Best Practice in Motivation and Management in the Classroom

by Dennis G. Wiseman Ph.D., Gilbert H. Hunt Ph.D.

Overview

Having the ability to manage the learning environment, motivate students in the environment, and offer instruction that itself is motivating and which contributes to students taming what they need to learn and acquiring skills they need to acquire characterizes effective teachers. To meet these expectations, teachers need highly developed skills as instructional specialists, motivators, managers, and problem servers. This new and expanded edition offers practical information for beginning as well as veteran teachers to become more knowledgeable, skilled, and effective in their work. Through study, application of what has been studied, and analysis and evaluation of the end result of this application, teachers who care to improve can improve. The text provides a specific context and focus for this active learning in areas of management and motivation. Additional sections discuss: understanding motivation and motivating environments, creating a managed environment with models and theories of management, best practice in teaching, creating and maintaining safe learning environments, responding to student motivation and behavior problems, and case studies for analysis in student motivation and classroom management. The text reviews appropriate strategies when responding to specific types of student misbehavior and also discusses zero tolerance policies. bullying, expulsion, teaching special students, addressing diversity, violence, school uniforms, and drug abuse as related to management and motivation. It is highlighted with supporting examples, question and activity sections by chapter, a helpful glossary, and 29 additional tables. This third edition continues to be an invariable resource for teachers, student teachers, special educators, and school administrators in providing guidance, practical recommendations, and insight into developing sound management and motivation in the classroom.

Product Details

ISBN-13:	9780398087708
Publisher:	Thomas, Charles C. Publisher, Ltd.
Publication date:	12/03/2013
Edition description:	New Edition
Pages:	330
Product dimensions:	7.10(w) x 9.90(h) x 0.70(d)

Table of Contents

Preface vii

Chapter 1 Motivation and Management: Two Sides to the Same Coin 3

The Interrelatedness of Motivation and Management 3

Establishing a Common Language for Understanding Motivation and Management 8

Motivation 8

Management 9

Discipline 10

Best Practice in Motivation and Management 13

The Teacher as a Motivator 16

The Teacher as a Manager 23

The Teacher as a Reflective Practitioner 30

The Model for Reflection and Inquiry 36

Classroom Problems Analysis 37

Conclusion 41

Questions/Activities for Reflection 42

Chapter 2 Understanding Motivation and Motivating Environments 44

Motivation 44

Intrinsic and Extrinsic Motivation 52

Behaviorism and Motivation 56

Cognitive Theories of Motivation 59

Self-efficacy 62

Humanistic Views of Motivation 65

Factors That Affect Student Motivation 67

Attribution 68

Locus of Control 70

Teacher Expectations 72

Goals - Learning and Performance 79

Anxiety 82

Environment 88

Conclusion 89

Questions/Activities for Reflection 89

Chapter 3 Creating a Managed Environment: Models and Theories of Classroom Management 90

Management 90

Management Models and Theories 91

Jacob Kounin's Theories 93

Rudolf Dreikurs' Theories 95

William Glasser's Theories 97

Haim Ginott's Theories 99

Fred Jones' Theories 101

Thomas Gordon's Theories 103

Lee Canter's Theories 105

B.F. Skinner's Theories 109

David and Roger Johnson's Theories 111

Alfie Kohn's Theories 113

Selecting Management Models 118

Conclusion 127

Questions/Activities for Reflection 128

Chapter 4 Best Practice in Teaching for Best Practice in Student Motivation and Classroom Management 129

Establishing a Foundation for Best Teaching Practice 133

Lesson Clarity 134

Instructional Variety 135

Teacher Task Orientation 136

Engagement in the Learning Process 136

Student Success Rate 137

Early Research on Best Teaching Practice 139

Clarity 140

Variability 140

Enthusiasm 141

Task-Oriented and/or Business-Like Behavior 141

Student Opportunity to Learn Criterion Material 142

Use of Student Ideas and General Indirectness 142

Criticism 142

Else of Structuring Comments 143

Types of Questions 143

Probing Behaviors 145

Level of Difficulty of Instruction 145

More Current Research on Best Teaching Practice 146

Teacher Beliefs and Behaviors 146

Organization 148

Review 149

Focus 150

Questioning 151

Feedback 152

Praise 153

Closure 156

Communication 156

Analyzing Classrooms for Best Practice in Teaching 161

Rating Scale for Teacher Effectiveness 165

System for the Analysis of Teaching Practices 165

Scoring Your Analysis 168

Conclusion 169

Questions/Activities for Reflection 170

Chapter 5 Creating and Maintaining Safe Learning Environments 171

Addressing School Violence 173

Bullying: A Frequent Cause of Violence 178

Illegal Drugs in Schools 187

Specific Prevention Methods 190

School Uniforms 190

Zero Tolerance 194

Expulsion 198

Safe Environments for Exceptional Students 201

Addressing Diversity 207

The First Year of Teaching 213

Teacher Stress 218

Conclusion 224

Questions/Activities for Reflection 224

Chapter 6 Responding to Student Motivation and Behavior Problems 226

Teacher Reactions to Student Misconduct 227

The Proactive Teacher 231

Addressing Specific Management Problems 236

Inattention 238

Working with Inattention Problems 238

Disruptive Talking 242

Working with Disruptive Talking Problems 243

Attention-Seeking 246

Working with Attention-Seeking Problems 246

Chronic Avoidance of Work 248

Working with Chronic Avoidance of Work Problems 248

Dishonesty 250

Working with Dishonesty Problems 251

Unruliness 254

Working with Unruliness Problems 254

Defiance 256

Working with Defiance Problems 256

Aggression 258

Working with Aggression Problems 259

Applying the Model for Reflection and Inquiry 261

Conclusion 264

Questions/Activities for Reflection 266

Chapter 7 Case Studies for Analysis in Student Motivation and Classroom Management 267

The Model for Reflection and Inquiry 268

Guiding Questions for Student Motivation and Management Problem Analysis 270

Inattention (Primary-Elementary Grades) 271

Sukrs Inattention 271

Inattention (Middle-Secondary Grades) 272

Javier's Inattention 272

Disruptive Talking (Primary-Elementary Grades) 273

Sierra's Disruptive Talking 273

Disruptive Talking (Middle-Secondary Grades) 274

Kelli's Disruptive Talking 274

Attention-Seeking (Primary-Elementary Grades) 275

Bridget's Attention-Seeking 275

Attention-Seeking (Middle-Secondary Grades) 276

Jennifer's Attention-Seeking 276

Chronic Avoidance of Work (Primary-Elementary Grades) 277

Tabitha's Chronic Avoidance of Work 277

Chronic Avoidance of Work (Middle-Secondary Grades) 278

Jay's Chronic Avoidance of Work 278

Dishonesty (Primary-Elementary Grades) 279

Thorn's Dishonesty 279

Dishonesty (Middle-Secondary Grades) 280

Shekiah's Dishonesty 280

Unruliness (Primary-Elementary Grades) 281

Billy's Unruliness 281

Unruliness (Middle-Secondary Grades) 282

Kendrick's Unruliness 282

Defiance (Primary-Elementary Grades) 283

Maggie's Defiance 283

Defiance (Middle-Secondary Grades) 284

Eric's Defiance 284

Aggression (Primary-Elementary Grades) 285

Julian's Aggression 285

Aggression (Middle-Secondary Grades) 286

Sebastian's Aggression 286

Bullying (Primary-Elementary Grades) 287

Jose's Bullying Problem 287

Bullying (Middle-Secondary Grades) 288

Keith's Bullying Problem 288

Conclusion 289

Glossary 291

References 305

Index 325