Comprehensive Classroom Management: Creating Communities of Support and Solving Problems

by Vern Jones, Louise Jones, Eric Toshalis

Overview

Comprehensive Classroom Management presents practical methods for creating a positive learning environment, working with behavior problems, and other challenges in the classroom. This text uses real-life examples to help pre-service and in-service teachers understand and apply the principles of classroom management in their own classroom situations. Through numerous case studies, examples, and descriptions of specific strategies based on solid research and classroom experience, Comprehensive Classroom Management features classrooms ranging from kindergarten through twelfth grade. The book's approach is to focus on creating positive learning environments, and it provides extensive, practical materials on both problem-solving and building individual behavior change plans for students with behavioral problems. For pre-service and in-service teachers of elementary or secondary education, curriculum & instruction, educational psychology, or special education.

Product Details

ISBN-13:	9780138167059
Publisher:	Pearson Education
Publication date:	08/26/2024
Pages:	512
Product dimensions:	8.50(w) x 10.88(h) x 0.75(d)

About the Author

Vern Jones, PhD, has been a junior high school teacher, a junior high school vice principal and a district coordinator for students with emotional and behavioral disorders. He is an emeritus professor of Teacher Education in the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Oregon, where he chaired and taught in the education department, directed the doctoral program in educational leadership and taught in the school psychology department. He received his Ph.D. in counseling psychology from the University of Texas. Dr. Jones’s other books include Adolescents with Behavior Problems (1980), Responsible School Discipline (1981), Creating Effective Programs for Students with Emotional and Behavior Disorders (2004), Practical Classroom Management (2011) and Effective Supports for Students with Emotional and Behavioral Disorders: A Continuum of Services (2016). He has written chapters in Helping Teachers Manage Classrooms (1982), Management of Disruptive Pupil Behaviour in Schools (1986) and Severe Behavior Disorders of Children and Youth (1987). He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education (1996). He also wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook of Classroom Management: Research, Practice, and Contemporary Issues (2006). Dr. Jones is coauthor of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students. Comprehensive Classroom Management has been translated into Korean, Chinese, Taiwanese and Bahasa Indonesia. From 1986 to 1989, Dr. Jones was cochair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. He won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than 10 states and has consulted with school districts and staff in more than 25 states.

Louise Jones was a teacher in grades 3 through 6 for 32 years. She earned her master’s degree from Lewis & Clark College, where, after retiring from teaching, for 3 years, she coordinated cohorts of 20 graduate students simultaneously earning their master’s degrees and initial teaching licenses. Her graduate school teaching included courses on elementary school social studies methods, classroom management and student teaching seminar. She has presented at regional and national workshops on creating positive classroom climates and has worked with school staff to develop schoolwide student management plans.

Table of Contents

All chapters conclude with "Summary" and "Recommended Reading."

Preface.

I. FOUNDATIONS OF COMPREHENSIVE CLASSROOM MANAGEMENT.

1. Classroom Management in Perspective.
Extent of the Problem.
Social Factors Influencing Students' Behavior.
School Factors Influencing Students' Learning and Behavior.
Effective Schools: A Critical Aspect
of Violence Prevention.
Classroom Management: A Changing Perspective.
Comprehensive Classroom Management.
Factors Influencing How Teachers Manage Their Classrooms.
Teacher Training in Classroom Management.

2. Understanding Students' Basic Psychological Needs.
Theoretical Perspectives.
Students at Risk for School Failure.
The Issues of Power, Control, Order,
and Caring.
Methods for Discovering Students' Personal Needs.
Activities for Examining Students' Personal Needs.

II. CREATING POSITIVE INTERPERSONAL RELATIONSHIPS IN THE CLASSROOM.

3. Establishing Positive Teacher-Student Relationships.
The Teacher as a Model.
Establishing Effective Relationships
with Students.
Using Effective Communication Skills.
Evaluating the Quality of Teacher-Student Relationships.

4. Creating Positive Peer Relationships.
Understanding the Classroom Group.
Acquaintance Activities.
Activities for Establishing a Cohesive, Supportive Group.
Activities for Enhancing Diverse Liking Patterns.
School Climate.
Activities for Examining Peer Relationships in the Classroom.
Assessing the Effect of ClassroomActivities for Improving Peer Relationships.

