Managing Classroom Behavior: A Reflective Case Based Approach / Edition 2

Managing Classroom Behavior: A Reflective Case Based Approach / Edition 2

by James Kauffman, Daniel Hallahan, Mark Mostert, Stanley Trent
     
 

ISBN-10: 0205274609

ISBN-13: 9780205274604

Pub. Date: 11/10/1997

Publisher: Allyn & Bacon, Inc.

Classroom management is the number one concern of all new teachers. Faced with large classes, increased numbers of students, and more demands on time and requirements, teachers are experiencing the heightened need for increased effectiveness in motivating and managing their classes. Principles and best practices in classroom behavior management are succinctly

Overview

Classroom management is the number one concern of all new teachers. Faced with large classes, increased numbers of students, and more demands on time and requirements, teachers are experiencing the heightened need for increased effectiveness in motivating and managing their classes. Principles and best practices in classroom behavior management are succinctly presented in teacher-friendly language. Topics include: identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group and working with other educators. Part 2 contains 16 cases (7 new ones!) describing actual experiences in both general and special education classrooms form primary grades through high school. New and experienced teachers and day care providers.

Product Details

ISBN-13:
9780205274604
Publisher:
Allyn & Bacon, Inc.
Publication date:
11/10/1997
Edition description:
Older Edition
Pages:
224
Product dimensions:
7.00(w) x 9.19(h) x 0.67(d)

Related Subjects

Table of Contents

All chapters conclude with "Summary" and "References and Resources for Further Study, " and "Reference Notes."

Preface.

I. DEVELOPING A REFLECTIVE APPROACH TO PROBLEMS.

1. Identifying Behavior Problems.
Could This Problem Be a Result of Inappropriate Curriculum or Teaching Strategies?
What Do I Demand and Prohibit, and What Should I?
Why Do Certain Behaviors Bother Me, and What Should I Do About Them?
Is This Behavior Developmentally Significant?
Should I Concentrate on a Behavioral Excess or a Deficiency? Will Resolution of the Problem Solve Anything Else?

2. Analyzing Behavior Problems.
What Are My Assumptions About Why Students Behave the Way They Do?
What Are the Most Important Explanations of the Misbehavior?
Are There Causes of the Misbehavior That I Can Control to a Significant Degree?
How Should I Define the Behavior I Am Concerned About and Identify Its Antecedents and Consequences?
How Might I Identify the Probable Cognitive and Affective Aspects of the Behavior?
How Should I Measure the Behavior Problem and Changes in It? What Is a Reasonable Goal?

3. Changing Behavior.
Have I Tried the Simplest and Most Obvious Strategies?
What Approaches to Helping Students Change Their Behavior Are Most Likely to Be Successful?
How Might I Use the Five Operations of a Behavioral Approach?
How Can I Capitalize on the Cognitive and Affective Aspects of Behavior Change?
Is My Approach Positive and Supportive of Appropriate Behavior?
Can I Use an Instructional Approach to Prevent This BehaviorProblem?

4. Talking with Students.
How Does Classroom Talk Differ from Talking In Other Places?
How Is Talking with Students About Their Behavior Related to My Teaching Goals?
How Can I Avoid Unproductive Talking with Students About Their Behavior?
What Verbal and Nonverbal Communication Skills Must I Model and Teach?
How Can Talking with Students Help Teach Them Personal Responsibility?
How Should I Talk with Students About Appropriate Behavior?
How Should I Talk with Students About Unacceptable Behavior?
How Should I Talk with Angry or Aggressive Students?
How Should I Talk with Students Who Are Withdrawn?

5. Using Peer Influence.
How Might I Use Observational Learning and Vicarious Consequences to Affect the Behavior of My Students' Peers?
What Type of Group Contingency Might I Use to Create Desirable Peer Pressure?
How Might I Engage Classroom Peers as Confederates?
How Might I Use Peer Tutors as a Classroom Resource?
What Options Should I Consider in Teaching Social Skills?

6. Working with Other Educators.
When Do I Need to Seek Assistance from Colleagues?
How Might I Work with Others to Solve Problems?
What Specific Procedures Should Be Followed, and to What Extent Should I Participate?
How Can Administrators, Parents, and Students Participate In the Collaborative Problem-Solving Process?
How Do Team Members Monitor and Evaluate the Effectiveness of Interventions?
What Are Some Cautions on Collaborating with Others?

7. Working with Parents.
Why Should I Involve Parents?
Why Is It So Hard to Involve Parents? When Should I Involve Parents?
Should I Expect All Parents to Be Involved? How Should I Communicate with Parents?
In What Ways Can I Involve Parents?

II. CASES FOR ANALYSIS, DISCUSSION, AND REFLECTION.

What You Don't Know Can Hurt You! Grandma's Boy.

Lenny.

When Secrets Disable.

What's Inclusion Got to Do with It? Yours, Mine, or Ours?

They Failed Derrick: Stealing Time.

The Truth About Alice: One Bad Apple.

Where to Now? You've Got a Friend.

The Contract with Parrish and Son Winnie.

Whose Class Is This?

Wandering in the Wilderness: The Ups and Downs of a Novice LD Teacher.

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