About the Book
"Many of today′s discipline problems result from student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed."
—Dutchess Maye, Fellow for Instructional Design
North Carolina Teacher Academy, Morrisville, NC
A classroom leadership model of prevention, intervention, and problem solving for both teachers and students!
Emphasizing a leadership model for effective classroom management rather than relying on strategies for compliance and control, this updated edition of the bestseller describes a comprehensive approach that encourages teachers to reevaluate their beliefs, roles, and practices and engages students as partners in creating a powerfully supportive learning environment.
Offering a unique perspective on classroom leadership that helps teachers address potential problems before learning is disrupted, this resource shows how integrating leadership into daily classroom life enhances learning by strengthening students′ autonomy, self-esteem, and connectedness with others. Reflecting the author′s years of experience and filled with more real-life examples, new techniques, and ready-to-use worksheets, the book:
Provides an interactive process that allows teachers to foster leadership in themselves and their students
Includes classroom connections, personal connections, examples, checklists, and reflective questions
With its distinctive and creative perspective on classroom management, Rethinking Classroom Management, Second Edition encourages teachers to become mentors and facilitators, rather than classroom managers, as they empower students to actively participate in their own learning.
Table of Contents:
Foreword by Marsha Speck
Preface
Acknowledgments
About the Author
Part I. Rethinking Our Role in the Classroom
1. Shifting From Manager to Leader
2. Shifting Our Style to Match Our Beliefs
Part II. The Four “Ps” of Prevention: Personal, Prerequisites, Parameters, and Participation
3. Personal Relationships for Trust: The First “P” of Prevention
4. Prerequisites for Success: The Second “P” of Prevention
5. Parameters for Cooperation: The Third “P” of Prevention
6. Participation for Involvement: The Fourth “P” of Prevention
Part III. Intervention Techniques and Problem-Solving Strategies
7. Rethinking Classroom Interventions for Cooperation and Safety
8. Solution-Focused Problem-Solving Strategies
References
Suggested Readings
Index
About the Author :
Patricia Sequeira Belvel is a mother, teacher, educational consultant, and leadership coach for teachers and families. As founder and president of Training & Consulting Institute, Inc., Belvel′s mission is to promote leadership skills that will impact and shift management strategies from those that rely on the motivation of reward and punishment to those that invite internal control. She has been leading classroom leadership and family leadership workshops for the past 30 years, encouraging educators to initiate and support a learning environment (both at home and at school) that invites young people to become responsible, caring, peaceful leaders. She is well known for her compassionate, no-blame approach in working with teachers and students. Currently, she contracts with school districts and individual school sites to support teachers′ use of these strategies in their classrooms. She is also an adjunct faculty member, lecturer, and supervisor of student teachers at San Jose State University in California. Educators from many cultures and districts endorse her work because of the positive impact of the workshop and follow-up coaching sessions for both students and teachers. She holds a BA from Holy Names University in Oakland, California, and an MA from the University of Santa Clara, California. You can contact Pat through her Web site at www.trngedu.com.
Review :
"Many of today’s discipline problems are student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed.”
“For the past twenty years, I have used the tenets of Rethinking Classroom Management to support new teachers and work as a teacher on special assignment and later as an administrator. In my current role, I consistently refer principals to the RTI strategies found in Belvel’s work. Ultimately these strategies lead to strengthened relationships and positive social behaviors. Students problem solve solutions that guide them to make constructive behavior choices so they can focus on academics.”
"Provides classroom teachers with a framework of techniques and strategies—anchored in prevention, intervention, and problem solving—that develop engaged, self-directed students with the social and critical thinking skills for the world ahead. The format is user-friendly and the scenarios and examples are excellent tools for exploring beliefs and management style, a first step in creating a positive learning environment where the teacher is a leader and facilitator of learning rather than a manager and controller.”
“This teacher guidebook gracefully weaves together theory, practice, and common sense about creating positive classrooms where students are active participants in their own learning and where teachers lead their students in developing academic and social skills for school and for life. It connects classroom management and instructional design, demonstrating that students attend to learning when they are engaged and when classroom rules and procedures are well established, make sense, and reflect both teacher and student desires for a nurturing and productive learning environment.”
“I have used these strategies for nearly twenty years as a speech-language therapist, GATE teacher, and professional developer presenting the strategies to teachers. Recently, I have been working with colleagues in broadening my understanding and application of Response to Instruction and Intervention (RTI2), which is a framework and philosophy that can help in assisting Program Improvement Schools and Districts. Rethinking Classroom Management is a perfect match with RTI2 in both academic and behavioral realms. I would highly recommend this book to any school or district needing to enhance and strengthen RTI2.”
“As a university instructor, I found Rethinking Classroom Management to be one of the best resources for preservice teachers. This book guides teacher candidates to solidify their values and beliefs about classroom management. They begin their teaching career with a solid foundation on how to develop a positive classroom learning environment.”
