Organizing Your Classroom and Supplies
Four keys to good room arrangement
Suggestions for arranging your classroom
Storage Space and supplies
Checklist 1: room preparation
Establishing Classroom Rules and Procedures
What is an effectively managed classroom?
Preliminary considerations
Identifying school rules and procedures
Student participation in rule setting
Planning classroom procedures
Procedures for individual work and teacher-led activities
Transitions into and out of the room
Procedures for small-group instruction
Case Study 2.1: Classroom rules and procedures in a second-grade class
Case Study 2.2: Using centers in a multitask classroom
Checklist 2: Classroom rules and procedures
Procedures for Managing Student Work
Clear communication of assignments and work requirements
Instructions for assignments
Standards for form, neatness, and due dates
Procedures for absent students
Monitoring progress on and completion of assignments
Monitoring work in progress
Monitoring the completion of assignments
Maintaining records of student work
Managing student portfolios
Case Study 3.1: Managing student work
Case Study 3.2: Keeping students involved during center activities
Case Study 3.3: Using technology in an upper elementary grade
Case Study 3.4: Poor work and study habits in a fourth-grade class
Checklist 3: Student work accountability procedures.
Getting Off to a Good Start
Creating a positive climate in your classroom
Teaching rules and procedures
Planning for a good beginning
Planning for the first days of school
Communicating with parents and guardians
Preparing for a substitute
Case Study 4.1: Beginning the year in a literature-based primary classroom
Case Study 4.2: Beginning the year in a sixth-grade math class using cooperative learning
Checklist 4: Preparation for the beginning of school
Planning and Conducting Instruction
Planning instructional activities
Types of instructional activities
Arranging activities within a lesson
Planning for clear instruction
Technology in the classroom
Kounin's concepts for managing whole-group instruction
Common problems in conducting instruction
Case Study 5.1: Unclear procedures
Case Study 5.2: A science lesson in a sixth-grade class
Checklist 5: Planning for instruction
Managing Cooperative Learning Groups
Research on cooperative learning
Examples of group activities
Strategies and routines that support cooperative learning
Talk and movement procedures
Promoting interdependence within the group
Individual accountability
Monitoring student work and behavior
Effective group work skills
Beginning the use of cooperative learning groups
Student goals and participation
Using group and individual rewards
Checklist 6: Planning for cooperative group instruction.
Maintaining Appropriate Student Behavior
Monitoring student behavior
Management of inappropriate behavior
Building a positive climate
Improving class climate through incentives and rewards
Caution in the use of rewards
Problem 7.1: Misbehavior in a third-grade class
Communication Skills for Teaching
Constructive assertiveness
Stating the problem or concern
Obtaining appropriate behavior
Activity 8.1: Developing assertiveness skills
Activity 8.2: Recognizing listening responses
Activity 8.3: Producing empathic responses
Activity 8.4: Problem-solving exercises
Activity 8.5: Dialogue analysis
Managing Problem Behaviors
What is problem behavior?
Major problem but limited in scope and effects
Escalating or spreading problem
Goals for managing problem behavior
More extensive interventions
Chronic avoidance of work
A final reminder: think and act positively
Assessing entering achievement
Identifying special groups
Strategies for individual differences
Modifying whole-class instruction
Supplementary instruction
Individualized instruction
Working with students with special needs
Students with learning disabilities
Students with emotional or behavioral problems
Students with serious social deficits (Autism Spectrum Disorders)
Students with attention deficit and hyperactivity
Students who are deaf or hearing impaired
Students who have visual impairments
Students with limited English proficiency
Students living in extreme poverty
Teaching lower-achieving students
Organizing and pacing instruction
Building positive attitudes
Teaching higher-achieving students
Case Study 10.1: Organizing reading instruction for low-academic-level students
Case Study 10.2: Supporting students with auditory disabilities in the classroom
Case Study 10.3: Teaching students in a third-grade inclusion class
Problem 10.1: Team teaching
Problem 10.2: A heterogeneous class.