Communication; Elementary-Secondary-Education
AB: Argues that effective classroom management is based upon teachers
creating
caring relationships with their students. Describes the author's
experience
creating such relationships and how classroom disruptions diminished
dramatically. Offers 15 strategies to improve teacher-student
relationships.
(SR)
CH: CS
FI: EJ
DTC: 052; 080; 120
UD: 200202 (CIJE)
Record 5 of 12 - The ERIC Database
AN: ED453163
CHN: SP039959
AU: Burke,-Kay
TI: Tips for Managing Your Classroom. A Skylight Guide. Adapted from
Chapter 4
of "What To Do With the Kid Who.... Developing Cooperation,
Self-Discipline, and
Responsibility in the Classroom, 2nd Edition."
PY: 2001
ISBN: 1575174413
AV: SkyLight Professional Development, 2626 South Clearbrook Drive,
Arlington
Heights, IL 60005. Tel: 847-290-6600 or 800-348-4474 (Toll Free); Fax:
847-290-6609; e-mail: info@skylightedu.com; Web site:
http://www.skylightedu.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453163
DT: Guides-Non-classroom (055)
CP: U.S.; Illinois
TA: Practitioners; Teachers
LA: English
PG: 39
DE: *Classroom-Techniques; *Student-Behavior; *Student-Responsibility;
*Teacher-Expectations-of-Students
DE: Classroom-Environment; Discipline-; Elementary-Secondary-Education
ID: Proactive-Teaching
AB: This booklet provides proactive guidelines to help teachers manage the
classroom environment. The tips explain how to establish procedures and
create
rules for behavior that will enable teachers to clarify their expectations
for
the students and reduce the number of classroom incidents that interfere
with
instruction. The guidelines are intended to help teachers empower their
students
to take responsibility for their behavior, their learning, and their
classroom
community. The first section, "Classroom Climate," explains
obedience versus
responsibility and teacher expectations of students. The second section,
"Setting Up the Classroom," focuses on classroom structure and
classroom
procedures. The third section, "Classroom Management," looks at
classroom rules,
consequences, and behavior checklists. The fourth section, "A
Cooperative
Classroom," discusses the value of respect, coercive teacher
behaviors,
proactive teachers, and the principal as the last resort. (SM)
LV: 2
CH: SP
FI: ED
DTC: 055
UD: 200110 (RIE)
Record 6 of 12 - The ERIC Database
AN: ED446061
CHN: SP039493
AU: Cummings,-Carol
TI: Winning Strategies for Classroom Management.
CS: Association for Supervision and Curriculum Development, Alexandria,
VA.
PY: 2000
ISBN: 0871203812
AV: Association for Supervision and Curriculum Development, 1703 North
Beauregard Street, Alexandria, VA 22311-1714 ($21.95 nonmembers, $17.95
members). 703-578-9600 or 800-933-2723 (toll-free); E-mail:
member@ascd.org; Web
site: http://www.ascd.org.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED446061
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; Virginia
TA: Practitioners; Teachers
LA: English
PG: 166
DE: *Classroom-Techniques; *Self-Control; *Self-Management;
*Student-Behavior;
*Teacher-Student-Relationship
DE: Academic-Standards; Classroom-Environment; Discipline-;
Elementary-Secondary-Education; Language-Arts; Learning-Strategies;
Mainstreaming-; Social-Studies; Student-Needs; Students-; Teachers-;
Time-Management
AB: This book offers advice on arranging classrooms, diagnosing student
behavior, and responding to students' emotional needs, examining
intellectual,
emotional, and physical challenges students face and providing strategies
which
help teachers create communities of learners, design classrooms, diagnose
student behavior, and respond to student needs. Chapter 1, "Seeking
Self-Discipline," discusses: how discipline relates to standards; how
changing
classrooms demand better management strategies; similarities between
effective
parenting styles and effective management styles; and similarities between
what
skills employers demand and self-management skills taught in an
effectively
managed classroom. Chapter 2, "Bonding and Connecting,"
discusses ways to:
connect with students; begin meaningful dialogue; communicate during
strife; and
notice each student. Chapter 3, "Time and Space Matters,"
discusses how to find
more time and how much time to delegate to various activities. Chapter 4,
"Learning to Learn," discusses secrets to success (e.g.,
self-efficacy, time
management, study skills, and goal setting) and describes positive
self-talk.
