Approaches to Behavior and Classroom Management: Integrating Discipline and Care

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Approaches to Behavior and Classroom Management focuses on helping teachers use a variety of approaches in behavior and classroom management in order to make good decisions when faced with the challenge of creating positive classroom communities. Today’s classrooms often include children from a variety of backgrounds and with different needs - needs that must be met if these children are to thrive in school. This text will provide teachers and other educators with the historical and cultural framework necessary to understand approaches to behavior and classroom management, a deep understanding of each approach, and a tool belt of relevant methods from which to choose to meet the needs of various situations.

Ancillaries available, including:

  • Instructor's Resource CD-ROM (for qualified instructors)
  • Student Resource CD-ROM
  • Student Study Site (
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Editorial Reviews

Adoption Review Card
"This work is a lucid approach to the pragmatic application of classroom management. It is a valuable tool in the classroom teacher's arsenal. "— Dr. Michael J. Lynch, III
George Noblit
"This book moves caring from being an object of study to being a professional practice. Thinking of classroom management in terms of relationships, learning, development, organization and accommodating diversity redefines discipline. No longer is it about rules and punishments—now it is about connections and meaning making. This is a book that a teacher can really do something with! "—George Noblit, University of North Carolina
Larry Nucci
"This wise and readily accessible book fills a gaping hole in the literature preparing teachers to address classroom management. A central message of the book is that methods are not approaches. Methods that work with middle class children may not work in the same way with inner city students, or children from other cultures. Thus, instead of promoting a particular set of methods, George Scarlett and his colleagues have a done a wonderful job of grouping existing approaches according to their underlying goals, basic assumptions and historical origins. To be sure, this book does have a point of view. Classroom management is not simply about control and efficiency, it is also a basic tool for social and emotional development and learning. Bringing these goals into balance is at the heart of this book. "—Larry Nucci, University of California, Berkeley
Laura Rogers
"Scarlett and his colleagues write about that fertile middle ground between coercive control and hopeful laissez-faire that all good teachers must find, and they do so with a wisdom that comes from years of thinking about the dilemmas of teaching.Their emphasis on the importance of caring, of building relationships, and on hearing the implicit and explicit messages we communicate to children, infuses every aspect of this deeply respectful introduction to the discipline of caring and caring about discipline. "—Laura Rogers, Tufts University
Choice Magazine
"This title by Scarlett and Ponte and Singh is highly recommended for use as a textbook or a supplemental resource for classroom management courses. "— P.S. Arter
Doctor Adoption Review Card - Michael J. Lynch
"This work is a lucid approach to the pragmatic application of classroom management. It is a valuable tool in the classroom teacher's arsenal. "
CHOICE magazine - P.S. Arter
"This title by Scarlett and Ponte and Singh is highly recommended for use as a textbook or a supplemental resource for classroom management courses. "
Adoption Review Card - Dr. Michael J. Lynch
"This work is a lucid approach to the pragmatic application of classroom management. It is a valuable tool in the classroom teacher's arsenal. "
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Product Details

  • ISBN-13: 9781412937443
  • Publisher: SAGE Publications
  • Publication date: 11/21/2008
  • Edition description: Book and CD-Rom
  • Pages: 320
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.50 (d)

Meet the Author

W. George Scarlett is a graduate of Yale University (B.A.) and Clark University (Ph.D., Developmental Psychology). He has worked with such giants of the field as Jerome Bruner and Howard Gardner and has authored numerous articles on children’s play and co-authored books on parenting, managing behavior problems, and religious-spiritual development in childhood. His past research at Harvard Project Zero, the Language and Cognitive Developmental Center and the Cambridge-Somerville Mental Health Center includes development of play assessment techniques for work with typical, at-risk, and atypical children. For over two decades he has taught courses on children’s play. Currently, he is deputy chair of the Eliot-Pearson Department of Child Development at Tufts University. He is also co-editing the Encyclopedia of Spiritual Development in Childhood and Adolescence for Sage, scheduled to be published in 2005.

Iris Ponte is a graduate of Holy Cross College and a former Watson Scholar. She has conducted extensive research in preschools in the United Kingdom, Taiwan, China, Japan and Newfoundland and has worked for Sesame Street Research at the Children’s Television Workshop in New York.

Jay P. Singh is a former recipient of the SRCD Horowitz Millennium Scholarship, the SRA Emerging Scholars Award, the a member of Tufts University’s PACE and IPC research teams, and a clinical associate at Yale University’s EGLab. He is presently engaged in graduate studies at Oxford University. His major work focuses on emotion recognition biases in psychopathic development and allegiance effects in risk assessment tools.

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Table of Contents

Foreword: David Elkind
1. Introduction to Approaches and Methods
2. A Historical Perspective on Behavior and Classroom Management
3. Building Positive Teacher-Student Relationships
4. Community Approaches
5. Learning Approaches
6. Developmental Approaches
7. Organizational Approaches
8. The Classroom Systems Approach
9. Cultural Approaches
10. The Medical Model and Organic Approaches to Behavior Management
Conclusion. Integrating Discipline and Care

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