Principles of Classroom Management: A Professional Decision-Making Model / Edition 6

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The Fourth Edition of Principles of Classroom Management provides a theoretically based yet practical system for helping teaches prevent disruptive behavior and influence appropriate behavior while continuing to provide a positive learning environment for their students. This concise text presents an array of decision-making options that guides teachers in thinking about how to approach particular classroom management situations and choose from a range of options designed to prevent, cope with, and solve a variety of problems. A variety of theoretical perspectives, each fleshed out with cases taken from actual classrooms, gives students many choices in how to handle issues that may arise in their own classroom.
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Editorial Reviews

Describes a model for classroom management based on joint responsibility for learning, changing teacher behavior, and the importance of student experiences of success and positive interactions with teachers. This third edition emphasizes the importance of relationship building as a critical factor in managing student behavior and creating classroom learning environments. Case studies are used extensively to illustrate classroom management principles and techniques. The authors are associated with Pennsylvania State University. Annotation c. Book News, Inc., Portland, OR (
From the Publisher

From reviews of the book:

“The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen.”

—Marilyn Howe, Clarion University of Pennsylvania


““The cases in each chapter provide interesting points for discussion and . . . [t]he end-of —chapter exercises . . . would be very helpful. . . . I really like the inclusion of the ‘DPAI’ inventory in the Appendix that is designed to help the reader reflect on each chapter. [And] I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels.”

—Eleanor Wilson, University of Virginia



From reviews of MyEducationLab for Classroom Management

“I find the case studies and videos contained in MyEducationLab effective for further explanation of coursework. The strengths are that they provide hands-on, realistic ideas that can be applied in classroom settings. The questions posed are helpful in understanding what students have learned from watching the videos or doing case studies. Students’ skills can be assessed through the assessment modules. . . . The activities assist students in gaining a better understanding of problems encountered in classrooms and approaches for dealing with these. The key strength is allowing for further practice in practical settings.”

—Beverly Doyle, Creighton University

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Product Details

  • ISBN-13: 9780136100881
  • Publisher: Pearson
  • Publication date: 7/13/2009
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 272
  • Product dimensions: 7.40 (w) x 9.20 (h) x 0.70 (d)

Meet the Author

Dr. James Nolan served as an elementary teacher, a secondary German teacher, and secondary teacher and a secondary guidance counselor in Pennsylvania schools. Currently he is the Hermanowicz Professor of Teacher Education and Professor in Charge of Elementary and Secondary Field Experiences. For the last 15 years he has been working with an elementary level professional development school partnership between Penn State University and the State College Area School district. His scholarship focuses on classroom management, teacher supervision and evaluation, and teacher education and professional development.

Dr. James Levin is recently retired Director of Academic Advising, Eberly College of Science and Associate Professor of Education in the Graduate School at Penn State University. Dr. Levin has consulted with hundreds of school districts, alternative schools and treatment centers on the topic of working successfully with students who display disruptive behavior. He has taught both graduate and undergraduate courses and secondary math and science in inner city and suburban schools and residential cites for adjudicated youth. He has co-authored three other texts on modifying behavior, self-esteem and motivation. Dr. Levin’s research interests include classroom management, science education, and academic advising.

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Table of Contents

1 The Basics 1
2 Nature of the Discipline Problem 19
3 Understanding Why Children Misbehave 40
4 Philosophical Approaches to Classroom Management 75
5 The Professional Teacher 102
6 Structuring the Environment 132
7 Coping with Common Misbehavior Problems: Nonverbal Interventions 159
8 Coping with Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences 174
9 Classroom Interventions for Chronic Problems 193
10 Seeking Outside Assistance 223
App The Discipline Problem Analysis Inventory DPAI 239
Index 247
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