Chapter 5, "Integrating Self-Management Into the Classroom,"
uses standards in
language arts and social studies to model the alignment process. Chapter
6,
"Preventing Misbehavior," describes misbehavior, discusses the
presence of
threat in the classroom, and notes how to address challenges from today's
students. (Contains 72 references.) (SM)
LV: 2
CH: SP
FI: ED
DTC: 010; 055
UD: 200103 (RIE)
Record 7 of 12 - The ERIC Database
AN: ED446058
CHN: SP039490
AU: Rosenblum-Lowden,-Renee
TI: You Have To Go to School: You're the Teacher! 250 Classroom Management
Strategies To Make Your Job Easier and More Fun. Second Edition.
PY: 2000
ISBN: 0761976825
AV: Corwin Press, Inc, A Sage Publications Company, 2455 Teller Road,
Thousand
Oaks, CA 91320. E-mail: order@corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED446058
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; California
TA: Practitioners; Teachers
LA: English
PG: 169
DE: *Classroom-Techniques; *Interpersonal-Relationship; *Student-Behavior;
*Teacher-Student-Relationship
DE: Beginning-Teachers; Discipline-; Elementary-Secondary-Education;
Homework-;
Interpersonal-Communication; Mentors-; Parent-Teacher-Cooperation;
Praise-;
School-Safety; Self-Esteem; Student-Attitudes; Student-Characteristics;
Student-Empowerment; Students-; Teacher-Attitudes; Teacher-Behavior;
Teacher-Collaboration
ID: Confidence-; Confrontation-; Consequences-
AB: This book presents a collection of strategies to help teachers at all
levels
develop a rapport with students and manage everyday school problems. There
are
17 chapters in 9 parts. Part 1 "Tips for New and Student
Teachers," includes (1)
"Odds and Ends for Beginners." Part 2, "Beginning a Winning
Year," includes (2)
"They're Not Here Yet," (3) "They're Here," and (4)
"They're Gone and You
Survived!" Part 3, "Helping Students Be Responsible,"
includes (5) "Establishing
Routines," (6) "Empowering Students," and (7) "Setting
Consequences." Part 4,
"Showing You're on the Same Team," includes (8)
"Communicating Like a Pro," (9)
"Being Fair," and (10) "Bonding Strategies." Part 5,
"Building Confidence
through Earned Praise," includes (11) "Self-Esteem
Strategies." Part 6,
"Avoiding Confrontation," includes (12) "Preventing
Showdowns" and (13) "Knowing
Your Audience." Part 7, "Safety," includes (14)
"Personal, Physical, and
Professional Safety." Part 8, "Using Your Support System,"
includes (15)
"Working with Parents" and (16) "Working with the School
Support Team." Part 9,
"Parting Shots," includes (17) "See You Next Year!"
Suggested readings are also
included. (SM)
LV: 2
CH: SP
FI: ED
DTC: 010; 055
UD: 200103 (RIE)
Record 8 of 12 - The ERIC Database
AN: ED444941
CHN: SP039392
AU: Kher,-Neelam; Lacina-Gifford,-Lorna-J.; Yandell,-Sonya
TI: Preservice Teachers' Knowledge of Effective Classroom Management
Strategies:
Defiant Behavior.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational
Research
Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED444941
DT: Reports-Research (143); Speeches-or-Meeting-Papers (150)
CP: U.S.; Louisiana
LA: English
PG: 8
DE: *Behavior-Problems; *Classroom-Techniques; *Discipline-;
*Student-Behavior
DE: Elementary-Secondary-Education; Higher-Education; Knowledge-Level;
Preservice-Teacher-Education; Student-Teachers
ID: Behavior-Management
AB: This study identified preservice teachers' knowledge about effective
and
ineffective classroom management strategies for defiant behavior. Data in
the
form of extended written responses were obtained from student teachers in
a
rural, southern teacher education program at the end of their student
teaching
experience in the spring semester. Participants were asked to generate
classroom
management strategies in response to hypothetical problems that occurred
in the
classroom, discussing strategies they would use in handling two
hypothetical
vignettes of defiant behavior and specific strategies that might not work.
Data
analysis indicated that student teachers' reported strategies for both
vignettes
were more similar than different. They most frequently reported that they
would
send the student to the office, give verbal directives to stop the
behavior,
lecture or reprimand, talk to both students separately, and involve the
principal or parents. Strategies they typically considered ineffective
included
yelling or screaming at the students or threatening punishment. What was
absent
from the student teachers' responses were proactive measures to prevent
such
behavior or attempts to socialize the students to cooperate with learning
goals.
