Practical Classroom Management

Note: This is the loose-leaf version of Practical Classroom Management and  includes  access to the Enhanced Pearson eText.   Succinct, Practical, Interactive, Real.  Practical Classroom Management, Loose-Leaf Version  focuses on providing clear and concise descriptions of research-validated best practices.  It describes and demonstrates how to effectively apply those practices and includes tools like action plans, forms, and checklists that can be used in real classrooms. Case studies and embedded classroom management simulations provide opportunities to practice concepts and strategies discussed in the text, making for a powerful learning experience that students can transfer to the classroom. The Enhanced Pearson eText features interactive learning modules, classroom simulations, and assessments.   This access code card provides access to the new Enhanced Pearson eText   0134649745 / 9780134649740 Practical Classroom Management, Enhanced Pearson eText with Loose-Leaf Version with Video Analysis Tool -- Access Card Package 1/e   Package consists of:    0133367053 / 9780133367058 Practical Classroom Management, Loose-Leaf Version  2/e 0133551288 / 9780133551280 Practical Classroom Management, Enhanced Pearson eText -- Access Card 2/e 013457866X / 9780134578668 Video Analysis Tool for K-12 General Methods in MediaShare -- ValuePack Access Card 1/e  

Table of Contents:
Brief Table of Contents   Chapter 1: Understanding Effective Classroom Management Chapter 2: Creating Positive Teacher–Student Relationships Chapter 3: Working with Parents Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior Chapter 5: Increasing Students’ Motivation to Learn Chapter 6: Responding to Behavior that Disrupts the Learning Process Chapter 7: Developing Individual Behavior Change Plans Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners   Detailed Table of Contents   Chapter 1: Understanding Effective Classroom Management     Research Basis for the Materials Presented in This Text     Classroom Management in Perspective     Basic Assumptions about Classroom Management     Key Components of Effective Classroom Management     Schoolwide Positive Behavioral Interventions and Supports     Student Factors That Influence Learning and Behavior         Personal Needs Theories         Differences in Culture Between Teachers and Students     Developing Your Approach to Classroom Management   Chapter 2: Creating Positive Teacher—Student Relationships     Teacher—Student Relationships         What Do Students Say They Value in Teachers?     Establishing Positive Relationships with Students         Creating Open, Professionally Appropriate Dialogue with Students         Electronic Communication and Teacher—Student Re

About the Author :
    Vern Jones, Ph.D., has been a junior high school teacher, a junior high school vice principal, and a district coordinator for students with emotional and behavioral disorders. He is professor in the Teacher Education Department at Lewis & Clark College in Portland, Oregon. He received his Ph.D. in counseling psychology from the University of Texas.     Dr. Jones’s other books include Adolescents with Behavior Problems, Responsible School Discipline, Creating Effective Programs for Students with Emotional and Behavior Disorders, and Comprehensive Classroom Management, Tenth Edition. He has written chapters in Helping Teachers Manage Classrooms, Management of Disruptive Pupil Behavior in Schools, and Severe Behavior Disorders of Children and Youth. He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education and wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook for Classroom Management: Research, Practice, and Contemporary Issues. Dr. Jones is co-author of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students.         Dr. Jones has served as co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. In 1990, he won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in over 25 states.