Effective Classroom Management

Description

Carlette Jackson Hardin is Professor of Education at Austin Peay State University, Clarksville, Tennessee. She currently serves as Interim Dean for the College of Education. Dr. Hardin has degrees from Austin Peay State University (B.S., and M.S.) and Vanderbilt (Ed.D.). Dr. Hardin has been active in professional organizations at the state and national level, having served as President of the National Association for Developmental Education. Dr. Hardin has given over 100 keynote addresses, presentations, and workshops at state, regional, and national conferences.

Since 1981, Dr. Hardin has had numerous professional publications and funded grants. Dr. Hardin and Dr. Ann Harris have written a fastback, Managing Classroom Crises for Phi Delta Kappa which was published Spring, 2000. An orientation textbook for adult students, 100 Things Every Adult Student Ought to Know, was published in February 2000 by Cambridge Press. She co-authored Capturing Change: Globalizing the Curriculum through Technology, published by Rowman and Littlefield Education. Her most publication is a monograph published by Phi Delta Kappa, Making the Most of Student Teaching.

This reader-friendly, practical book offers you a solid foundation for developing an individualized classroom management plan that suits your unique instructional philosophy.  This book examines a variety of models of classroom management arranged according to their primary focus: classroom management as discipline, classroom management as a system, and classroom management as instruction. Presenting a scholarly review of the research base on classroom management, this book will show you how each of the models effectively addresses current Interstate New Teacher Assessment and Support Consortium (INTASC) standards.

In the third edition, the practical orientation of the second edition has been retained while providing you with an updated view of classroom management models and research.  The third edition includes:

• New Chapter 11 on Positive Behavior Support as a model of classroom management. In 1997 Positive Behavior Support (PBS) became an important aspect of most schools’ classroom management system when the amendments to the Individuals with Disabilities Education Act (IDEA) became law and required that schools use positive behavioral support and functional behavioral assessment with students with significant behavioral disabilities.  Since then, over seven thousand schools have adopted PBS as their primary management plan.
• New Chapter 14 focuses on research-based best practices in classroom management.  This chapter provides nine proven strategies for managing classrooms. 
• New feature Strategies for Dealing with Difficult Students. Classroom teachers need specific strategies for working with students whose behavior is not changed by the strategies that work for the majority of students.  Each model now provides more specific information on how to deal with these difficult students.
• Seven new tables and figures within the text that are designed to give more practical suggestions for using the models.
• Seven new Tips from the Field provided by state teachers of the year.

• NEW! Strategies for Dealing with Difficult Students. Classroom teachers need specific strategies for working with students whose behavior is not changed by the strategies that work for the majority of students.  Each model now provides more specific information on how to deal with these difficult students.
• Case studies and scenarios– At least one in each chapter. Places future teachers right into real classrooms with real learners to give them a “snapshot” of the text’s classroom management models in action.
• Tips from the Field –Interspersed throughout chapters. Offers sage advice from K-12 teachers and lets students in on the “tricks” teachers use to maintain quality learning environments despite the challenges of today’s school environments.

• Step-by-Step – Found within every chapter. Offers practical lists of actions classroom teachers should take in order to implement models of management.

• Incorporation of INTASC standards–Including a chapter-by-chapter coverage chart and activities tied to standards. Familiarizes students with these nationally-recognized benchmarks for effective teaching and creates a handy reference tool future teachers can use in their own classrooms as well as to develop portfolio material tied to accepted standards.
• NEW! Chapter 11 Positive Behavior Support as a model of classroom management. In 1997 Positive Behavior Support (PBS) became an important aspect of most schools’ classroom management system when the amendments to the Individuals with Disabilities Education Act (IDEA) became law and required that schools use positive behavioral support and functional behavioral assessment with students with significant behavioral disabilities.  Since then, over seven thousand schools have adopted PBS as their primary management plan.
• NEW! Chapter 14 Research-Based Practices in Classroom Management.  This chapter provides nine proven strategies for managing classrooms. 
• Chapter 15 Creating Your Own System of classroom management . Explores the relationship between classroom management and a teacher’s personal teaching style and helps students identify their own outlook on classroom management and understand how that perspective will influence the way they handle their classes.
• A glossary of key terms–At the end of the text. Introduces students to the nomenclature of classroom management and serves as a quick review tool at exam time.