(SM)
LV: 1
CH: SP
FI: ED
DTC: 143; 150
UD: 200102 (RIE)
Record 9 of 12 - The ERIC Database
AN: ED420146
CHN: EC306490
AU: Osborne,-Allan-G., jr.; DiMattia,-Philip-A.
TI: Classroom Management: A Case Study Handbook for Teachers of
Challenging
Learners.
PY: 1998
ISBN: 0890898731
AV: Carolina Academic Press, 700 Kent St., Durham, NC 27701; telephone:
919-489-7486; fax: 919-493-5668; World Wide Web: http://www.cap-press.com
($19.95).
PR: Document Not Available from EDRS.
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; North-Carolina
TA: Practitioners
LA: English
PG: 152
DE: *Aggression-; *Attention-Deficit-Disorders; *Behavior-Disorders;
*Behavior-Modification; *Classroom-Techniques; *Hyperactivity-
DE: Case-Studies; Discipline-; Educational-Strategies;
Elementary-Secondary-Education; Self-Esteem
AB: Designed as a practical guide to help teachers acquire strategies for
dealing successfully with students who have a wide range of behavioral
disorders, this book is organized around classroom examples and individual
case
studies that describe specific problems and solutions. Each chapter deals
with
an individual type of behavioral disorder. Several classroom scenarios and
case
studies illustrate both the disorder and specific interventions that can
help
both the student and the teacher develop the skills necessary to control
the
problem. A bibliography of in-depth sources for additional reading is also
included with each chapter. Chapters close with a list of questions for
reflection and discussion. Individual chapters address: (1) conduct
disorders
with aggressive overtones; (2) issues of power; (3) revenge and rage; (4)
poor
self-esteem; (5) communication misunderstandings; (6) passive-aggressive
behavior; (7) victims and scapegoats; (8) attention deficit hyperactivity
disorder; (9) attention seeking behaviors; and (10) rebellion. Appendices
include a description of legal rights of students, including special
requirements for disciplining students with disabilities who have an
Individualized Education Program, and a list of readings on using the case
study
method of instruction. (CR)
LV: 3
CH: EC
FI: ED
DTC: 010; 055
UD: 199811 (RIE)
Record 10 of 12 - The ERIC Database
AN: ED400629
CHN: EA028024
TI: What We Know About: Classroom Management To Encourage Motivation and
Responsibility.
CS: Educational Research Service, Arlington, VA.
PY: 1996
AV: Educational Research Service, 2000 Clarendon Blvd., Arlington, VA
22201
(Stock No. FR-0222; $13.50; quantity discounts).
PR: Document Not Available from EDRS.
DT: Guides-Non-classroom (055)
CP: U.S.; Virginia
LA: English
PG: 70
DE: *Classroom-Environment; *Classroom-Techniques; *Discipline-;
*Educational-Environment; *Student-Motivation
DE: Discipline-Problems; Elementary-Secondary-Education;
Learning-Strategies;
Self-Control; Teaching-Methods
AB: The job of a teacher is first and foremost to instruct, not to manage.
Both
management and instruction, however, are necessary components of an
optimal
learning environment. This handbook pieces together the different pieces
of
classroom management--the classroom environment, instruction,
self-management,
intervention, and schoolwide efforts--into one comprehensive picture.
Following
the introduction, chapter 2 discusses basic principles of innovative
practices
that promote student self-management and positive approaches to
discipline.
Chapters 3 through 5 describe instructional strategies that promote an
optimal
learning environment, self-management procedures, and tactics for managing
misbehavior. The sixth chapter examines issues critical to strategy
implementation, including parent involvement, the fit of the management
strategy
to the teacher's teaching style, and the assessment of strategy
effectiveness.
Chapter 7 offers a schoolwide approach to management and discipline,
identifying
schoolwide factors that influence the productivity of the learning
environment.
Concluding remarks are offered in the final chapter. In order to manage
classrooms well, educators must be knowledgeable about and skillful in
setting
up the classroom and school environment; teaching in a way that will
maximize
student learning; helping students learn how to gain control over their
own
behavior; responding to misbehavior; and fostering schoolwide management
efforts. Finally, strategies must be grounded in some broad educational
goals.
