Elementary classroom management:
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
White Plains, NY u.a.
Longman
1995
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XV, 299 S. Ill. |
| ISBN: | 0801314747 |
Staff View
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Record in the Search Index
| _version_ | 1804124604020555776 |
|---|---|
| adam_text | Elementary
CLASSROOM
MANAGEMENT
SECOND EDITION
C M Charlea
San Diego State University
Ga W Senter
California State University, San Marcos
Contents
Introduction xi
CHAPTER 1 CLASSROOM MANAGEMENT: PROBLEMS AND
PROMISES 1
The Case of Mercedes Bright /
The Weight of Details 5
The Meaning of Classroom Management 6
The Importance of Classroom Management 7
The Linkage among Goals, Instruction, and Management 7
What Mercedes Might Have Learned to Do 9
Before the School Year Begins 10, The First Day and the
First Week 10, Managerial Matters That Require Ongoing
Attention 13
Summary Self-Check 15
Activities for Reflection and Growth 16
References and Recommended Readings 17
CHAPTER 2 LAYING OUT THE SCHOOL YEAR 19
How to Lay Out the Year 20
Anticipating Upcoming Events 20, Laying Out the Day 23
Curriculum from the Management Perspective 26
The Goals of the School Curriculum 28
Hi
i V CONTENTS
Implementing the Curriculum 28
The Organization of Units 28, The Ways Many Teachers
Organize Units 29, Organizing Thematic Units of
Instruction 29
Smoothing and Sparkling 31
A Word about Individual Lessons 32
Summary Self-Check 32
Activities for Reflection and Growth 34
References and Recommended Readings 35
CHAPTER 3 MANAGING THE PHYSICAL ENVIRONMENT OF
THE CLASSROOM 37
The Pictures We Hold in Our Heads 38
Six Facets of the Physical Environment 39
1 Floor Space 39, 2 Wall Space 42, 3 Countertop
Space 45, 4 Shelf Space 46, 5 Cupboard and Closet
Space 46, 6 Ambience 47
Mass of Confusion? 48
Summary Self-Check 49
Activities for Reflection and Growth 50
References and Recommended Readings 51
CHAPTER 4 MANAGING THE PSYCHOSOCIAL ENVIRONMENT
OF THE CLASSROOM 53
The Positive Side and the Negative Side of the Psychosocial
Environment 53
Toward an Optimal Psychosocial Environment 54
Factors That Contribute to the Psychosocial Environment 55
Human Relations Skills 55
General Human Relations Skills 55, Human Relations Skills
with Students 56, Human Relations Skills with
Colleagues 57, Human Relations Skills with Parents 59
Responsibilities in the Psychosocial Environment 61
Teacher Responsibilities 61, Student Responsibilities 64
Maintaining the Psychosocial Environment 66
Summary Self-Check 67
Activities for Reflection and Growth 69
References and Recommended Readings 70
CONTENTS
CHAPTER 5 MANAGING STUDENT MOTIVATION TO
LEARN 71
What Is Meant by Motivation? 72
How Can Teachers Influence Student Motivation? 72
Motivation and Lessons 73
What Does Motivate Students to Learn? 74
Motivation for Elementary Classrooms 74, Personality Traits
of Teachers Good at Motivation 77, Good Motivators—What
Do They Do? 78, What Good Classroom Motivators Don t
Do 80
What Are the Dangers in Motivation? 81
William Glasser s Contributions 81
Five Human Needs 82, Lead-Manager versus Boss-
Manager 84
Summary Self-Check 84
Activities for Reflection and Growth 86
References and Recommended Readings 87
CHAPTER 6 MANAGING INSTRUCTION 89
An Interlude for Terminology 90
Two Instructional Approaches 90
1 Direct Teaching 90, 2 Facilitative Teaching 99
Planning Approaches and Strategies 104
Summary Self-Check 106
Activities for Reflection and Growth 107
References and Recommended Readings 108
CHAPTER 7 MANAGING STUDENTS AT WORK 111
Work Routines 772
Opening Activities 112, Instructions for Doing Assigned
Work 113, Movement in the Room 114, Obtaining, Using,
and Replacing Materials 115, Dealing with Completed
Work 117, Homework 118, End-of-Day Closing 118
Providing Assistance 119
