Teacher's Pocket Guide for Effective Classroom Management / Edition 1

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Overview

Filled with humor, memorable examples, and vivid metaphors, this book will be every teacher's favorite guide to classroom management! Behavior expert and former teacher Tim Knoster-the dynamic speaker whose workshops have inspired thousands of teachers across the country-offers research-proven information for preventing everyday behavior problems in any K-12 classroom. Teachers will use the down-to-earth advice year after year to: decipher the motives behind mild to moderate behavior challenges, build rapport with students while maintaining boundaries, establish clear expectations for behavior, reinforce expected behavior throughout the school day, continually assess the classroom climate, provide individualized intervention to students with challenging behavior.

Motivating and enlightening, this book will give teachers an "I can do that" attitude toward classroom management-and the practical advice they need to build positive, effective learning environments.

About the Author:
Tim Knoster, Ed.D., is Associate Professor, School of Education, College of Professional Studies, Bloomsburg University of Pennsylvania

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Editorial Reviews

University of South Florida - Glen Dunlap
"An outstanding, easy-to-read guidebook that will be immensely useful for teachers, written by an author who knows what he is talking about. It is authoritative but written in an enjoyable, conversational style."
University of South Florida - Don Kincaid
"Valuable and practical . . . I thought of all my teacher friends and colleagues and how such a readable resource might improve their teaching lives and classrooms."
Professor and Associate Dean for Research, Development and Graduate Studies, University of Missouri - Tim Lewis
"The perfect book to read at the start of each term to remind and refocus [educators]."
West Virginia Department of Education-Office of Special Programs, Coordinator of Emotional/Behavior Disorders - Frances E. Clark
"Very user-friendly, with tons of great ideas and strategies to use in the classroom to create a climate of acceptance and success for all learners."
parent of a student with autism - Sharon Ann Ballard-Krishnan
"Dr. Knoster hit the nail right on the head: Relationships are everything, especially for struggling learners. This book has been long overdue. I hope that all future teachers will have the opportunity to read it."
Lehigh University - Linda M. Bambara
"Filled with powerful principles to promote successful classrooms, this easy-to-read book is a must read for all teachers."
Educational Research Service
"A valuable resource for administrators and school leaders, particularly those planning to lead inservices on classroom management."
The Midwest Book Review
"Written in a light hearted manner sure to please educators who have been looking over thick textbooks all day . . . Essential for any teacher of a primary or secondary classroom class and for community library education collections."
From the Publisher

"A valuable resource for administrators and school leaders, particularly those planning to lead inservices on classroom management."
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Product Details

  • ISBN-13: 9781557669186
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 3/1/2008
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 128
  • Product dimensions: 5.50 (w) x 8.20 (h) x 0.35 (d)

Meet the Author

Tim Knoster, Ed.D., is an associateprofessor in the School of Education,College of Professional Studies, atBloomsburg University of Pennsylvaniaand also serves as ExecutiveDirector of the international Associationfor Positive Behavior Support. Dr.Knoster (or Tim, as he prefers) hasbeen involved with preservice and inserviceteacher training since the mid-1980s. He has worn many hatsthroughout his career, including thatof classroom teacher, Director of Student SupportServices and Special Education, and PrincipalInvestigator on federal projects focused on classroomand student-centered behavior intervention and support.In addition, Dr. Knoster has extensive experiencein providing professional development for classroomteachers throughout the United States and has beenthe recipient of various awards for his endeavors inthis regard. He has extensively published manuscripts,training materials, and other practitioner-orientedresources concerning the linkages among research,policy, and practice in the classroom. Most important,Dr. Knoster has an uncanny ability to help teachersinterpret the research literature on behavioral mattersin a way that enables them to translate that sameresearch into practical strategies and approaches intheir classrooms. Along these same lines, Dr. Knosterhas a national reputation of being a dynamic advocate,leader, and presenter concerning classroom managementand student-centered behavior interventionand support.

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Read an Excerpt

Excerpted from The Teacher's Pocket Guide for Effective Classroom Management
By Timothy P. Knoster, Ed.D.
©2008. Brookes Publishing. All rights reserved.

So How Do I PreventProblem Behaviorin My Classroom?

Your perspective, whether limited to your classroomor more broadly in life, directly affects how you interpretthe events in your daily life. Developing perspectiveis a funny thing because it is a highlypersonalized experience and, much likeart, interpreted in the eye of the beholder.Mark Twain has been credited with saying,“It ain’t what you don’t know that will getyou in trouble, it’s what you know for surethat just ain’t so.” Simply stated, a terminaldegree of certainty is a dangerousthing to have about anything, most specificallyabout human behavior. The realityis that you will be unable to prevent allinappropriate behavior from ever occurringwithin your classroom—unless each of your studentsis either Mother Teresa incarnate or your classroomhas no students. Rather, what you can do isestablish a few basic operating procedures that willenhance the learning environment in a way that candramatically reduce the likelihood ofboth nuisance and problem behaviors.

Nuisance behaviors are those thatin and of themselves are essentiallyinconsequential, such as the studentwho appears fidgety and calls out to getyour attention as opposed to raising hisor her hand. It is often inconsequential behavior thatshould be ignored, however, that historically (or perhapshysterically) has been known to get strongadverse reactions from teachers.

Yet, problem behavior must be immediatelystopped, and the student must be redirected to act ina more appropriate manner. For example, a studentwho is taking materials from another student must betold by the teacher, “Stop taking John’s book andanswer sheet. I want you to open your own book anddo your work on your own.” Perspective—your perspectiveto be specific—comes into play in understandingthat inappropriate behaviors are not alwaysequal and, realistically, you will never be able to controlall student behavior. This may seem like an oddstatement to make from someone providing guidanceon classroom management, but it is an important conceptto understand because it can dramatically affectyour perspective and subsequent approach to classroommanagement.

One of my personal pet peeves with regard tobehavior management comes from the term management,which has become commonplace in the field.The very term implies this false notion of control inthat it suggests that you will manage your students asif they were collectively nothing more than raw materialto be organized within your classroom. I don’tknow about you, but I know I have enough difficultymanaging my own behavior (especially on toughdays), let alone managing anyone else’s behavior.Now, having said this, there are things that you canmanage that will help you have a direct positive effecton your students’ behavior. The nature of these thingsthat you can control (or at least greatly influence)ironically has less to do with your students’ behaviorand more to do with how you act or do not act on adaily basis in your classroom. I think a more accuratedescriptor for group and classroom management is“Teacher Self-Management of Instructional Practicein Group Settings,” but this title is far too long andwill understandably not be accepted in the field. So Iwill use the term classroom management for simplicity’ssake. Having said this, the important thing tokeep in mind is not so much the term but the idea Iam trying to communicate.

Developing a classroom management plan canappear daunting from the onset. I mean, there are justso many things to take into account and plan for, andthen you have to think aboutindividualizing for uniquestudent needs.

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Table of Contents


So Who Is This Guy?
Acknowledgments
  1. So Why Should I Read This Book?

  2. So Why Do Kids Act the Way They Do?

  3. So How Do I Prevent Problem Behavior in My Classroom?

    Building Rapport
    Establishing Clear Expectations
    Reinforcing Expected Behavior

  4. So How Close Should I Get with My Students?

  5. So How Do I Go About Establishing Expectations in My Classroom?

  6. So How Hard Is It to Use Reinforcement in My Classroom?

  7. So Does It Really Boil Down to Classroom Climate?

  8. So What Else Can I Do?

  9. So How Do I Connect the Dots?

References and Resources for Further Reading
Appendix
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