Elementary Classroom Management

<>Mindful of NCLB legislation, this teacher-friendly, standards-driven edition of Elementary Classroom Management examines issues and models of management concerns in 21st 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.

Table of Contents:
Preface The Purpose of This Book Relating This Book to Standards for Teachers Interstate New Teacher Assessment and Support consortium (INTASC) The Praxis Series National Board for Professional Teaching Standards (NBPTS) National Council for Accreditation of Teacher Education (NCATE) Chapter topics and contents Management Knowledge from Research and Experience Help to Readers Help to Instructors Acknowledgments   Chapter 1: Classroom Management: Problems and Promises Prediction–Review Guide A Modern Parable: The Beginner The Lesson: The Weight of Minor Details What Teachers Try to Accomplish, and How The Instructional Package: Content, Instruction through Experience, and Management Janna Smart Revisited                   Before the School Year Begins                   The First Days and the First Weeks                   Managerial Matters That Require Ongoing Attention Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Through and Discussion References and Recommended Readings Part I: Before the School Year Begins   Chapter 2: Laying Out the School Year Prediction–Review Guide             How to Lay Out the Year Anticipating Upcoming Events             Laying Out the Day                         Daily Schedules [Stacy, K; Jan, 1; Marilyn, Bernardo, 5, (text) Sherry, 6]                         Curriculum from the Management Perspective                         Case Study 2.1: Keith Correll, grade 6             Mapping the Big Picture             Backward Design Planning             A Word About Standards             The Goals of the School Curriculum             Implementing the Curriculum                         The Organization of Units                         The Ways Many Teachers Organize Units                         Vignette 2.1: Lisa Johnston, multi-age 4/ 5                         Organizing Thematic Units of Instruction                         Smoothing and Sparkling                         Vignette 2.2: Carol Mercer, grade 4 Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings   Chapter 3: Managing the Physical Environment of the Classroom Prediction–Review Guide             Upon Reflection: re Janna Smart             The Pictures We Hold in Our Heads             Six Facets of the Physical Environment                         Floor Space                         Vignette 3.1: Beth Davies, grade 5, modular cluster seating                         Wall Space                         Vignette 3.2: Della Castaneda, grade 6, 4 posters                         Countertop Space                         Shelf Space                         Vignette 3.3: Rebecca Cummins, grade 3, published student work                         Cupboard and Closet Space                         Ambience                                     Music             Confusing or Engaging? Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings          Part II: The First Days and The First Weeks   Chapter 4: Managing the Psychosocial Environment of the Classroom Prediction–Review Guide             The Positive and Negative Sides of the Psychosocial Environment                         Case study 4.1: Carlos Bachicha, memory of 5th grade teacher/class Toward an Optimal Psychosocial Environment                         Vignette 4.1: Cynthia Scott, grade 2, tone A Quick Look at Looping             Case study 4.2: Marilyn Cox, grade 5, looping Factors That Contribute to the Psychosocial Environment             Human Relations Skills                         General Human Relations Skills                         Human Relations Skills with Students             Vignette 4.2: Mary Brewer, itinerant resource, with students                         Human Relations Skills with Colleagues             Vignette 4.3: Rubin and Petersen, grade 1, team teaching                         Human Relations Skills with Parents and Guardians             Case study 4.3: Pam Klevesahl, grade 3, home visits                         Responsibilities in the Psychosocial Environment Maintaining the Psychosocial Environment Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 5: Managing Student Motivation to Learn Prediction–Review Guide             What is Meant by Motivation? Why People Don’t Do What We Want Them To Motivation and Lessons What Does Motivate Students the Learn?             Case Study 5.1: Rose Mary Johnston, grade 1, science, geography William Glasser’s Contributions Howard Gardner’s Contributions Fred Jones’s Contributions Spencer Kagan’s Contributions Personality Traits of Good Motivators Good Motivators–What Do They Do?             Vignette 5.1: Kim Anderson, grades 5 and multi-age 1/ 2, icons What Good Classroom Motivators Don’t Do What Are Some Cautions in Motivation? Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings          Part III: Managerial Matters That Require Ongoing Attention   Chapter 6: Managing Instruction Prediction–Review Guide             Curriculum and Instruction             Four Instructional Approaches                         Instructional Approach: Direct Teaching                                     Direct instruction                                     Concept attainment                                     Say, See, Do Teaching                         Instructional Approach: Facilitative Teaching                                     Cooperative learning                                     Inquiry                                     Projects                         Instructional Approach: Technology-Assisted Teaching                         Instructional Approach: Differentiated Instruction Planning Approaches and Strategies Formalizing the Lesson Plan Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings           Chapter 7: Managing Students at Work Prediction–Review Guide             Work Routines                         Opening Activities                         Case Study 7.1: Liz Davis, beginning teacher                         Signals for Attention                         Instructions                         Movement in the Room                         Materials                         Vignette 7.1: Ted Saulino, kindergarten                         Completed Work                         Vignette 7.2: Ginny Lorenz, multi-age 4/5, checking student work                         Student Accountability and Criterion of Mastery                         Homework                         Closing Activities             Providing Assistance                         Student Assistants                         Directions and Feedback                         Student Requests for Help                         Vignette 7.3: Devora Garrison, grade 5, help             Incidentals                         Seating                         Entering and Exiting the Room                         Pencil Sharpening                         Out-of-Room Passes                         Noise Control                         Vignette 7.4: Kathryn Krainock, grade 2, silent signals Other annoyances: procrastination, tattling, messiness, tardiness, and irresponsibility; cheating, lying or stealing, language (swearing), and temper tantrums Bullying Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 8: Managing Special Groups Prediction–Review Guide             The Legislation of Inclusion Disabilities that Qualify Children and Youth for Special Education Services             Case Study 8.1: Alexa Sanderson, 4/5 multi-age The Concept of Inclusion Exceptionality             Students of Lower Ability Students of Higher Ability Students with Communication Disorders Students with Hearing Impairments Students with Visual Impairments Students with Behavioral Disorders             Neurological based behavior             Students Who Have ADD and Hyperactivity Disorder Students Who Are Emotionally Disturbed Students with Physical and Health Impairments Students from Diverse Language Groups             Vignette 8.1: Rebecca Cummins, grade 3, limited English Students from Unstable Family Structures Children of Separated or Divorced Parents, and Blended Families                         Latchkey Children                         Children Who Are Homeless Instructional Strategies for Individual Differences                         Assistive Technology                         Differentiated Instruction                         Multi-Age Classes                         Looped Classes                         Team Teaching                         Student Study Teams (SSTs)                         Individualized Education Programs (IEPs)                         Supplementary Pullout Instruction                         Contracts                         Learning Groups and Partner Learning             Peer and Cross-Age Tutors, and Cross-Grade Partnerships             Special Programs Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 9: Managing Student Behavior Prediction–Review Guide             Case Study 9.1: Miss Wilson, grade 4             How Serious Is Disruptive Behavior? Is the Discipline Situation Hopeless? The Movement toward New Discipline What Major Authorities Say About Discipline Groundbreaking Authorities             Redl and Wattenberg; B.F. Skinner; Haim Ginott             Jacob Kounin             Rudolf Dreikurs and Linda Albert             The Canters             William Glasser and Curtiss and English Contemporary Authorities             The Wongs Fred Jones             Spencer Kagan, Patricia Kyle, and Sally Scott Vignette 9.1: Ginny Lorenz, grade 4, student’s letter             Barbara Coloroso             Marvin Marshall [Other contemporary authorities]             Richard Curwin and Allen Mendler             Ronald Morrish Building a System of Participative Discipline Compiling Techniques Outlining a Plan Launching Your Plan Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 10: Managing Assessment, Record Keeping, and Reporting Prediction–Review Guide             The Push for Better Assessment and Reporting The Nature of Assessment Authentic Assessment             Student Portfolios in Authentic Assessment             Portfolios in Different Subject Areas             Grading of