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About This Book

Dealing with student misbehavior and encouraging student motivation are two of the most important concerns for new teachers. Classroom Management for Middle and High School Teachers, Ninth Edition, provides new and experienced teachers with the skills, approaches, and strategies necessary to establish effective management systems in the secondary-school classroom.

Based on 30 years of research and experience in more than 500 classrooms, the newest edition of this best-selling text presents step-by-step guidelines for planning, implementing, and developing classroom management tasks to build a classroom environment that focuses on and encourages learning. Students can apply what they learn as they review and complete the examples, checklists, case study vignettes, and group activities presented in each chapter.

Topics : Student behavior,Classroom Management

Table Of Content

Chapter 1: Organizing Your Classroom and Materials

Five Keys to Good Room Arrangement

Suggestions for Arranging Your Classroom

Bulletin Boards and Walls

Floor Space

Storage Space and Supplies

If You Have to "Float"

Further Reading

Suggested Activities

Checklist 1: Room Preparation

Chapter 2: Choosing Rules and Procedures

Why Rules and Procedures Are Needed

Definitions

Identifying School Rules and Procedures

Planning Your Classroom Rules

Student Participation in Rule Setting

Consequences for Rule Violations

Planning Classroom Procedures

General Procedures

Beginning-of-Period Procedures

Use of Materials and Equipment

Endin.c1 the Period

Procedures during Seatwork and Teacher-Led Instruction

Student Attention during Presentations

Student Participation

Procedures for Seatwork

Procedures for Student Group Work

Use of Materials and Supplies

Assignment of Students to Groups

Student Goals and Participation

Cooperative Learning

Miscellaneous Procedures

Signals

Public Address (PA) Announcements and Other Interruptions

Special Equipment and Materials

Fire and Disaster Drills

Split Lunch Period

Further Reading

Suggested Activities

Case Study 2.1: Rules and Procedures in an Eighth-Grade Class

Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities

Checklist 2: Rules and Procedures

Chapter 3: Managing Student Work

Your Grading System and Record Keeping

Feedback and Monitoring Procedures

Monitoring Student Work in Progress

Long-Range Monitoring

Communicating Assignments and Work Requirements

Instructions for Assignments

Standards for Form, Neatness, and Due Dates

Procedures for Absent Students

Further Reading

Suggested Activities

Case Stud173.1: An Accountability System in an English Class

Case Study 3.2: Managing Student Work in a Math Class

Case Study 3.3: Managing Long-Term Assignments

Case Study 3.4: Poor Work and Study Habits in Mathematics

Checklist 3: Procedures for Managing Student Work

Chapter 4: Getting Off to a Good Start

Perspectives on the Beginning of the Year

Teacher Authority

Planning for a Good Beginning

Procedures for Obtaining Books and Checking Them Out to Students

Required Paperwork

Class Rosters

Seating Assignments

First-Week Bell Schedule

Tardiness during the First Days of Classes

Administrative Tasks

Rules

Course Requirements

A Beginning-of-Class Routine

Alternative Activities

Activities on the First Day of Classes

Before Class Begins

Administrative Tasks

Introductions

Discussion of Class Rules

Presentation of Course Requirements

An Initial Content Activity

Ending the Period

The Second Day of Classes

The Second Day

Further Reading

Suggested Activities

Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups

Case Study 4.2: Beginning the Year in a High School Biology Class

Case Study 4.3: Conduct Problem in a History class

Checklist 4: Preparation for the Beginning of School

Chapter 5: Plan g and Conducting instruction

Planning Classroom Activities

Types of Activities

Organizing Activities

Kounin's Concepts for Managing Group Instruction

Preventing Misbehavior

Managing Movement

Maintaining Group Focus

Transition Management

Instructional Management

Planning

Presenting New Content Clearly

Checking for Understanding

Further Reading

Suggested Activities

Case Study 5.1: Over and Over

Case Study 5.2: Transition Problems

Case Study 5.3: Problems with Small-Group and Discussion Activities

Case Study 5.4: Kounin Concepts

Case Study 5.5: A Science Lesson

Checklist 5: Planning for Instruction

Chapter 6: Managing Cooperative Learning Groups

Research on Cooperative Learning

Strategies and Routines That Support Cooperative Learning

