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Sales Rank: #325175 in Books
Published on: 2011-03-27
Original language: English
Number of items: 1
Dimensions: 9.00" h x .90" w x 7.30" l, 1.19 pounds
Binding: Paperback
320 pages

From the Back Cover

This reader-friendly, practical book offers you a solid foundation for developing an individualized classroom management plan that suits your unique instructional philosophy. This book examines a variety of models of classroom management arranged according to their primary focus: classroom management as discipline, classroom management as a system, and classroom management as instruction. Presenting a scholarly review of the research base on classroom management, this book will show you how each of the models effectively addresses current Interstate New Teacher Assessment and Support Consortium (INTASC) standards.

In the third edition, the practical orientation of previous editions has been retained while providing you with an updated view of classroom management models and research. Revisions include:

MyEducationLab for Classroom Management is integrated throughout the new edition. This new website features interactive simulations, classroom video, videos of discipline experts, assignments, and activities for students.
New Chapter 11 on Positive Behavior Support as a model of classroom management. In 1997 Positive Behavior Support (PBS) became an important aspect of most schools’ classroom management system when the amendments to the Individuals with Disabilities Education Act (IDEA) became law and required that schools use positive behavioral support and functional behavioral assessment with students with significant behavioral disabilities. Since then, over seven thousand schools have adopted PBS as their primary management plan.
New Chapter 14 focuses on research-based best practices in classroom management. This chapter provides nine proven strategies for managing classrooms.
New feature Strategies for Dealing with Difficult Students. Classroom teachers need specific strategies for working with students whose behavior is not changed by the strategies that work for the majority of students. Each model now provides more specific information on how to deal with these difficult students.
Seven new tables and figures within the text that are designed to give more practical suggestions for using the models.
Seven new Tips from the Field provided by state teachers of the year.

About the Author

Carlette Jackson Hardin is Professor of Education at Austin Peay State University, Clarksville, Tennessee. She currently serves as Interim Dean for the College of Education. Dr. Hardin has degrees from Austin Peay State University (B.S., and M.S.) and Vanderbilt (Ed.D.). Dr. Hardin has been active in professional organizations at the state and national level, having served as President of the National Association for Developmental Education. Dr. Hardin has given over 100 keynote addresses, presentations, and workshops at state, regional, and national conferences.

Since 1981, Dr. Hardin has had numerous professional publications and funded grants. Dr. Hardin and Dr. Ann Harris have written a fastback, Managing Classroom Crises for Phi Delta Kappa which was published Spring, 2000. An orientation textbook for adult students, 100 Things Every Adult Student Ought to Know, was published in February 2000 by Cambridge Press. She co-authored Capturing Change: Globalizing the Curriculum through Technology, published by Rowman and Littlefield Education. Her most publication is a monograph published by Phi Delta Kappa, Making the Most of Student Teaching.

A friend, who knew I was writing this text, recently shared a textbook used by her aunt when she was training to be a teacher in the 1930s. The text, Classroom Organization and Control by Jesse Sears, was published in 1928 and left little doubt about the role of the teacher, with chapters devoted to order, discipline, and punishments. The text was a reminder of how much classroom management has changed in the last 70 years. The text from the 1930s is a far cry from many current classroom-management texts that focus less on teacher-centered control and punishment and more on building communities and creating safe learning environments.

The purpose of Effective Classroom Management: Models and Strategies for Today's Classrooms is to provide a synthesis of these changing views of classroom management. The text presents 12 models of classroom management that fall into three distinct categories: Classroom Management as Discipline, Classroom Management as a System, and Classroom Management as Instruction. This book is a scholarly review of the research base on classroom management. However, it is written and formatted in a way that is easy for students to read, understand, and apply.

INTENDED AUDIENCE

Effective Classroom Management: Models and Strategies for Today's Classrooms is especially appropriate as the sole text for an undergraduate or graduate course on classroom management. In addition, it may be used for staff-development programs for inservice teachers. This text provides a foundation for selecting a model to follow or for the development of an individual classroom-management plan. The content is applicable for teachers and preservice teachers at all levels—elementary, middle, and high school.

ORGANIZATION

Chapter 1 provides the theoretical framework of the text, in which a rationale is given for considering classroom management as discipline, as a system, or as instruction. The chapter presents a brief review of the major research in the field, and ends with a discussion of how individual management plans are developed.

Part 1. Classroom Management as Discipline presents four models of classroom management. Chapter 2 presents basic behavioral concepts, including a review of B. F. Skinner's theory of operant conditioning. Lee and Marlene Canter's model, Assertive Discipline, is presented in Chapter 3. Chapter 4 provides a different approach to using behavioral theory in Fredric Jones's model, Positive Classroom Discipline. Chapter 5 presents the work of two theorists, Rudolf Dreikurs and Linda Albert.

Part II. Classroom Management as a System highlights four models that are systematic in approach. The changing theories of William Glasser are the focus of Chapter 6. Chapter 7 presents Richard Curwin and Allen Mendler's model, Discipline with Dignity. Chapter 8 focuses on building communities and discusses the theories of Haim Ginott and Alfie Kohn. The research of Carolyn Evertson is the foundation of her model, Classroom Organization and Management Program (COMP), which is presented in Chapter 9.

Part III. Classroom Management as Instruction provides four models that have the teaching of prosocial skills as their central focus. The first model, presented in Chapter 10, is Barbara Coloroso's Inner Discipline. Chapter 11 reviews Ellen McGinnis and Arnold Goldstein's model, Skillstreaming. Several approaches to teaching conflict resolution and peer mediation are presented in Chapter 12. Finally, Forrest Gathercoal's model, Judicious Discipline, is the focus of Chapter 13.

Part IV. Developing a Personal System provides information to assist the teacher in designing a personal system of classroom management. Chapter 14 provides information for creating a safe learning environment for all students and explores issues related to multicultural and socioeconomic factors, physical and mental disabilities, and at-risk behaviors. Chapter 15 helps the individual teacher combine all elements of classroom management into a comprehensive program.

SPECIAL FEATURES

The following features make Effective Classroom Management: Models and Strategies for Today's Classrooms both instructor and reader friendly:

Information and chapter activities are directly tied to Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The table on the inside front cover provides the INTASC standards and the chapters in which these standards are addressed.
Tips from the Field appear throughout the text. These tips offer sage advice from practicing teachers.
Each chapter contains case studies and scenarios that illustrate the concepts presented. Although most of the case studies and scenarios are based on actual events that occurred in typical classrooms, the names of teachers and students are fictitious.
Chapter Activities are designed to help readers reflect on the model presented, develop portfolio material, and develop a personal philosophy of classroom management.
A glossary of the Key Terms presented in each chapter appears at the end of the text.

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