Authentic classroom management

This easy-to-read, practical text covers a broad theoretical range and attempts to narrow the gap between theory and practice to provide realistic and collaborative management options. It promotes a multidimensional perspective for managing classrooms while integrating the process of becoming a reflective practitioner. The text advocates classroom management and interaction styles that better align with the teacher role as social mediator or learning facilitator.

The text encourages developing teachers to view problems as opportunities to co-create better solutions, build relationships, and teach their students new coping and self-management strategies. Its many exercises offer opportunity for skill development through reflection and self-questioning, emphasizing proactive ways of interacting with students to create and sustain an authentic learning community.

Preface

Introduction

Demands of Today's Classroom

Changing Structure of American Society

Emerging Beliefs about Quality Teaching and Classroom Management

Guiding Assumptions about Effectively Managing Today's Classroom

Chapter One

Reflection: A Vital Tool for Navigating Life in Today's Classroom

On Becoming a Reflective Practitioner

Levels of Reflection

Developing the Practice of Self-Reflection

Examining Core Beliefs, Assumptions, and Expectations

Practices to Enhance Reflection

Chapter Two

A Multidimensional Approach to Classroom Management

The Balancing Act: The Many Faces of Classroom Management

Setting the Stage: Preventive Planning

Deciding to Intervene

Alternatives for Managing in the Multicultural Classroom

Intervention Escalation

Chapter Three

Building a Democratic Learning Community

Community Building in Schools

How Teachers Create a Sense of Community

Developing Rituals and Traditions for Community Building

Activities to Build Community among Students

Attributes of a Caring, Democratic Community: Respect, Authenticity, Thoughtfulness, and Emotional Integrity (RATE)

Choice and Voice: Fundamentals of a Democratic Learning Community

Chapter Four

Keeping Communication Channels Open

The Potential Perils of Praise as a Management Tool

Alternatives to Praise: Authentic Responses to Students

Inviting versus Inhibiting Communication

Inhibiting Communication: The Language of Disrespect

Inviting Communication: The Language of Respect

Listening: An Essential Element of Supportive Relationships

Chapter Five

Managing a Learning Community

Integrating Theories of Development into Classroom Practice

Moving beyond Reacting to Responding below the Surface

Types of Authority

Glasser's Managing without Coercion: Satisfying Student Needs

Restitution: Helping Students Become Self-directed and Self-disciplined

Dreikurs's Democratic Discipline: Identifying Students' Mistaken Goals

Ginott's Congruent Communication: Sane Teachers Sane Messages

Chapter Six

Managing by Rewards and Consequences

Using Rewards and Consequences: Some Issues and Concerns

Basic Principles of Behavior Modification

Punishment

Instead of Punishment

Behavioral Support, Not Behavior Management

Functional Behavioral Assessments (FBA) for Designing Effective

Behavioral Intervention Plans (BIP)

Chapter Seven

Managing Students Who Exhibit More Challenging and Troubling Behavior

Current Perspectives on Educating Students with Behavioral and Emotional Problems

Addressing Aggressive Behavior

Developing Resilience

Developmental Therapy-Developmental Teaching

Attachment Theory: Implications for Discipline and Classroom Management

School Violence

Approach is to Violence...