A Teacher's Guide to Preventing Behavior Problems in the Elementary Classroom / Edition 1

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Overview

This guide includes straightforward, feasible, and evidence-based strategies designed to prevent behavior problems in K-5 classrooms and encourages teachers to be proactive in classroom management. Its emphasis on preventing behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing students learning. Chapters are devoted to organization and structure, effective instruction, prevention and intervention techniques, responding to student misbehavior and relationship building. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive classroom environments.

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Editorial Reviews

From the Publisher

Easy to follow and filled with practical ideas which are supported by research.

Good blend of vignettes, practical information, and relevant research. The writing style is structured but practitioner-friendly.

- Gail Hartin, Ph.D., Professor, Southern Methodist University, Dallas, Texas

Using charts, classroom scenarios that provide a basis for understanding the concepts presented, and listing specific techniques and strategies when handling students who are misbehaving; [this book] allows a novice reader and practitioner opportunities to learn and grow as a professional, in the field of education.

- Melodie Santana, Professor, School of Education, Loyola Marymount University, Los Angeles, California

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Product Details

  • ISBN-13: 9780137147410
  • Publisher: Pearson
  • Publication date: 6/15/2012
  • Edition description: Teachers G
  • Edition number: 1
  • Pages: 208
  • Sales rank: 824,694
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.40 (d)

Meet the Author

Dr. Mitchell Yell is the Fred and Francis Lester Chair and a Professor in the Programs in Special Education at USC. Dr. Yell received his Ph.D. degree in 1992 from the University of Minnesota in Special Education with an emphasis in emotional and behavior disorders and Special Education Administration. Prior to going to the University of South Carolina, Dr. Yell was a public school teacher in Minnesota for 16 years. At the University of South Carolina he has directed the teacher preparation program in high-incidence disabilities and has over 18 years experience supervising field experiences and preparing preservice teachers on the elementary and secondary levels. In 2010 Dr. Yell received the Outstanding Leadership Award from the Midwest Symposium for Leadership in Behavior Disorders. Dr. Yell has published over 100 articles in peer-reviewed journals and is the author of two textbooks on legal issues in special education (The Law and Special Education, 3rd edition; No Child Left Behind: A guide for practitioners, both published by Pearson/Merrill Education. Dr. Yell is also the first author of a methods textbook for preparing teachers to work with students with emotional disabilities, Evidence-based Practices for Educating Students with Emotional and Behavioral Disorders, which was published by Pearson/Merrill Education.

Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches graduate courses in special education and research and has conducted multiple federally funded investigations of effective behavior management techniques. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Research Foundation Professor. He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children.

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Table of Contents

Preface xiii

Chapter 1 Preventing Behavior Problems: The Foundation for Classroom Management 1

The Importance of Classroom Management for Preventing Behavior Problems 3

Negative Outcomes Associated with Ineffective Classroom Management 4

Addressing the Classroom Management Problem 6

Research on Classroom Management 6

Jacob Kounin's Research 7

Evertson, Emmer, and Anderson's Research 9

Still More Prevention Research 12

The U.S. Department of Education's Focus on Preventive Classroom Management 13

Summary of Prevention Research 14

Creating and Maintaining Proactive Classrooms 14

Summary 16

References 16

Chapter 2 Creating a Positive Classroom Environment T. Rowand Robinson 19

Positive Classroom Environment 20

Culture of Punishment 22

How Prevention and Discipline in the Classroom Are Related 24

Classroom Management Styles 27

Laissez-Faire 27

Authoritarian 28

Authoritative 29

Teaching Philosophy 31

Summary 33

Additional Resources 34

References 35

Chapter 3 Structuring and Organizing the Classroom 36

Setting Up the Physical Environment 37

Developing and Teaching Classroom Procedures, Rules, and Consequences 41

Developing and Teaching Classroom Procedures 41

Developing and Teaching Classroom Rules and Consequences 44

Managing Transitions 50

Summary 54

Additional Resources 55

References 56

Chapter 4 Understanding and Fostering Teacher-Student Relationships to Prevent Behavior Problems Christopher L. Van Loan Mike Marlowe 57