Portfolios             Case Study 10.1: Nancy Rutherford, grade 1, portfolios             The Matter of Grades Rubrics and Their Use Records and Record Keeping             What Teachers Want Records to Show             Forms and Formats for Good Record Keeping             Vignette 10.1: Marilyn Kimbell, kindergarten, skills continuum Records for Various Curriculum Areas             Simplifying Records Management             Vignette 10.2  Jearine Bacon, computers Records Needed for Conferencing Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 11: Managing Communication with Students, Caregivers, and Others Prediction–Review Guide             The Value of Communication Uses of Communication The Four-Way Test Communicating with Students             Case Study 11.1: Luke and child, parent, adult communications Informing Students and Conducting Instruction Building Positive Relationships Case Study 11.2: Karen O’Conner, grade 4, phone calls Maintaining a Sense of Community             Communicating with Caregivers                         What Caregivers Expect from Teachers                         What Caregivers Need to Know, Will Ask, and Will Say                         Means and Opportunities for Communicating with Caregivers                         Vignette 11.1: Linda Monedero, kinder, videotapes                         Vignette 11.2: Lynne Harvey, grade 3, web page                         Forming Home Alliances and Home Action Plans                         Keeping Track of Communication with Caregivers             Communication with Colleagues and Administrators                         Case Study: 11.3 Ginny Lorenz, grade 4 team, decision-making Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 12:    Managing the Work of Paraprofessionals, Substitute Teachers, and Others Prediction–Review Guide             Instructional Aides and Support Providers                         Vignette 12.1: Mary Brewer, interpreting aide Family Caregiver Volunteers             Case Study 12.1: Eileen Andreoli, parent volunteers Community Resource Volunteers What Is Expected of Paraprofessionals How Paraprofessionals Are Obtained             Word of Mouth             University and High Schools             PTA Bureaus             Community Agencies Other Helpers in the Room             Cross-Grade Partners and Cross-Age Tutors             Substitute Teachers             Case Study 12.2: Teacher Candace (grade 2) and sub Janet             Student Teachers             Case Study 12.3: Ginny Lorenz, master teacher Requirements for Paraprofessionals and Volunteers Optimum Number of Paraprofessionals and Volunteers Ground Rules for Paraprofessionals and Volunteers             Authority             Reliability             Instruction             Discipline             Vignette 12.3: Linda Monedero, video for substitute             Communication             Professionalism             Legal Requirements When Paraprofessionals Must Be Absent Training Paraprofessionals and Volunteers Assigning Space and Work Duties Maintaining Paraprofessionals’ Morale             Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings            Chapter 13: Managing Emotional Trauma and Job-Related Stress Productively Prediction–Review Guide             Managing Emotions of Unexpected Events and Trauma Important Definitions Stress and the Triune Brain Signs and Symptoms of Emotional Stress The Nature of Crisis Intervention When Crisis Teams Are Not Available             Case study 13.1: Sherry Coburn, crisis response team SEA-3 Method SAFER Method Attention-Refocusing Strategies Up-Shifting Other Subtle Techniques Taking Care of Self Managing Job-Related Stress Stress and Its Effects What Bothers Teachers Most What Energizes Teachers Stress Management for Teachers             Case Study 13.2: Mr. Monroe, time robbers             Vignette 13.1: Ginny Lorenz, 4/5 grading Activities That Produce Positive Stress Group Efforts Student Achievement Newsletters land Literary Journals             Vignette 13.2: Kay and Ronda, newsletters Public Performances and Exhibits Sharing Responsibility for Students Achieving Class Synergy             Parting Thought Summary Self-Check Activities for Reflection and Growth                   For Cumulative Skills Development References and Recommended Readings           The Epilogue: It’s Your Turn Pulling Everything Together Activities for Reflection and Growth For Cumulative Skills Development             Capstone [Culminating] Activity   APPENDIXES Appendix A: brief explanation of frequently heard educational terms Appendix B: contact information for professional organizations Appendix C: some of the professional journals that teachers have found useful Appendix D: selected websites, music, and teacher resource books that contain especially interesting curriculum ideas, activities, and reproducible pages Appendix E: contact information for head education offices of each state Appendix F: a brief list of contacts for overseas teaching opportunities Appendix G: the comprehensive list of references and recommended readings Name Index Subject Index  

About the 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.