Description

Mindful of current legislation, this teacher-friendly, standards-driven edition of Elementary Classroom Management examines issues and models of management concerns in 21^st century elementary classrooms. 

 

Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail.  This text is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment in the classroom.  While based upon proven research methods, the aim of the text is to provide clear, practical advice.

Features

•   MyEducationLab for Classroom Management is integrated throughout the new edition.  This new website features interactive simulations, classroom video, videos of discipline experts, assignments, and activities for students.

• Helps guide readers toward reflection of the topics discussed and considerations for applying the information in each chapter with the inclusion of case studies and vignettes.  Focus and Upon Reflection questions can be used for reflective class discussions.

• Presents management concerns in a timely manner by organizing chapters into three sections: Before the school year begins, the First days and weeks, Managerial matters that require ongoing attention. This organization reflects management concerns as they arise during the year.

• Each chapter begins with a Prediction-Review Guide which allows readers to first record in the Prediction column what they know, think they know, or assume.  After reading the chapter, they reflect on their earlier responses to the same statements.

• Includes a comprehensive grade-level management plan.  This project is intended to strengthen understanding of the realities of teaching, particularly related to classroom management in elementary schools at a designated grade level, and subsequently assist teachers as they plan the year.

New to this Edition

•   MyEducationLab for Classroom Management is integrated throughout the new edition.  This new website features interactive simulations, classroom video, assignments, and activities for students.
• Chapter 1 describes a new teacher through a modern parable: The beginner, Next Generation.  The story is of Alexa Smart, new teacher for a 4/5 multi-age class.
• Chapter 2 discusses curricular needs for today’s students.  It also includes templates for planning with design questions for backward design, and for planning thematic units of instruction using an updated curriculum wheel and multiple intelligences.
• Technology is highlighted and included in varying contexts throughout the book.  In particular, Chapter 3 shows sample floor plans, and Chapter 4 includes mention of the work by Eileen VanWie regarding democratic learning communities in technology-rich environments.
• Chapters 4, 7, and 9 contain new discussions of bullying and cyber bulling.
• Chapter 6 now includes the description and grade-appropriate ideas for Problem-Based Learning (PBL) as an instructional approach.  Also, cooperative learning is expanded to support how it helps to minimize four interrelated crises in education.
• Chapter 8 is reorganized for better flow of the content and current data about various special groups including children with exceptionalities and special needs, children who are English learners, and children who are home schooled.
• Chapter 9 includes new information on bullying and cyberbullying, new coverage of the work of Harry and Rosemary Wong, and updated views of Marvin Marshall.
• Chapter 10 includes electronic record keeping, and sample forms are included for keeping pencil records.
• Chapter 11 includes the 2001 revision of Bloom’s Taxonomy of the Cognitive Domain.
• Chapter 12 provides information regarding advocates for students with special needs.
• Chapter 13 explores definitions and factors that contribute to teacher burnout and teacher rustout; and mention of Professional Learning Communities.
• Chapter 14 includes a new Capstone Activity written as a Problem-Based Learning task for students to work in teams to develop a grade-level management plan. 
• New real teacher voices, presented as case studies and vignettes, are interspersed throughout the chapters.
• The extensive Webliography, bibliography of resources, and Appendixes are updated for maximum usefulness to readers.
• New Appendix A has updated history and details regarding legislation about inclusion, the discrepancy or failure model, and the Response to Intervention (RTI) model.

Table of Contents

PART I: BEFORE THE SCHOOL YEAR BEGINS

Chapter 1- Classroom Management: Problems and Promises

Chapter 2 - Laying Out the School Year

Chapter 3 - Managing the Physical Environment of the Classroom

PART II: THE FIRST DAYS AND THE FIRST WEEKS

Chapter 4 - Managing the Psychosocial Environment of the Classroom

Chapter 5 - Managing Student Motivation to Learn

PART III: MANAGERIAL MATTERS THAT REQUIRE ONGOING ATTENTION

Chapter 6 - Managing Instruction

Chapter 7 - Managing Instruction

Chapter 8 - Managing Special Groups

Chapter 9 - Managing Student Behavior

Chapter 10 - Managing Assessment, Record Keeping, and Reporting

Chapter 11 - Managing Communication with Students, Caregivers, and Others

PART IV: MANAGERIAL MATTERS RELATED TO PROFESSIONALISM AND PROFESSIONAL GROWTH

Chapter 12 - Managing the Work of Paraprofessionals, Substitute teachers, Student Teachers, and Contacts With Advocates

Chapter 13 - Managing Emotional Trauma and Job-Related Stress Productively

Chapter 14 - Epilogue: It’s Your Turn

Appendix A: The Legislation of Inclusion and School Reform: A Primer

Appendix B: Comprehensive List of Websites, References, and Recommended Readings

Name and Subject Index

Back Cover

Author

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.

Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).