5. Working with Parents.
Keeping Parents Informed.
Parent Conferences.
Methods for Secondary Teachers.
Dealing Effectively with Parents' Criticism and Confrontation.
Placing School-Home Interaction in Perspective.
Assessing Parent Contacts.
Implementing and Assessing New Methods.

III. INCREASING STUDENT MOTIVATION AND LEARNING BY IMPLEMENTING INSTRUCTIONAL METHODS THAT MEET STUDENTS' ACADEMIC NEEDS.

6. Enhancing Students' Motivation
to Learn.
Key Issues in Student Motivation to Learn.
Students' Academic Needs.
Other Instructional Methods That Enhance Student Motivation and Learning.
Implementation Activities.

IV. MINIMIZING DISRUPTIVE BEHAVIOR AND INCREASING LEARNING BY EFFECTIVE CLASSROOM ORGANIZATION AND MANAGEMENT.

7. Developing Standards for Classroom Behavior.
Developing Classroom Behavior Standards or Rules.
Classroom Procedures.
Creative Examples of Teaching Rules and Procedures.
An Outline for Beginning the School Year.
Classroom Management Skills That Help Maximize On-Task Behavior.
Activities for Implementing and Assessing New Methods.

V. WHEN PREVENTION IS NOT ENOUGH: METHODS FOR ALTERING UNPRODUCTIVE STUDENT BEHAVIOR.

8. Responding to Violations of Rules
and Procedures.
Appropriate and Effective Responses to Student Misbehavior: Punishment or Logical, Instructional Consequences?
Tips for Handling Minor Disruptions.
A Classroom Procedure for Responding
to Disruptive Behavior.
Responding to Defiant Behavior.
Methods for Solving Major and Continuing Student Behavior Problems.
Activity for Assessing Your Skills in Responding to Escalating Student Behavior.

9. Using Problem Solving to Resolve Behavior Problems.
Placing Problem Solving in Context.
A Model for Solving Problems with Individual Students.
Methods for Solving Problems between Students.
Methods for Group Problem Solving.
Implementation Activities.

10. Developing Individual Behavior Change Plans.
Behavior Management in Perspective.
Conducting an Environmental Analysis/Functional Assessment.
Strategies for Helping Students Develop New Behavioral Skills.
Conducting an Environmental Assessment/Functional Analysis.
Self-Management.
Social Skills Training.
Developing Contracts.
A Team Approach to Developing a Positive Behavior Change Plan.
Implementation Activities.

11. Schoolwide Student Management Programs.
A Systems Approach to Managing Student Behavior.
Schoolwide Student Management Plans.
The Process for Developing a Schoolwide Student Management Plan.
Responding to Serious Threats of Violence by Students.

Appendix A: Mukilteo School District: Student Rights and Responsibilities.

Appendix B: Possible Procedures for Common Areas in an Elementary School.

Appendix C: Responsibilities for Student Behavior.

Bibliography.

Name Index.

Subject Index.

Editorial Reviews

This text for educators, administrators, and counselors investigates such influences on student behavior as interpersonal relationships in the class, the interaction between the school and the home, student motivation, and methods of instruction. The authors offer practical strategies for improving classroom organization and management, and for working with individual students with serious behavior problems. They emphasize the creation of communities of support and the use of a constructivist approach to learning. Annotation c. by Book News, Inc., Portland, Or.

Booknews

From reviews of the text:

“[Jones and Jones’ Comprehensive Classroom Management] offers many research and evidence based strategies for improving classroom behavior. I strongly encourage my students to save this text in their developing professional libraries because of the number of strategies available within it. Most of my students keep this book as a resource as they get their first jobs.” — David Halpern, Nazareth College

“I am excited about [this text] … [The authors] have illustrated in this book how different models can be used successfully to implement a good management plan. My students would be excited to use this book.” — Chris Hogan, University of Central Arkansas

“[T]he strength of the Jones text is that its presentation style requires teachers to reflect upon what they do in their classrooms and why; how they treat respond/react to their students. The theorist information sets the stage for reflection and makes them reconsider their actions.” — Becky Cox, The University of Tennessee at Martin

From the Publisher