This theme will help you with classroom management.
"Because good learning conditions are critical and because discipline problems are a constant threat to learning, classroom discipline is very important" (Edwards, 2000, p. 1).
As noted by Edwards, classroom discipline is a very important topic for teachers but you can understand the nature of discipline problems and classroom management by reading the following peer reviewed articles, books and websites.
| Title: |
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The good student game: Behavior management for diverse classrooms. |
| Source: |
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Intervention in School & Clinic. (2000). Vol. 35. Issue 4, Pages 216-223. |
| Author(s): |
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Babyak, Allison E; Luze, Gayle J; Kamps, Debra M. |
| Abstract: |
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This journal article describes the good student game, a classroom management tool that uses a game format to help students monitor appropriate classroom behaviour such as staying seated and working on-task.
It provides recommendations for playing the game and results from three classrooms demonstrating the effectiveness of the game.
Suggestions stress the importance of teaching students to identify and evaluate good student behaviours, as well as the need for teachers to provide students with supportive feedback. |
| ISSN: |
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1053-4512 |
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| Title: |
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Classroom management: Seventy-three suggestions for secondary school teachers. |
| Source: |
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Clearing House. (2001). Vol 74. Issue 4, Pages 207-221. |
| Author(s): |
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Edward, Brainard. |
| Abstract: |
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This journal article provides self-evaluations for secondary school teachers that they can use to help them understand classroom management issues.
The article also includes tips for preventing misbehavior in class and suggestions for handling student discipline matters. |
| ISSN: |
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0009-8655 |
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| Title: |
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Promoting positive interactions in the classroom. |
| Source: |
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Intervention in School & Clinic. (1999).
Vol. 34. Issue 3, Pages 178-181. |
| Author(s): |
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Hardman, Elizabeth; Smith, Stephen W. |
| Abstract: |
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This journal article presents strategies for developing inclusive classroom rules that promote positive interactions between teachers and students.
Other topics include: the development of positive classroom rules; use of behavior management strategies in special education settings; the importance of consistent rules reinforcement; and, activities teachers can use to monitor their own behavior in developing positive interactions with students. |
| ISSN: |
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1053-4512 |
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| Title: |
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A multi-component intervention designed to reduce disruptive classroom behavior. |
| Source: |
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Psychology in the Schools. (2000). Vol. 37. Issue 5, Pages 475-481. |
| Author(s): |
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Kehle, Thomas J; Bray, Melissa A; Theodore, Lea A; Jenson, William R; Clark, Elaine. |
| Abstract: |
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This journal article describes research focusing on the design of an effective, and easily implemented treatment for disruptive classroom behaviors in both general and special education classroom settings.
Multi-component treatment options include use of: mystery motivators; requests for rule-compliance with wait-time and positive reinforcement of positive student response; teacher movement around the classroom to detect student behaviors and address them; and tokens to reward good behavior.
According to the authors, multi-faceted approaches to classroom management identified in their research was well received by teachers and students. |
| ISSN: |
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0033-3085 |
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| Title: |
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Creating peaceful classrooms: Judicious discipline and class meetings. |
| Source: |
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Phi Delta Kappan. (2000). Vol. 81. Issue 6, Pages 450-454. |
| Author(s): |
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McEwan, Barbara; Gathercoal, Paul. |
| Abstract: |
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Judicious discipline is a comprehensive, democratic, classroom-management approach based on human rights that balances personal rights and social needs.
After rights and responsibilities are introduced, students learn to govern their own behavior by using problem solving and reasoning skills to make sound judgements about appropriate behavior.
Key to the approach is the use of class meetings to help resolve conflicts. (Contains 10 references.) |
| ISSN: |
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0031-7217 |
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BOOKS
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| Title: |
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Classroom discipline and management. 3rd Edition. |
| Source: |
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Norwood, MA: John Wiley & Sons. (2000). Pages 397. |
| Author(s): |
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Edwards, Clifford H. |
| Abstract: |
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Reflecting the latest research about multicultural education, this book helps current and future teachers choose the discipline models that best fit their personal values and educational philosophies.
