Classroom Management for Elementary Teachers / Edition 8

Classroom Management for Elementary Teachers / Edition 8

by Carolyn M. Evertson, Edmund T. Emmer
     
 

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ISBN-10: 0205616119

ISBN-13: 9780205616114

Pub. Date: 04/08/2008

Publisher: Pearson

Classroom Management for Elementary Teachers, 8/e

Evertson /Emmer (0205578624)

Classroom Management for Elementary Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of

Overview

Classroom Management for Elementary Teachers, 8/e

Evertson /Emmer (0205578624)

Classroom Management for Elementary Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of research and experience in more than 500 classrooms.

  • Introductory section providing a brief account of the authors’ and others’ classroom research studies supporting the book’s management recommendations for new teachers.
  • Chapters 1-3 contain updated questions, activities, and current references that help new teachers consider their management decisions and integrate them with their own philosophies of teaching and learning.
  • Chapter 4 includes expanded coverage of parental involvement, including examples of home-school communication, new references, and example letters.
  • Chapter 9 has expanded coverage on bullying, power struggles, defiance, and school violence that teachers often face. Includes new strategies for use.
  • Chapter 10, “Managing Special Groups,” has updated-coverage of Autism Spectrum Disorders (ASD) with new web sites and references addressing how to include special needs and diverse populations in the classroom.
  • Updated references including numerous chapters from the new Handbook of Classroom Management (Evertson/Weinstein, 2006).
  • Provides more than 30 web sites with new interactive problem-solving activities and practical suggestions from practicing teachers.

What your colleagues are saying:

“I consider this book to be the definitive text for beginning teachers who often struggle with the challenging task of learning to manage classrooms.”

- Laura M. Stough, Texas A & M University

“I love this textbook – I have been using it (or an edition thereof) since graduate school and think it is one of the most well-organized, practical books a new teacher can read.

- Melissa Marks, University of Pittsburgh at Greensburg

Product Details

ISBN-13:
9780205616114
Publisher:
Pearson
Publication date:
04/08/2008
Series:
MyEducationLab Series
Edition description:
Older Edition
Pages:
288
Product dimensions:
6.90(w) x 9.20(h) x 0.70(d)

Table of Contents

Preface

Chapter 1: Organizing Your Classroom and Supplies

Four Keys to Good Room Arrangement

Suggestions for Arranging Your Classroom

Further Reading

Suggested Activities

Checklist1: Room Preparation

Chapter 2: Establishing Classroom Rules and Procedures

What Is an Effectively Managed Classroom?

Preliminary Considerations

Planning Classroom Rules

Planning Classroom Procedures

Further Reading

Suggested Activities

Case Study 2.1: Classroom Rules and Procedures in a Second-Grade Class

Case Study 2.2: Using Centers in a Multitask Classroom

Checklist2: Classroom Rules and Procedures

Chapter 3: Procedures for Managing Student Work

Clear Communication of Assignments and Work Requirements

Monitoring Progress on and Completion of Assignments

Feedback to Students

Further Reading

Suggested Activities

Case Study 3.1: Managing Student Work

Case Study 3.2: Keeping Students Involved During Center Activities

Case Study 3.3: Using Technology in an Upper Elementary Grade

Case Study 3.4: Poor Work and Study Habits in a Fourth-Grade Class

Checklist 3: Student Work Accountability Procedures

Chapter 4: Getting Off to a Good Start

Creating a Positive Climate in Your Classroom

Teaching Rules and Procedures

Planning for a Good Beginning

Further Reading

Suggested Activities

Case Study 4.1: Beginning the Year in a Literature-Based Primary Classroom

Case Study 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning

Checklist 4: Preparation for the Beginning of School

Chapter 5: Planning and Conducting Instruction

Planning Instructional Activities

Kounin’s Concepts for Managing Whole-Group Instruction

Common Problems in Conducting Instruction

Further Reading

Suggested Activities

Case Study 5.1: Unclear Procedures

Case Study 5.2: A Science Lesson in a Sixth-Grade Class

Checklist 5: Planning for Instruction

Chapter 6: Managing Cooperative Learning Groups

Research on Cooperative Learning

Examples of Group Activities

Strategies and Routines That Support Cooperative Learning

Monitoring Student Work and Behavior

Interventions for Groups

Effective Group Work Skills

Beginning the Use of Cooperative Learning Groups

Further Reading

Suggested Activities

Checklist 6: Planning for Cooperative Group Instruction

Chapter 7: Maintaining Appropriate Student Behavior

Monitoring Student Behavior

Consistency

Management of Inappropriate Behavior

Building a Positive Climate

Improving Class Climate through Incentives and Rewards

Caution in the Use of Rewards

Further Reading

Suggested Activities

Problem 7.1: Misbehavior in a Third-Grade Class

Chapter 8: Communication Skills for Teaching

Constructive Assertiveness

Empathetic Responding

Problem Solving

Talking with Parents

Further Reading

Suggested Activities

Vignettes

Chapter 9: Managing Problem Behaviors

What Is Problem Behavior

Goals for Managing Problem Behavior

Management Strategies

Special Problems

A Final Reminder: Think and Act Positively

Further Reading

Suggested Activities

Chapter 10: Managing Special Groups

Assessing Entering Achievement

Identifying Special Groups

Strategies for Individual Differences

Working with Students with Special Needs

Teaching Lower-Achieving Students

Teaching Higher-Achieving Students

Further Reading

Suggested Activities

Case Study 10.1: Organizing Reading Instruction for Low-Academic-Level Students

Case Study 10.2: Supporting Students with Auditory Disabilities in the Classroom

Case Study 10.3: Teaching Students in a Third-Grade Inclusion Class

Problem 10.1: Team Teaching

Problem 10.2: A Heterogeneous Class

Appendix: Answer Keys for Chapter Activities

References and Further Readings

Index

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