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 associate professor in the School of Education, College of Professional Studies, at Bloomsburg University of Pennsylvania and also serves as Executive Director of the international Association for Positive Behavior Support. Dr. Knoster (or Tim, as he prefers) has been involved with preservice and inservice teacher training since the mid- 1980s. He has worn many hats throughout his career, including that of classroom teacher, Director of Student Support Services and Special Education, and Principal Investigator on federal projects focused on classroom and student-centered behavior intervention and support. In addition, Dr. Knoster has extensive experience in providing professional development for classroom teachers throughout the United States and has been the recipient of various awards for his endeavors in this regard. He has extensively published manuscripts, training materials, and other practitioner-oriented resources concerning the linkages among research, policy, and practice in the classroom. Most important, Dr. Knoster has an uncanny ability to help teachers interpret the research literature on behavioral matters in a way that enables them to translate that same research into practical strategies and approaches in their classrooms. Along these same lines, Dr. Knoster has a national reputation of being a dynamic advocate, leader, and presenter concerning classroom management and student-centered behavior intervention and 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 Prevent Problem Behavior in My Classroom?

Your perspective, whether limited to your classroom or more broadly in life, directly affects how you interpret the events in your daily life. Developing perspective is a funny thing because it is a highly personalized experience and, much like art, interpreted in the eye of the beholder. Mark Twain has been credited with saying, “It ain’t what you don’t know that will get you in trouble, it’s what you know for sure that just ain’t so.” Simply stated, a terminal degree of certainty is a dangerous thing to have about anything, most specifically about human behavior. The reality is that you will be unable to prevent all inappropriate behavior from ever occurring within your classroom—unless each of your students is either Mother Teresa incarnate or your classroom has no students. Rather, what you can do is establish a few basic operating procedures that will enhance the learning environment in a way that can dramatically reduce the likelihood of both nuisance and problem behaviors.

Nuisance behaviors are those that in and of themselves are essentially inconsequential, such as the student who appears fidgety and calls out to get your attention as opposed to raising his or her hand. It is often inconsequential behavior that should be ignored, however, that historically (or perhaps hysterically) has been known to get strong adverse reactions from teachers.

Yet, problem behavior must be immediately stopped, and the student must be redirected to act in a more appropriate manner. For example, a student who is taking materials from another student must be told by the teacher, “Stop taking John’s book and answer sheet. I want you to open your own book and do your work on your own.” Perspective—your perspective to be specific—comes into play in understanding that inappropriate behaviors are not always equal and, realistically, you will never be able to control all student behavior. This may seem like an odd statement to make from someone providing guidance on classroom management, but it is an important concept to understand because it can dramatically affect your perspective and subsequent approach to classroom management.

One of my personal pet peeves with regard to behavior management comes from the term management, which has become commonplace in the field. The very term implies this false notion of control in that it suggests that you will manage your students as if they were collectively nothing more than raw material to be organized within your classroom. I don’t know about you, but I know I have enough difficulty managing my own behavior (especially on tough days), let alone managing anyone else’s behavior. Now, having said this, there are things that you can manage that will help you have a direct positive effect on your students’ behavior. The nature of these things that you can control (or at least greatly influence) ironically has less to do with your students’ behavior and more to do with how you act or do not act on a daily basis in your classroom. I think a more accurate descriptor for group and classroom management is “Teacher Self-Management of Instructional Practice in Group Settings,” but this title is far too long and will understandably not be accepted in the field. So I will use the term classroom management for simplicity’s sake. Having said this, the important thing to keep in mind is not so much the term but the idea I am trying to communicate.

Developing a classroom management plan can appear daunting from the onset. I mean, there are just so many things to take into account and plan for, and then you have to think about individualizing for unique student 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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