Practical Classroom Management, Enhanced Pearson eText -- Access Card

Practical Classroom Management provides clear and concise descriptions of research-validated best practices. Case studies, action plans, forms, and checklists demonstrate and describe how to effectively apply the practices in your own classroom. Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like. NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.  

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 Relationships Methods for Communicating Caring and Support Getting to Know Students Greeting Students at the Classroom Door Maintaining a High Ratio of Positive to Negative Statements Communicating High Expectations Giving Specific, Descriptive Feedback Listening to Students Using Culturally Sensitive Communication Evaluating the Quality of Teacher—Student Relationships Creating a Community of Support by Developing Positive Peer Relationships in the Classroom Stages of Group Development Acquaintance Activities Activities for Establishing a Cohesive, Supportive Group Activities for Elementary School Classrooms Teaching Students How to Be Positive with One Another Identifying Similarities and Differences in Talents Four Corners Shared Experiences Partner Interviews School Climate Creating a School Climate That Supports Students and Families from Different Cultures Issues Related to Peer Harassment and Bullying Individual Bully Factors Teacher Behavior Responses to Bullying Incidents Creating a School Climate That Supports LGBT Students Anti-Bullying Programs Chapter 3: Working with Parents Methods for Obtaining Parental Support An Introductory Letter Introductory Phone Calls Home Visits An Initial Event at School or in the Classroom The Initial Meeting (Back-to-School Night) Follow-Up Continuing Teacher—Parent Communication Involving Parents in the Classroom Parent Conferences Preparing for a Conference Conducting an Effective Conference Student-Led Conferences Dealing Effectively with Parents’ Criticisms and Confrontations Additional Methods for Positively Engaging Parents of English Language Learners Chapter 4: Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior Beginning the School Year: Establishing Behavior Standards Methods for Developing General Behavior Standards or Rules Discussing the Value of Rules and Behavior Standards Developing a List Getting a Commitment Monitoring and Reviewing Classroom Rules Creating Rules for the Teacher Classroom Procedures Effective Procedures Teaching and Monitoring Classroom Procedures Procedures for Cell Phones Creative Examples of Teaching and Reviewing Rules and Procedures Case Study: Dealing with the Dilemma of Gum Chewing Case Study: Implementing a Developmental Recess to Reteach Playground Behavior Expectations Case Study: Teaching Students to Respect Physical Space Case Study: Teaching Students Hallway Behavior in a Middle School Case Study: Changing Teachers’ Procedures Case Study: Teaching Rules and Procedures to New Students Putting It All Together: An Outline for Beginning the School Year Classroom Management Skills That Help Maximize On-Task Behavior Arranging the Classroom Beginning a Lesson Giving Clear Instructions Maintaining Attention Pacing Using Seatwork Effectively Summarizing Providing Useful Feedback and Evaluation Making Smooth Transitions Planning for Early Childhood Settings Procedures for Preventing Common Classroom Disruptions Chapter 5: Increasing Students’ Motivation to Learn Key Issues in Student Motivation to Learn Students’ Academic Needs Academic Need 1: Understand the Learning Goals Academic Need 2: Understand the Learning Process Academic Need 3: Actively Engage in the Learning Process Academic Need 4: Relate Learning Goals to Individual Interests and Choices Academic Need 5: Obtain Instruction Responsive to Their Learning Styles and Strengths Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Process Academic Need 7: Experience Success Academic Need 8: Have Time to Integrate Learning Academic Need 9: Receive Realistic and Immediate Feedback That Enhances Self-Efficacy Academic Need 10: Take Part in Self-Evaluating Their Learning and Effort Academic Need 11: Earn Appropriate Rewards for Performance Gains Academic Need 12: Participate in a Safe, Well-Organized Learning Environment Chapter 6: Responding to Behavior that Disrupts the Learning Process An Overview of the Problem Responding Effectively to Inappropriate or Disruptive Behavior Responding to Common Classroom Disruptions Responding to Defiant Behavior Prepare Students for Situations That May Be Difficult Build a Positive Relationship Bank Account with Known Power Strugglers Ensure Your Requests Have Been Made Clearly, Politely, and Firmly Model Self-Control Respond Thoughtfully and Purposefully to De-Escalate the Behavior Handling Violent Student Behavior Using Time-Out A Classroom Procedure for Responding to Disruptive Behavior Using Problem Solving to Assist Students in Learning More Responsible Behaviors A Model for Solving Problems with Individual Students Glasser’s Seven Steps to Effective Problem Solving Implementing Problem Solving in the Classroom Incorporating Class Meetings as a Problem-Solving and Community-Building Approach Disciplining Students Identifi ed with Special Needs Incorporating Problem Solving into a Schoolwide Student Management Plan Involving Students in Solving Schoolwide Problems Zero-Tolerance Policies and Suspensions A Sequential, Schoolwide Response to Behavior That Disrupts the Learning Environment The Role of Reinforcement in Encouraging Students to Act Responsibly Chapter 7: Developing Individual Behavior Change Plans Understanding What Causes Student Behavior: Conducting a Classroom Behavior Assessment Case Study: Elementary School Student Case Study: High School Strategies for Helping Students Develop New Behavior Skills Self-Monitoring Self-Instruction Social Skills Training Developing Contracts Check-In/Check-Out as a Form of Contract Group Contracts Developing a Classroom Behavior Change Plan Appendix: Recommendations for Secondary-Level Teachers on Teaching English Learners

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.

Review :
From reviews of the book:   “The writing is on level and easy to comprehend. His work is researchbased, and supported by real-life examples....The key strengths of the project include researchbased text as it relates to ‘practical classroom management,’ supported by examples from real classrooms that many educators can, or may in the future, relate to. The author provides the information in a logical sequence that is fitting for any classroom management course.”     --John Barbato, University of South Florida     “[The text] has examples and forms that I encourage my students to keep....Using this text, preservice teachers are exposed to strategies that are practiced in classrooms and problems associated with the dynamics of implementation.”    --Antwuan Stinson, Alabama State University