Monitors 119, Providing Helpful Feedback 121, Requesting
Help from Teacher and Others 123
Incidentals 723
Vi CONTENTS
Seating 123, Entering and Exiting the Room 123, Pencil
Sharpening 124, Out-of-Room Passes 124, Signals for
Attention 125, Noise Control 125, Procrastination, Tattling,
and Other Annoyances 126
Summary Self-Check 128
Activities for Reflection and Growth 129
References and Recommended Readings 130
CHAPTER 8 MANAGING STUDENT BEHAVIOR 133
Is Classroom Misbehavior Really That Serious? 133
Is the Discipline Situation Hopeless? 135
The Movement toward New Discipline 135
Jacob Kounin 135, The Neo-Skinnerians 136, Haim
Ginott 136, Rudolf Dreikurs 138, Fredric Jones 139, Lee
Canter 140, William Glasser 142
Building a System of Participative Discipline 145
Compiling Preferred Techniques 146, Sketching Out a
Plan 146, Fine-Tuning Your Plan 146
Summary Self-Check 149
Activities for Reflection and Growth 150
References and Recommended Readings 151
CHAPTER 9 MANAGING ASSESSMENT, RECORD KEEPING,
AND REPORTING 153
An Overview of Assessment and Reporting 153
The Nature of Assessment 154
Authentic Assessment 154, Student Portfolios in Authentic
Assessment 155
Records and Record Keeping 756
What Teachers Want Records to Show 156
Forms and Formats for Good Record Keeping 158
Objective Continuums 158, Individual Student Folders 159
Records for Various Curriculum Areas 757
Mathematics 161, Reading 162, Spelling 164, Grammar
and Vocabulary 164, Writing 164, Social Studies 164,
Science and Health 165, Art 165, Music 165, Physical
Education 165, Work Samples 165, Incentive Record
Systems 166, Another Word on Student Portfolios 166
Simplifying Records Management 168
Records Needed for Conferencing 169
CONTENTS V H
The Individual Student Records Folder 169, Ancillary
Materials 169
Summary Self-Check 170
Activities for Reflection and Growth 171
References and Recommended Readings 172
Examples of Software for Record Keeping 173
CHAPTER 10 MANAGING COMMUNICATION WITH STUDENTS,
PARENTS, AND OTHERS 175
The Value of Communication 7 75
Events That Call for Especially Good Communication 7 76
Communicating with Students 178
Purposes 178, Using Parallel Communication 179, Contents
and Style 179, Informing Students and Conducting
Instruction 179, Building Positive Relationships 182,
Maintaining Class Control 185
Communicating with Parents 187
What Parents Expect from Teachers 187, What Parents Will
Ask (and Say) about Their Child 187, What Parents Need to
Know from Teachers 188, Vehicles for Communicating with
Parents 190, Keeping Track of Parent Communication 194
Communicating with Administrators and Colleagues 194
Summary Self-Check 196
Activities for Reflection and Growth 197
References and Recommended Readings 198
CHAPTER 11 MANAGING THE WORK OF
PARAPROFESSIONALS 199
What Are Paraprofessionals? 199
What Do Paraprofessionals Do? 207
What Do Student Teachers Do? 202
How Are Paraprofessionals Obtained? 203
Parents and Relatives 203, Universities and High
Schools 203, Older Elementary Students 203, PTA
Bureaus 204, Community Agencies 204
How Do Teachers Attract Good Paraprofessionals? 204
What Requirements Must Paraprofessionals Meet? 204
How Many Paraprofessionals Are Needed? 205
Ground Rules for Paraprofessionals 205
VII I CONTENTS
Authority 205, Reliability 206, Instruction 206,
Discipline 207, Communication 207, Professionalism 207,
Legal Requirements 208
Training Paraprofessionals 209
Assigning Space and Work Duties 270
Maintaining Paraprofessionals Morale 277
When Paraprofessionals Must Be Absent 277
Summary Self-Check 211
Activities for Reflection and Growth 213
References and Recommended Readings 214
CHAPTER 12 MANAGING SUBSTITUTE TEACHING 215
The Teacher s Obligations 275
Discipline 216, Lessons and Curriculum 217, The Substitute
Folder 217, Informing Students about Substitutes 218
The Substitute s Obligations 218
