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Elementary Classroom Management
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.
Written in an accessible style with numerous pedagogical aids, applications and examples to assist student comprehension.
Helps guide readers toward reflection of the topics discussed and considerations for applying the information in each chapter with the inclusion of case studies and vignettes. Focus and Upon Reflection questions can be used for reflective class discussions.
Presents management concerns in a timely manner by organizing chapters into three sections: Before the school year begins, the First days and weeks, Managerial matters that require ongoing attention. This organization reflects management concerns as they arise during the year.
Each chapter begins with a Prediction-Review Guide which allows readers to first record in the Prediction column what they know, think they know, or assume. After reading the chapter, they reflect on their earlier responses to the same statements.
Includes a comprehensive grade-level management plan. This project is intended to strengthen understanding of the realities of teaching, particularly related to classroom management in elementary schools at a designated grade level, and subsequently assist teachers as they plan the year.
MyEducationLab for Classroom Management is integrated throughout the new edition. This new website features interactive simulations, classroom video, assignments, and activities for students.
Chapter 1 describes a new teacher through a modern parable: The beginner, Next Generation. The story is of Alexa Smart, new teacher for a 4/5 multi-age class.
Chapter 2 discusses curricular needs for today’s students. It also includes templates for planning with design questions for backward design, and for planning thematic units of instruction using an updated curriculum wheel and multiple intelligences.
Technology is highlighted and included in varying contexts throughout the book. In particular, Chapter 3 shows sample floor plans, and Chapter 4 includes mention of the work by Eileen VanWie regarding democratic learning communities in technology-rich environments.
Chapters 4, 7, and 9 contain new discussions of bullying and cyber bulling.
Chapter 6 now includes the description and grade-appropriate ideas for Problem-Based Learning (PBL) as an instructional approach. Also, cooperative learning is expanded to support how it helps to minimize four interrelated crises in education.
Chapter 8 is reorganized for better flow of the content and current data about various special groups including children with exceptionalities and special needs, children who are English learners, and children who are home schooled.
Chapter 9 includes new information on bullying and cyberbullying, new coverage of the work of Harry and Rosemary Wong, and updated views of Marvin Marshall.
Chapter 10 includes electronic record keeping, and sample forms are included for keeping pencil records.
Chapter 11 includes the 2001 revision of Bloom’s Taxonomy of the Cognitive Domain.
Chapter 12 provides information regarding advocates for students with special needs.
Chapter 13 explores definitions and factors that contribute to teacher burnout and teacher rustout; and mention of Professional Learning Communities.
Chapter 14 includes a new Capstone Activity written as a Problem-Based Learning task for students to work in teams to develop a grade-level management plan.
New real teacher voices, presented as case studies and vignettes, are interspersed throughout the chapters.
The extensive Webliography, bibliography of resources, and Appendixes are updated for maximum usefulness to readers.
New Appendix A has updated history and details regarding legislation about inclusion, the discrepancy or failure model, and the Response to Intervention (RTI) model.
