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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 Elementary Teachers, Ninth Edition, provides new and experienced teachers with the skills, approaches, and strategies necessary to establish effective management systems in the elementary-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 smoothly running classroom that 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 : Teaching Strategies,Classroom Management

Table Of Content

Chapter 1: Organizing Your Classroom and Supplies

Four Keys to Good Room Arrangement

Suggestions for Arranging Your Classroom

Wall and Ceiling Space

Floor Space

Storage Space and Supplies

Further Reading

Suggested Activities

Checklist 1: Room Preparation

Chapter 2: Establishing Classroom Rules and Procedures

What Is an Effectively Managed Classroom?

Preliminary Considerations

Definition of Terms

Identifying School Rules and Procedures

Planning Classroom Rules

Student Participation in Rule Setting

Planning Classroom Procedures

Procedures for Room Use

Procedures for Individual Work and Teacher-Led Activities

Transitions into and out of the Room

Procedures for Small-Group Instruction

General Procedures

Further Reading

Suggested Activities

Case Study 2.1: Classroom Rules and Procedures in a Second-Grade Class

Case Study 2.2: Using Centers in a Multitask Classroom

Checklist 2: Classroom Rules and Procedures

Chapter 3: Procedures for Managing Student Work

Clear Communication of Assignments and Work Requirements

Instructions for Assignments

Standards for Form, Neatness, and Due Dates

Procedures for Absent Students

Monitoring Progress on and Completion of Assignments

Monitoring Work in Progress

Monitoring the Completion of Assignments

Maintaining Records of Student Work

Managing Student Portfolios

Managing the Paperwork

Feedback to Students

Further Reading

Suggested Activities

Case Study 3.1: Managing Student Work

Case Study 3.2: Keeping Students Involved During Center Activities

Case Study 3.3: Using Technology in an Upper Elementary Grade

Case Study 3.4: Poor Work and Study Habits in a Fourth-Grade Class

Checklist 3: Student Work Accountability Procedures

Chapter 4: Getting Off to a Good Start

Creating a Positive Climate in Your Classroom

Teaching Rules and Procedures

Teacher Authority

Planning for a Good Beginning

Planning for the First Days of School

Some Typical Activities

Communicating with Parents and Guardians

Special Problems

Preparing for a Substitute

Further Reading

Suggested Activities

Case Study 4.1: Beginning the Year in a Literature-Based Primary Classroom

Case Study 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning

Checklist 4: Preparation for the Beginning of School

Chapter 5: Planning and Conducting Instruction

Planning Instructional Activities

Types of Planning

Types of Instructional Activities

Arranging Activities within a Lesson

Planning for Clear Instruction

Technology in the Classroom

Kounin's Concepts for Managing Whole-Group Instruction

Preventing Misbehavior

Managing Movement

Maintaining Group Focus

Common Problems in Conducting Instruction

Transitions

Clarity

Further Reading

Suggested Activities

Problem 5.1:

Problem 5.2:

Problem g.3:

Case Study 5.1: Unclear Procedures

Case Study 5.2: A Science Lesson in a Sixth-Grade Class

Checklist 5: Planning for Instruction

Chapter 6: Managing Cooperative Learning Groups

Research on Cooperative Learning

Examples of Group Activities

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

Student Goals and Participation

Using Group and Individual Rewards

Further Reading

Suggested Activities

Checklist 6: Planning for Cooperative 8roup Instruction

Chapter 7: Maintaining Appropriate Student Behavior

Monitoring Student Behavior

Consistency

Management of Inappropriate Behavior

Building a Positive Climate

Improving Class Climate through Incentives and Rewards

Recognition

Activities

Symbols

Material Incentives

Caution in the Use of Rewards

Further Reading

Suggested Activities

Problem 7.1: Misbehavior in a Third-Grade Class

Chapter 8: Communication Skills for Teaching

Constructive Assertiveness

Stating the Problem or Concern

Body Language

Obtaining Appropriate Behavior

Empathic Responding

Listening Skills

Processing Skills

Problem Solving

Talking with Parents

Further Reading

Suggested Activities

Activity 8.1: Developing Assertiveness Skills

Activity 8.2: Recognizing Listening Responses

Activity 8.3: Producing Empathic Responses

Activity 8.4: Problem-Solving Exercises

Activity 8.5: Dialogue Analysis

Vignettes

Chapter 9: Managing Problem Behaviors

What Is Problem Behavior?

Nonproblem

Minor Problem

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

Bullying

Tattling

Chronic Avoidance of Work

Fighting

Power Struggles

A Final Reminder: Think and Act Positively

Further Reading

Suggested Activities

Chapter 10: Managing Special Groups

Assessing Entering Achievement

Identifying Special Groups

Strategies for Individual Differences

Team Teaching

Modifying Whole-Class Instruction

Supplementary Instruction

Individualized Instruction

Additional Strategies

Working with Students with Special Needs

Students with Learning Disabilities

Students with Emotional or Behavioral Problems

Students with Serious Social Deficits (Autism Spectrum Disorders)

Students with Attention Deficit and Hyperactivity

Students Who Are Deaf or Hearing Impaired

Students Who Have Visual Impairments

Students with Limited English Proficiency

Students Living in Extreme Poverty

Teaching Lower-Achieving Students

Active Instruction

Organizing and Pacing Instruction

Remedial Instruction

Building Positive Attitudes

Teaching Higher-Achieving Students

Further Reading

Suggested Activities

Case Study 10.1: Organizing Reading Instruction for Low-Academic-Level Students

Case Study 10.2: Supporting Students with Auditory Disabilities in the Classroom

Case Study 10.3: Teaching Students in a Third-Grade Inclusion Class

Problem 10.1: Team Teaching

Problem 10.2: A Heterogeneous 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.