Through illuminating narratives and case studies, the author presents nine of the most effective classroom management models, including proven strategies for preventing and correcting disciplinary problems. |
| ISBN: |
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0-471-36522-X |
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| Title: |
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Constructive guidance and discipline: Preschool and primary education. 3rd Edition. |
| Source: |
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Upper Saddle River, NJ: Merrill Prentice Hall. (2002). Pages 374. |
| Author(s): |
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Fields, Marjorie V; Boesser, Cindy. |
| Abstract: |
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This monograph attempts to bring together the best of what is known about helping young children become happy, responsible, and productive people.
The authors present guidance and discipline concepts within a framework founded on child development and developmentally appropriate practices, as well as constructivist education theory.
Thus, only discipline approaches that are consistent with this framework are recommended in this book.
The authors take a stand about what is best for young children, rather than merely presenting an impartial overview of various approaches. |
| ISBN: |
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0-13-091063-5 |
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| Title: |
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What do I do when … The answer book on discipline. |
| Source: |
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Horsham, PA: LPR Publications. (1999). Pages 327. |
| Author(s): |
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Gorn, Susan. |
| Abstract: |
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This book provides information related to how schools can effectively discipline students.
The format of this book is question and answer.
Primary topics of discussion are: (a) standards of conduct; (b) drug and alcohol use and abuse; (c) dangerous and criminal misconduct; (d) disciplinary procedures, including disciplinary hearings, functional behavioral assessments, and manifestation determinations; (e) short-term suspensions; (f) long-term suspensions; (g) expulsions; (h) alternative school placements; and, (i) other disciplinary methods, which include discussions of time-out and in-school suspensions.
In addition, appendices include a chart of case decisions, schedules of controlled substances, and a chart of case decisions involving students who are likely to cause injury. |
| ISBN: |
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1-57834-011-X |
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| Title: |
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Comprehensive classroom management: Creating communities of support and solving problems. 6th Edition. |
| Source: |
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Boston, MA: Allyn & Bacon, Inc. (2000). Pages 463. |
| Author(s): |
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Jones, Vernon F; Jones, Louise S. |
| Abstract: |
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This book 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 teachers understand and apply the principles of classroom management in their own classrooms.
Through numerous case studies, examples, and descriptions of specific strategies based on solid research and classroom experiences, the book features classrooms ranging from kindergarten through twelfth grade.
The authors' approach is to focus on creating positive learning environments.
They provide extensive, practical materials on both problem solving and building individual behavior change plans for students with behavioral problems. |
| ISBN: |
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0-205-318509 |
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| Title: |
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Principles of classroom management: A professional decision-making model. 3rd Edition. |
| Source: |
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Needhan Heights, MA: Allyn & Bacon. (2000). Pages 246. |
| Author(s): |
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Levin, James; Nolan, James F. |
| Abstract: |
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Levin and Nolan provide a theoretically based, but practical system for helping teachers manage the learning environment.
Each chapter carefully lays out a set of management principles to allow teachers to acquire a valuable array of non-coercive strategies to prevent, cope with, and address classroom management problems.
Case studies appear throughout the book and provide concrete illustrations of actual classroom issues and problems and examples of the type of decisions teachers may make to enhance the opportunities for their students to learn.
A programmatic presentation of decision-making steps shows teachers how to approach each particular classroom management situation and options they can choose to handle various situations. |
| ISBN: |
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0-205-28862-6 |
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| Title: |
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Improving school behaviour. |
| Source: |
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Thousand Oaks, CA: Sage. (2000). Pages 146. |
| Author(s): |
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Watkins, Chris; Wagner, Patsy. |
| Abstract: |
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This book makes available to teachers a framework and ideas that will help them minimize student behavioural difficulties within the school.
Chris Watkins and Patsy Wagner address behavioral issues at the school, classroom and individual levels.
At each level, the authors show how to identify and analyse patterns of difficulty and then identify methods for improvement.
This book provides readers with a comprehensive range of useful behavior management strategies based on international research and years of experience of working with schools.
It is a mine of helpful ideas and practical approaches. |
| ISBN: |
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0-7619-6337-5 |
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