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E-grāmata: Creating Positive Elementary Classrooms: Preventing Behavior Challenges to Promote Learning

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Creating Positive Elementary Classrooms: Preventing Behavior Challenges to Promote LearningPalielināt
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"Creating Positive Elementary Classrooms includes straightforward, feasible, and evidenced-based strategies designed to prevent behavior problems in K-5 classrooms. With an exclusive classroom focus, this practitioner-friendly book encourages teachers tobe proactive in classroom management and guides them through the process of setting up their classrooms to maximize learning while focusing on prevention. Its emphasis on behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing student learning. A well-organized, systematic, and predictable teaching environment helps to prevent behaviors, and this book presents ways to achieve this type of classroom environment. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive elementary classrooms"--

Creating Positive Elementary Classrooms: Preventing Behavior Challenges to Promote Learning includes straightforward, feasible, and evidenced-based strategies designed to prevent behavior problems in K-5 classrooms. With an exclusive classroom focus, this practitioner-friendly book encourages teachers to be proactive in classroom management and guides them through the process of setting up their classrooms to maximize learning while focusing on prevention of behavior challenges. Its emphasis on catching behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing student learning. A well-organized, systematic, and predictable teaching environment helps to prevent challenging behaviors, and this book presents ways to achieve this type of classroom environment. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive elementary classrooms.



A comprehensive, practical, evidence-based guide to preventing and responding to challenging behavior, creating a caring, positive classroom environment, and to effective teaching practices that fosters learning and self-regulation for all students.

