Classroom Management

Autorentext

PAUL R. BURDEN is an award-winning teacher and an emeritus professor in the College of Education at Kansas State University, where he was a professor and assistant dean. Previously, he was a middle-level science teacher. His publications include Methods for Effective Teaching (2025, Pearson) and Powerful Classroom Management Strategies: Motivating Students to Learn (2000, Corwin Press). He served for 11 years as the editor of the Journal of Staff Development, a quarterly journal sponsored by the National Staff Development Council/Learning Forward.

Klappentext

Enables K-12 educators to create successful learning communities - a fully updated new edition Effective classroom management plans are essential for creating environments that foster appropriate social interactions and engaged learning for students in K-12 settings. New and early-career teachers often face difficulties addressing student discipline, upholding classroom rules and procedures, and establishing positive teacher-student relationships. The eighth edition of Classroom Management is the leading resource for helping educators establish a positive classroom environment, prevent student misbehavior, respond to challenging situations, and involve their students in building positive classroom communities. This popular textbook covers every vital aspect of classroom management, from planning for the school year and conducting instruction, to managing diverse classrooms and collaborating with colleagues and families. Fully revised to reflect recent changes in K-12 education and address the needs of today's educators, this edition features new and updated methods with a new emphasis on student well-being, equity, student diversity, connecting with and supporting students, and creating an inclusive classroom. Written by a respected expert in teaching methods and classroom management, this valuable teacher's reference:

• Provides comprehensive coverage of the central concepts of classroom management and discipline in K-12 classrooms with practical, classroom-oriented discussions.
• Reflects current InTASC Model Core Teaching Standards and Praxis assessments
• Features descriptions of classroom management methods used by elementary, middle, and high school teachers in various regions and communities
• Includes a new emphasis on student well-being, equity, motivation, and meeting student needs when applying classroom management strategies
• Offers end-of-chapter summaries, questions, supplemental activities, further reading suggestions, and complete references
• Is reader-friendly and accessible due to its numerous features, tables, lists of recommendations, and headings and subheadings. Classroom Management: Creating a Successful K-12 Learning Community, Eighth Edition is an ideal text for teachers in training and early career K-12 educators.

Inhalt

About the Author xi

Preface xiii

Acknowledgments xvii

About the Companion Website xix

1 Understanding Management and Discipline in the Classroom 1

What Is Classroom Management? 2

Components of Classroom Management 3

Areas of Responsibility in Classroom Management 4

Principles for Working with Students and Preventing Misbehavior 6

Creating Student Learning Communities 7

Misbehavior and Discipline 9

Order in the Classroom 9

Misbehavior in Context 10

Types of Misbehavior 10

Causes of Misbehavior 11

Degrees of Severity 13

Disparities in Discipline 14

Classroom Management for Equity 16

Apply Culturally Responsive Teaching 16

Enact Effective Instruction 17

Create a Caring Environment 18

Foster a Sense of Belonging 19

Major Concepts 20

Discussion/Reflective Questions 21

Suggested Activities 21

Further Reading 21

2 Models of Discipline 22

The Degree of Control 24

Low Teacher Control Approaches 25

Congruent Communication: Haim Ginott 26

Discipline as Self- Control: Thomas Gordon 28

Teaching with Love and Logic: Jim Fay and Charles Fay 28

Inner Discipline: Barbara Coloroso 29

From Discipline to Community: Alfie Kohn 30

Medium Teacher Control Approaches 30

Logical Consequences: Rudolf Dreikurs 31

Cooperative Discipline: Linda Albert 32

Positive Discipline: Jane Nelsen, Lynn Lott, and Stephen Glenn 33

Noncoercive Discipline: William Glasser 34

Discipline with Dignity: Richard Curwin, Allen Mendler, and Brian Mendler 35

Win-Win Discipline: Spencer Kagan 36

High Teacher Control Approaches 37

Behavior Modification: B. F. Skinner 37

Assertive Discipline: Lee and Marlene Canter 38

Positive Discipline: Fredric Jones 40

Discipline Without Stress: Marvin Marshall 41

Determining Your Management Plan 42

Your Management Philosophy 43

Your Management Plan 43

Major Concepts 44

Discussion/Reflective Questions 45

Suggested Activities 45

Further Reading 45

3 Preparing for the School Year 46

Making Management and Instructional Preparations 47

Making Management Preparations 47

Making Instructional Preparations 50

Managing Assessment, Record Keeping, and Reporting 54

Establishing a Plan to Deal with Misbehavior 55

Preparing for the First Day 57

Planning for the First Day 57

Conducting the First Day 59

Organizing Your Classroom and Materials 62

Floor Space 64

Storage Space 67

Bulletin Boards and Wall Space 68

Major Concepts 68

Discussion/Reflective Questions 68

Suggested Activities 68

Further Reading 69

4 Choosing Rules and Procedures 70

Rules in the Classroom 71

Examine the Need for Rules 72

Select the Rules 72

Teach and Review the Rules 75

Obtain Commitments 78

Procedures in the Classroom 78

Examine the Need for Procedures 78

Select the Procedures 80

Teach and Review the Procedures 80

Helping Students Assume Responsibility for Their Behavior 82

Supporting Self- Regulation 85

Major Concepts 86

Discussion/Reflective Questions 86

Suggested Activities 87

Further Reading 87

5 Supporting Student Behavior and Learning 88

Having a Mental Set for Management 89

Withitness 89

Emotional Objectivity 91

Building Positive Teacher-Student Relationships 91

Level of Dominance 92

Level of Co operation 93

Communicating Caring and Support 94

Managing Whole- Group Instruction 97

Guiding Behavior 97

Managing Movement Through the Lesson 98

Maintaining a Group Focus 99

Maintaining Student Attention and Involvement 100

Improving Classroom Climate with Reinforcers 104

Types of Reinforcers 105

Using Reinforcers Effectively 107

Major Concepts 107

Discussion/Reflective Questions 107

Suggested Activities 107

Further Reading 108

6 Communication Skills for Teaching 109

The Power of Language 110

Guidelines for Teacher Language 111

Communicating Firm Limits for Behavior 114

Soft Limits 114

Firm Limits 116

Using Statements or Directives 117

Characteristics of Verbal Communication 118

Clarity 118

Appropriateness 119

Verbal Delivery 119

Using Supportive Language 120

Being Intentionally Inviting 120

Reinforcing Language 121

Reminding Language 122

Redirecting Language 124

Listening 124

What Is Listening? 124

Why Listen? 125

Listening Strategies 126

Using Nonverbal Communication 127

Types of Nonverbal Communication 127

Teachers' Use of Nonverbal Communication 128

Nonverbal Teacher Behaviors 130

Major Concepts 131

Discussion/Reflective Questions 131

Suggested Activities 131

Further Reading 132

7 Connecting with and Supporting Your Students 133

Getting to Know Your Students 134

Types of Information 135

Sources of Information 137

Using the Information 137

Promoting Student Well- Being 138

What Is Well- Being? 139

Trauma- Sensitive Classrooms 139

Social-Emotional Learning 142

Equity and Culturally Responsive Teaching 144

Building Supportive Relationships 145

Teacher- Student Relationships 145

Student-Student Relationships 147

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