Discipline 218
Mutuality: The Ideal Relationship 220
Regimen of the Substitute 222
The Morning Phone Call 222, Checking In at the
School 222, Acquainting Yourself with the School 223,
Preparing for the Day 223, Expecting the Unexpected 224
Additional Advice for Substitute Teachers 227
Prepare a Prepackaged Curriculum 227, Ending the
Day 229, Consider Substitute Teaching a Professional
Necessity 230
Summary Self-Check 231
Activities for Reflection and Growth 233
References and Recommended Readings 234
CHAPTER 13 MANAGING STRESS PRODUCTIVELY 235
Stress and Its Effects 237
What Bothers Teachers Most? 237
What Energizes Teachers? 238
Stress Management for Teachers 240
Prioritizing 240, Selective Avoidance 240, Time Robbers
and Time Savers 241, Discipline 245, Parent
Communication 245, Physical Weil-Being 245
The Uplifting 246
Group Efforts 246, Student Achievement 247, Newsletters
and Literary Journals 247, Public Performances and
CONTENTS iX
Exhibits 247, Shared Responsibility 248, Esprit de
Corps 248
Summary Self-Check 248
Activities for Reflection and Growth 249
References and Recommended Readings 250
CHAPTER 14 RESOURCES FOR EXPANDING HORIZONS AND
OPPORTUNITIES 253
Education Talk 254
Teacher Resource Books 258
Additional Bits of Teacher Wisdom 267
Professionals Journals 267
Journals of General Interest to All Educators 268, Journals
of General Interest to Elementary Teachers 268, Journals of
Topical Interest to Elementary Teachers 268
Professional Organizations 269
Other Organizations of Interest 271
State Departments of Education 277
Job Possibilities in Public and Private Schools 281
Overseas Job Opportunities 281
Teacher Certification 281
Activities for Reflection and Growth 282
Capstone Activity 283
Comprehensive List of References and Recommended Readings 283
Index 291
|
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| spelling | Charles, Carol Morgan Verfasser (DE-588)139493050 aut Elementary classroom management C. M. Charles ; Gail W. Senter 2. ed. White Plains, NY u.a. Longman 1995 XV, 299 S. Ill. txt rdacontent n rdamedia nc rdacarrier Classes (Éducation) - Conduite Enseignement primaire Classroom management Education, Elementary Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 s Grundschulunterricht (DE-588)4022354-1 s Unterrichtsführung (DE-588)4187078-5 s 1\p DE-604 Grundschule (DE-588)4022349-8 s 2\p DE-604 Senter, Gail W. Verfasser aut HEBIS Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006777188&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Charles, Carol Morgan Senter, Gail W. Elementary classroom management Classes (Éducation) - Conduite Enseignement primaire Classroom management Education, Elementary Unterrichtsführung (DE-588)4187078-5 gnd Grundschulunterricht (DE-588)4022354-1 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4022354-1 (DE-588)4078635-3 (DE-588)4022349-8 |
| title | Elementary classroom management |
| title_auth | Elementary classroom management |
| title_exact_search | Elementary classroom management |
| title_full | Elementary classroom management C. M. Charles ; Gail W. Senter |
| title_fullStr | Elementary classroom management C. M. Charles ; Gail W. Senter |
| title_full_unstemmed | Elementary classroom management C. M. Charles ; Gail W. Senter |
| title_short | Elementary classroom management |
| title_sort | elementary classroom management |
| topic | Classes (Éducation) - Conduite Enseignement primaire Classroom management Education, Elementary Unterrichtsführung (DE-588)4187078-5 gnd Grundschulunterricht (DE-588)4022354-1 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Classes (Éducation) - Conduite Enseignement primaire Classroom management Education, Elementary Unterrichtsführung Grundschulunterricht Unterrichtsdisziplin Grundschule |
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