Room Arrangement

Talk and Movement Procedures

Group Attention Signals

Promoting Interdependence within the Group

Individual Accountability

Monitoring Student Work and Behavior

Interventions for Groups

Effective Group-Work Skills

Social Skills

Explaining Skills

Leadership Skills

Beginning the Use of Cooperative Learning Groups

Room Arrangement

Procedures and Routines

Forming Groups

Initial Group Tasks

Teaching Group Skills

Using Group and Individual Rewards

Further Reading

Suggested Activities

Checklist 6: Planning for Cooperative Group Instruction

Chapter 7: Maintaining Appropriate Student Behavior 131

Monitoring Student Behavior

Consistency

Prompt Management of Inappropriate Behavior

Four Simple Ways to Manage Inappropriate Behavior

Building a Positive Climate

Improving Class Climate through Incentives or Rewards

Grades and Other Symbols

Recognition

Activities as Rewards

Material Incentives

Caution in the Use of Rewards

Further Reading

Suggested Activities

Case Study 7.1: Examples of Incentives and Rewards

Awards and Other Recognition

Competitions

Encouraging Improvement

Extra-Credit Assignments

Special Activities and Privileges

Weekly Point System

Chapter 8: Communication Skills for Teaching

Constructive Assertiveness

Empathic Responding

Problem Solving

Talking with Parents

Further Reading

Suggested Activities

Assertiveness Assessment Scales

Case Study 3.1: Three Dialogues

Chapter 9: Managing Problem Behaviors

What Is Problem Behavior?

Nonproblem

Minor Problem 173

Major Problem, but Limited in Scope and Effects

Escalating or Spreading Problem

Goals for Managing Problem Behavior

Management Strategies

Minor Interventions

Moderate Interventions

More Extensive Interventions

Special Problems

Chronic Avoidance of Work

Fighting

Other Aggressive Behavior

Bullying

Disrespect, Defiance, or Hostility toward the Teacher

A Final Reminder: Think and Act Positively

Further Reading

Suggested Activities

Chapter 10: Managing Special Groups

Teaching Heterogeneous Classes

Assessing Entering Achievement

Modifying Whole-Group Instruction

Cooperative Work Groups

Small-Group Instruction

Mastery Learning

Teaching Remedial Classes

Learner Characteristics

Establishing Your Management System

Monitoring Behavior

Managing Student Work

Planning and Presenting Instruction

Students with Special Needs

Content Mastery Classroom (CMC)

Inclusion

Students with Emotional and/or Behavioral Problems

Students with Serious Social Deficits, Often Diagnosed with Autism Spectrum Disorder

Students with Attention Deficit Hyperactivity Disorder (ADHD)

Students Who Are Deaf or Hard-of-Hearing

Students Who Are Blind or Visually Impaired

Students Living in Extreme Poverty

Students with Limited English Proficiency

No Child Left Behind

Further Reading

Suggested Activities

Case Study 10.1: Using Small Groups in English

Case Study 10.2: An Inclusion Program in a Middle School

Problem Scenarios

Problem 10.1: Heterogeneous Classes

Problem 10.2: Teaching a Remedial Class

Problem 10.3: Student Behavior in a Remedial Class

Appendix: Answer Keys for Chapter Activities

References and Further Readings

Index

Read Sample Chapters

About the Authors

Carolyn M. Everton:

CAROLYN M. EVERTSON, PH.D., Professor of Education Emerita, Peabody College, Vanderbilt University and Director of COMP, is one of the world's leading experts on classroom management. She and her colleagues conducted the original studies on how teachers manage classrooms from the first day of school.

These and subsequent studies led to over 120 articles, chapters and books on classroom management and supporting students' social and academic learning, including two textbooks, Classroom Management for Elementary Teachers and Classroom Management for Middle and High School Teachers (both with Edmund Emmer) published in their 9th editions. Along with Carol S. Weinstein, she edited the Handbook of Classroom Management: Research, Practice and Contemporary Issues (2006) Lawrence Erlbaum Associates.

Dr. Evertson received her Ph.D. in Educational Psychology and baccalaureate degree in Elementary Education from the University of Texas, Austin. While at Peabody College, Vanderbilt, she directed several federally funded projects on classroom teaching and teacher education. Carolyn developed COMP: Creating Conditions for Learning, to assist teachers in effective classroom management and instruction. COMP is validated by the National Diffusion Network and is included in the Comprehensive School Reform Demonstration Models, administered by Northwest Regional Laboratory for the Department of Education.