Preface xiii
1 Prevention as the Foundation for Managing a Classroom: An Introduction 1(18)
The Importance of Classroom Management for Preventing Behavior Problems
3(2)
Negative Outcomes Associated with Ineffective Classroom Management
5(1)
Addressing the Classroom Management Problem
6(1)
Research on Classroom Management
7(7)
Jacob Kounin's Research
7(3)
Evertson, Emmer, and Anderson's Research
10(3)
Still More Prevention Research
13(1)
The U.S. Department of Education's Focus on Preventive Classroom Management
14(1)
Summary of Prevention Research
15(1)
Creating and Maintaining Proactive Classrooms
15(2)
Summary
17(2)
2 Creating a Positive Classroom Environment 19(18)
Positive Classroom Environment
20(2)
Culture of Punishment
22(3)
How Prevention and Discipline in the Classroom Are Related
25(3)
Classroom Management Styles
28(4)
Laissez-Faire
28(1)
Authoritarian
29(1)
Authoritative
30(2)
Teaching Philosophy
32(2)
Summary
34(3)
3 Structure and Organization for Effective Classroom Management 37(22)
Dennis Cavitt
T. Rowand Robinson
Setting Up the Physical Environment
39(3)
Developing and Teaching Classroom Procedures, Rules, and Consequences
42(10)
Developing and Teaching Classroom Procedures
42(3)
Developing and Teaching Classroom Rules and Consequences
45(7)
Managing Transitions
52(4)
Summary
56(3)
4 Preventing Problem Behavior Through Effective Teaching 59(22)
Mark D. Samudre
R. Allan Allday
Managing Teacher Behavior
61(3)
Demonstrate Withitness
61(1)
Use Proximity Control
62(1)
Praise Effectively
62(2)
Managing Instructional Time
64(2)
Allocated Time
64(1)
Academic Engaged Time
64(2)
Managing Lessons, Teaching, and Academic Content
66(7)
Plan Instruction Carefully and Thoroughly
66(1)
Plan Lessons at an Appropriate Level of Difficulty
67(1)
Increase Opportunities for Students to Respond Correctly
68(1)
Teach at a Brisk Pace and Keep Lessons Moving Forward Smoothly
69(2)
Provide Interesting Lessons and Activities
71(1)
Hold Students Accountable for Learning
72(1)
Using Teaching Functions
73(6)
Teaching Function 1: Daily Review
73(1)
Teaching Function 2: Presentation
74(1)
Teaching Function 3: Guided Practice
75(1)
Teaching Function 4: Feedback and Corrections
76(1)
Teaching Function 5: Independent Practice
77(1)
Teaching Function 6: Weekly and Monthly Reviews
78(1)
Summary
79(2)
5 Conducting Meetings in the Classroom 81(14)
Morning Meeting
83(9)
Greeting
85(1)
Sharing
86(1)
Group Activity
87(2)
News and Announcements
89(1)
Some Morning Meeting Ideas
90(2)
Morning Meeting and Ms. Shapiro
92(1)
Summary
93(2)
6 Responding to Student Misbehavior 95(28)
Michael E. Rozalski
Gerda Kumpiene
Classroom Conditions that Reduce the Likelihood of Student Problem Behavior
97(5)
Develop Classroom Rules and Procedures
97(1)
Keep Students Busy
97(1)
Plan Lessons at the Appropriate Level of Difficulty
97(1)
Monitor Student Behavior
98(1)
Use Precorrection Strategies
99(3)
Considerations When Addressing Problem Behavior
102(6)
Maintain the Flow of Instruction
102(1)
Avoid Ineffectively Responding to Problem Behavior
102(5)
Prevent the Problem Behavior from Recurring
107(1)
Guidelines to Follow when Responding to Problem Behavior
108(4)
Respond Privately Rather than Publicly If Possible
109(1)
Be Consistent
109(1)
Use Alpha Commands
110(1)
Maintain a Calm and Detached Manner
110(1)
Develop a Proactive Plan
111(1)
Acknowledge and Reinforce Students for Appropriate Behavior
111(1)
Responding to Problem Behavior
112(9)
Responding to Minor Problem Behavior
113(5)
Responding to Severe Problem Behavior
118(3)
Summary
121(2)
7 Specific Prevention and Intervention Techniques 123(26)
Prevention Strategies
124(13)
Modeling Appropriate Behavior
124(2)
Using Self-Discipline and Self-Control
126(2)
Redirecting Versus Reprimanding Student Behavior
128(6)
Increasing Choice Making
134(3)
Intervention Strategies
137(10)
Group-Oriented Interventions
137(6)
Student Behavioral Contracting
143(4)
Summary
147(2)
8 Providing Students with Skills to Independently Make Wise Behavioral Choices 149(28)
Self-Management
150(12)
Steps of Self-Management
151(9)
Self-Management Key Tips
160(1)
Whole-Class Self-Management
160(1)
Self-Management Summary
161(1)
Social Problem Solving
162(11)
Steps of Social Problem Solving
163(1)
How to Teach Social Problem Solving
164(9)
Summary
173(4)
9 Understanding and Fostering Teacher-Student Relationships to Prevent Behavior Problems 177(30)
Christopher L. Van Loan
Michael J. Marlowe
Daniel V. Poling
How Teachers Can Influence Teacher-Student Relationships
178(5)
Consider Instructional Practices
179(1)
Consider Emotional Practices
180(1)
Consider What Drives the Classroom Environment
181(1)
Consider That Relationships Are Bidirectional
182(1)
Dimensions Involved in Teacher-Student Relationships
183(5)
Degree of Conflict
184(1)
Degree of Closeness
185(1)
Appropriate Degree of Dependency
186(2)
Gauging the Quality of Your Relationship
188(2)
The Relationship-Driven Classroom Teacher
190(3)
Developing a Strong Teacher-Student Relationship
191(2)
Setting Up a Relationship-Driven Classroom
193(9)
Establishing Boundaries
193(1)
What Happens When Rules Are Broken
194(2)
Creating a Positive Classroom Climate
196(6)
Building Relationships in Online Learning Environments
202(2)
Summary
204(3)
10 Putting It All Together 207(12)
Positive Classroom Culture
208(1)
Preparing for the School Year
209(3)
Arranging the Physical Environment
210(1)
Establishing Classroom Procedures and Rules
210(1)
Creating an Acknowledgment-and-Consequence System
211(1)
Developing a Plan for Responding to Student Misbehavior
211(1)
The First Days of School
212(2)
Welcoming Students to the Classroom
212(1)
Teaching Classroom Procedures, Rules, Acknowledgments, and Consequences
213(1)
Building Positive Relationships with Students and Parents
213(1)
Maintaining the Proactive Classroom
214(2)
Using Withitness
214(1)
Evaluating Academic Instruction
214(1)
Continuously Assessing the Classroom Management System
215(1)
Summary
216(3)
References 219(8)
Index 227(10)
About the Contributors 237
Stephen W. Smith is professor of special education at the University of Florida. He is the author of 20 professional books and book chapters and has presented over 200 professional papers and research findings at many state, regional, national, and international professional conferences. Smith was awarded the 2018 Distinguished Researcher Award from the American Education Research Association, Special Education special interest group. Smith is a panel scientist for the U.S. Department of Education, Institute of Education Sciences, and is on the editorial board of numerous professional journals in education and special education.

Mitchell L. Yell is the Fred and Francis Lester Palmetto Chair in Teacher Education and professor in special education at the University of South Carolina. Yell has published 134 journal articles, six textbooks, 36 book chapters, and has conducted numerous workshops on various aspects of special education law, classroom management, and progress monitoring. His textbook, Special Education and the Law, is in its 5th edition. In 2020, he was awarded the Researcher of the Year from the Council for Exceptional Children. Yell also serves as a state-level due process review officer (SRO) in South Carolina and is on the board of directors of the Council for Exceptional Children. Prior to working in higher education, Yell was a special education teacher in Minnesota for 12 years.
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