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7.6: Summary, Key Words and References

  • Page ID
    87404
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    Chapter summary

    Classroom management is the coordination of lessons and activities to make learning as productive as possible. It is important because classrooms are complex and somewhat unpredictable, because students respond to teachers' actions in diverse ways, and because society requires that students attend school. There are two major features of management: preventing problems before they occur and responding to them after they occur. Many management problems can be prevented by attending to how classroom space is used, by establishing daily procedures, routines, and rules, by pacing and structuring activities appropriately, and by communicating the importance of learning and of positive behavior to students and parents. There are several ways of dealing with a management problem after it occurs, and the choice depends on the nature of the problem. A teacher can simply ignore a misbehavior, gesture or cue students nonverbally, rely on natural and logical consequences, or engage conflict resolution strategies. Whatever tactics the teacher uses, it is important to keep in mind their ultimate purpose: to make learning possible and effective.

    On the Internet

    http://www.theteachersguide.com/ClassManagement.htm This is part of a larger website for teachers containing resources of all kinds. This section— about classroom management— has several articles with very "nuts and bolts" tips about management. You may also find their page of resources for substitute teachers useful.

    https://teachnet.com/ Another website for teachers with lots of resources of all kinds. A section called "Power Tools" has dozens of brief articles about various aspects of classroom management.

    Key terms  
    Active listening Overlapping
    Classroom management Portfolio
    Conflict resolution Problem ownership
    I-messages Procedures
    Learning environment Ripple effect
    Logical consequences Rules
    Natural consequences Withitness
    Negotiation  

    References

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    Black, P., Harrison, C, Lee C, Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.

    Bothmer, S. (2003). Creating the peaceable classroom. Tuscon, AZ: Zephyr Press.

    Britt, T. (2005). Effects of identity-relevance and task difficulty on task motivation, stress, and performance. Motivation and Emotion, 29(3), 189-202.

    Brophy, J. (2004). Motivating students to learn, 2 nd edition. Mahwah, NJ: Erlbaum.

    Brookfield, S. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom, 2 nd edition. San Francisco: Jossey-Bass.

    Brown, D. (2004). Urban teachers' professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266-289.

    Chesebro, J. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135-147.

    Cooper, P. & Simonds, C. (2003). Communication for the classroom teacher, f h edition. Boston: Allyn & Bacon.

    Davidson, J. & Wood, C. (2004). A conflict resolution model. Theory into Practice, 43(1), 6-13.

    Emmer, E. & Stough, L. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.

    Gibbs, J. (2003). Moral development and reality: Beyond the theories ofKohlberg and Hoffman. Thousand Oaks, CA: Sage.

    Good, T. & Brophy, J. (2002). Looking in classrooms, g th edition. Boston: Allyn & Bacon.

    Gordon, T. (2003). Teacher effectiveness training. New York: Three Rivers Press.

    Guerrero, L. & Floyd, K. (2005). Nonverbal communication in close relationships. Mahwah, NJ: Erlbaum.

    Heimann , M. Strid, K., Smith , L., Tjus , T., Ulvund , S. & Meltzoff, A. (2006). Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study. Infant and Child Development, 15(3), 233-249.

    Jones, T. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267.

    Jones, V. & Jones, L. (2006). Comprehensive classroom management: Creating communities of support and solving problems, 6 th edition. Boston: Allyn & Bacon.

    Kohn, A. (2006). Beyond discipline: From compliance to community. Reston, VA: Association for Supervision and Curriculum Development.

    Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.

    Marks, L. (2003). Instructional management tips for teachers of students with autism-spectrum disorder. Teaching Exceptional Children, 35(4), 50-54.

    Marsh, A., Elfenbein, H. & Ambady, N. (2003). Nonverbal "accents": cultural differences in facial expressions of emotion. Psychological Science, 14(3), 373-376.

    Marzano, R. & Marzano, J. (2004). The key to classroom management. Educational Leadership, 62, pp. 2-7.

    McCafferty, S., Jacobs, G., & Iddings, S. (Eds.). (2006). Cooperative learning and second language teaching. New York: Cambridge University Press.

    Moritz, J. & Christie, A. (2005). It's elementary: Using elementary portfolios with young students. In C. Crawford (Ed.), Proceedings of the Society for Information Technology and Teacher Education

    International Conference 2005 (pp. 144-151). Chesapeake, VA: Association for the Advancement of
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    Nations, S. & Boyett, S. (2002). So much stuff, so little space: Creating and managing the learner-centered classroom. Gainesville, FL: Maupin House.

    Reynolds, A. (1992). What is competent beginning teaching? Review of Educational Research, 62(1), 1-35.

    Stevens, B. & Tollafield, A. (2003). Creating comfortable and productive parent/teacher conferences. Phi Delta Kappan, 84(7), 521-525-

    Stiggins, R. & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice 44(1), 11-18.

    Thorson, S. (2003). Listening to students: Reflections on secondary classroom management. Boston: Allyn & Bacon.

    Turiel, E. (2006). The development of morality. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology , vol. 3, pp. 789-857. New York: Wiley.

    Van Meerionboer, J., Kirschner, P., & Kester, L. (2003). Taking the cognitive load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.

    White, C. (2005). Student portfolios: An alternative way of encouraging and evaluating student learning. In M. Achacoso & N. Svinicki (Eds.), Alternative Strategies for Evaluating Student Learning (pp. 37-42). San Francisco: Jossey-Bass.

    Weinstein, C.,Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.


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