How teachers Can Influence Teacher-Student Relationship 58

Consider Instructional Practices 59

Consider Emotional Practices 60

Consider What Drives the Classroom Environment 60

Consider That Relationships Are Bidirectional 62

Dimensions Involved in Teacher-Student Relationships 63

Consider the Degree of Conflict 63

Consider the Degree of Closeness 64

Consider the Appropriate Degree of Dependency 65

Gauging the Quality of Your Relationship 66

Attributes of Relationship-Driven Teachers 67

Setting Up a Relationship-Driven Classroom 69

Establishing Boundaries 70

What Happens When Rules Are Broken 71

Creating a Positive Classroom Environment 72

Summary 77

Lionel Resources 78

References 78

Chapter 5 Conducting Meetings in the Classroom 81

Morning Meeting 83

Greeting 84

Sharing 85

Group Activity 87

News and Announcements 88

Some Morning Meeting Ideas 90

Morning Meeting and Ms. Shapiro 91

Summery 92

Addition Resources 92

References 93

Chapter 6 Preventing Problem Behavior though Effective Teaching R. Allan Allday 94

Managing Teacher Behavior 95

Demonstrating Withitness 96

Using Proximity Control 96

Praising Effectively 97

Managing Instructional Time 98

Allocated Time 99

Academic Engaged Time 99

Managing Lessons, Teaching, and Academic Content 100

Planning Instruction Carefully and Thoroughly 100

Planning Lessons at an Appropriate Level of Difficulty 101

Increasing Opportunities for Students to Respond Correctly 102

Teaching at a Brisk Pace, and Keeping Lessons Moving Forward Smoothly 103

Providing Interesting Lessons and Activities 104 Holding Students Accountable for Learning 105

Using Teaching Functions 107

Teaching Function 1: Daily Review 107

Teaching Function 2: Presentation 107

Teaching Function 3: Guided Practice 108

Teaching Function 4: Feedback and Corrections 109

Teaching Function 5: Independent Practice 111

Teaching Function 6: Weekly and Monthly Reviews 111

Summary 112

Additional Resources 112

References 113

Chapter 7 Using Specific Prevention and Intervention Techniques 114

Prevention Strategies 115

Modeling Appropriate Behavior 115

Using Self-Discipline and Self-Control 116

Redirecting versus Reprimanding Student Behavior 119

Increasing Choice Making 124

Intervention Strategies 127

Group-Oriented Interventions 127

Student Behavioral Contracting 132

Summary 136

Additional Resources 137

References 137

Chapter 8 Responding to Problem Behavior in the Classroom 139

Classroom Conditions That Reduce the Likelihood of Student Problem Behavior 140

Develop Classroom Rules and Procedures 141

Keep Students Busy 141

Plan Lessons at the Appropriate Level of Difficulty 141

Monitor Student Behavior 141

Use Precorrection Strategies 142

Considerations When Addressing Problem Behavior 145

Maintain the Flow of Instruction 145

Avoid Ineffective Responding to Problem Behavior 145

Prevent the Problem Behavior from Recurring 150

Guidelines to Follow When Responding to Problem Behavior 151

Respond Privately Rather Than Publicly if Possible 151

Be Consistent 152

Use Alpha Commands 152

Maintain a Calm and Detached Manner 153

Have a Plan 153

Acknowledge and Reinforce Students for Appropriate Behavior 153

Responding to Problem Behavior 154

Responding to Minor Problem Behavior 155

Responding to Severe Problem Behavior 159

Summary 163

Additional Resources 163

References 164

Chapter 9 Providing Students with Skills to Independently Make Wise Behavioral Choices Erika Nicsinger 165

Self-Management 166

Steps of Self-Management 167

Key Tips 175

Whole-Class Self-Management 175

Summary 176

Social Problem Solving 177

Steps of Social Problem Solving 178

How to Teach Social Problem Solving 179

Summary 188

Additional Resources 189

References 189

Chapter 10 Putting It All Together 191

Positive Classroom Culture 192

Preparing for the School Year 193

Arranging the Physical Environment 193

Establishing Classroom Procedures and Rules 194

Creating an Acknowledgment-and-Consequence System 194

Developing a Plan for Responding to Student Misbehavior 195

The First Days of School 195

Welcoming Students to the Classroom 195

Teaching Classroom Procedures, Rules, Acknowledgments, and Consequences 196

Building Positive Relationships with Students and Parents 197

Maintaining the Proactive Classroom 197

Using Withitness 197

Evaluating Academic Instruction 198

Continuously Assessing the Classroom Management System 198

Summary 199

References 199

Index 201

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