1. Changing Views of Classroom Management

Part I: Classroom Management as Discipline
2. Behavioral Approaches to Classroom Management
3. Assertive Discipline
4. Positive Classroom Discipline
5. Logical Consequences

Part II: Classroom Management as a System
6. Discipline with Dignity
7. Classroom Organization and Management Program (COMP)
8. Building Community
9. Discipline without Stress^® Punishments or Rewards

Part III: Classroom Management as Instruction
10. Inner Discipline
11. Positive Behavior Support
12. Conflict Resolution and Peer Mediation
13. Judicious Discipline

Part IV: Developing a Personal System
14. Research-Based Best Practices in Classroom Management
15. Creating Your Own System

Appropriate for grades K-12, this reader-friendly, practical book offers you a solid foundation for developing an individualized classroom management plan that suits your unique instructional philosophy.¿ This book examines a variety of models of classroom management arranged according to their primary focus: classroom management as discipline, classroom management as a system, and classroom management as instruction. Presenting a scholarly review of the research base on classroom management, this book will show you how each of the models effectively addresses current Interstate New Teacher Assessment and Support Consortium (INTASC) standards.

This reader-friendly, practical book offers you a solid foundation for developing an individualized classroom management plan that suits your unique instructional philosophy.  This book examines a variety of models of classroom management arranged according to their primary focus: classroom management as discipline, classroom management as a system, and classroom management as instruction. Presenting a scholarly review of the research base on classroom management, this book will show you how each of the models effectively addresses current Interstate New Teacher Assessment and Support Consortium (INTASC) standards.

In the third edition, the practical orientation of previous editions has been retained while providing you with an updated view of classroom management models and research. Revisions include:

• MyEducationLab for Classroom Management is integrated throughout the new edition.  This new website features interactive simulations, classroom video, videos of discipline experts, assignments, and activities for students.
• New Chapter 11 on Positive Behavior Support as a model of classroom management. In 1997 Positive Behavior Support (PBS) became an important aspect of most schools’ classroom management system when the amendments to the Individuals with Disabilities Education Act (IDEA) became law and required that schools use positive behavioral support and functional behavioral assessment with students with significant behavioral disabilities.  Since then, over seven thousand schools have adopted PBS as their primary management plan.
• New Chapter 14 focuses on research-based best practices in classroom management.  This chapter provides nine proven strategies for managing classrooms. 
• New feature Strategies for Dealing with Difficult Students. Classroom teachers need specific strategies for working with students whose behavior is not changed by the strategies that work for the majority of students.  Each model now provides more specific information on how to deal with these difficult students.
• Seven new tables and figures within the text that are designed to give more practical suggestions for using the models.
• Seven new Tips from the Field provided by state teachers of the year.

In the third edition, the practical orientation of previous editions has been retained while providing you with an updated view of classroom management models and research. New coverage and revisions include:

• New Chapter 11 on Positive Behavior Support as a model of classroom management. In 1997 Positive Behavior Support (PBS) became an important aspect of most schools’ classroom management system when the amendments to the Individuals with Disabilities Education Act (IDEA) became law and required that schools use positive behavioral support and functional behavioral assessment with students with significant behavioral disabilities.  Since then, over seven thousand schools have adopted PBS as their primary management plan.
• New Chapter 14 focuses on research-based best practices in classroom management.  This chapter provides nine proven strategies for managing classrooms. 
• New feature Strategies for Dealing with Difficult Students. Classroom teachers need specific strategies for working with students whose behavior is not changed by the strategies that work for the majority of students.  Each model now provides more specific information on how to deal with these difficult students.
• New and revised tables and figures within the text are designed to give more practical suggestions for using the models.
• Seven new Tips from the Field provided by state teachers of the year.