(Contains 107 references.) (LMI)
LV: 3
CH: EA
FI: ED
DTC: 055
UD: 199703 (RIE)
Record 11 of 12 - The ERIC Database
AN: ED388625
CHN: SP036269
AU: DiGiulio,-Robert
TI: Positive Classroom Management: A Step-By-Step Guide to Successfully
Running
the Show without Destroying Student Dignity.
PY: 1995
ISBN: 0803962894
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218
(paperback: ISBN-0-8039-6289-4, $18; clothbound: ISBN-0-8039-6288-6).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED388625
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; California
TA: Teachers; Practitioners
LA: English
PG: 125
DE: *Behavior-Change; *Classroom-Environment; *Classroom-Techniques;
*Positive-Reinforcement; *Reflective-Teaching; *Student-Behavior
DE: Discipline-; Elementary-Secondary-Education; Social-Reinforcement;
Student-Motivation
ID: *Behavior-Management
ID: Positive-Attitudes; Reflection-Process
AB: This publication provides practical, step-by-step guidance for
teachers on
becoming more effective in classroom management by using a positive and
constructive, rather than negative and punitive, approach to foster
prosocial
student behavior. The publication is divided into an introduction and
three
parts. The Introduction examines why effective classroom management is
absolutely necessary and describes the benefits of a positive, prosocial
approach. Part 1 discusses classroom management and examines forces that
work
against prosocial behavior. Part 2 focuses on the practical aspects of
three key
dimensions of positive classroom management: the physical (importance of
setting
up a classroom as a safe and productive learning environment); the
instructional
(importance of teaching so that students stay focused and learn); and the
managerial (importance of establishing smooth routines for nonteaching
functions). Part 3 offers a blueprint for successful classroom management
based
on systematic teacher preparation and reflection and includes step-by-step
checklists to help teachers prepare for the three dimensions of classroom
management as well as summary checklists of key points to help in the
process of
reflection. (Contains 50 references.) (ND)
LV: 2
CH: SP
FI: ED
DTC: 010; 055
UD: 199603 (RIE)
Record 12 of 12 - The ERIC Database
AN: ED387211
CHN: PS023459
AU: Burden,-Paul-R.
TI: Classroom Management and Discipline: Methods To Facilitate Cooperation
and
Instruction.
PY: 1995
ISBN: 0801311853
AV: Longman Publishers USA, 10 Bank Street, White Plains, NY 10606-1951
($31.95).
PR: Document Not Available from EDRS.
DT: Books (010); Guides-Non-classroom (055)
CP: U.S.; New-York
TA: Teachers; Practitioners
LA: English
PG: 381
DE: *Behavior-Problems; *Classroom-Environment; *Classroom-Techniques;
*Discipline-Policy; *Student-Behavior; *Teacher-Student-Relationship
DE: Administration-; Change-Strategies; Classroom-Research; Cooperation-;
Curriculum-Development; Discipline-; Discipline-Problems;
Educational-Planning;
Elementary-Secondary-Education; Intervention-; Motivation-Techniques;
Parent-Teacher-Cooperation; Punishment-
ID: *Behavior-Management
AB: Designed to provide comprehensive, research-based coverage of
classroom
issues, this book is a synthesis of the research base on classroom
management
and discipline. Factors for establishing an effective classroom management
system are presented, and specific actions are offered to restore order if
misbehavior occurs. The content is applicable for teachers at all
levels--elementary, middle level, and high school. Each chapter reflects a
synthesis of research and best practice. Part 1, "Introduction,"
explains the
dimensions of classroom management, misbehavior, and models of discipline.
Part
2, "Getting Organized," examines ways to prepare for the school
year, organize
classroom and materials, and select and teach rules and procedures. Part
3,
"Planning for Management," considers ways to plan for
instruction with order and
management in mind. Part 4, "Conducting the Class," gives ways
to establish a
cooperative classroom, to encourage appropriate behavior, and to manage
lesson
delivery. Part 5, "Restoring Order" provides detailed guidance
for ways to
successively provide situational assistance and use mild, moderate, and
severe
responses to misbehavior, focusing on how to deal with difficult students.
Each
chapter includes the following special features: (1) objectives; (2)
decision
points, including descriptions of classroom situations that demonstrate
chapter
issues; (3) teachers in action, including descriptions from teachers
concerning
methods for dealing with particular problems; (4) major concepts; (5)
discussion
questions; (6) supplemental activities; (7) key terms; (8) recommended
readings;
(9) references; and (10) audiovisual resources. (BGC)
LV: 3
CH: PS
FI: ED
DTC: 010; 055
UD: 199602 (RIE)