Preface |
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xi | |
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CHAPTER 1 Organizing Your Classroom and Supplies |
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1 | (16) |
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FOUR KEYS TO GOOD ROOM ARRANGEMENT |
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3 | (1) |
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SUGGESTIONS FOR ARRANGING YOUR CLASSROOM |
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4 | (9) |
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4 | (2) |
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6 | (5) |
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Storage Space and Supplies |
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11 | (2) |
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13 | (1) |
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14 | (2) |
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CHECKLIST 1: Room Preparation |
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16 | (1) |
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CHAPTER 2 Choosing Rules and Procedures |
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17 | (22) |
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WHY ALL KINDS OF CLASSROOMS NEED RULES AND PROCEDURES |
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18 | (1) |
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PRELIMINARY CONSIDERATIONS |
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19 | (6) |
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19 | (1) |
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Identifying School Rules and Procedures |
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20 | (1) |
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Planning Your Classroom Rules |
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21 | (2) |
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Student Participation in Rule Setting |
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23 | (2) |
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PLANNING CLASSROOM PROCEDURES |
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25 | (8) |
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25 | (1) |
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Procedures during Individual Work and Teacher-Led Activities |
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26 | (2) |
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Transitions into and out of the Room |
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28 | (2) |
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Procedures during Small-Group Instruction |
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30 | (1) |
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Procedures during Cooperative Group Activities |
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31 | (1) |
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31 | (2) |
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33 | (1) |
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34 | (1) |
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CASE STUDY 2.1: Classroom Procedures and Rules in a Second-Grade Class |
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35 | (1) |
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CASE STUDY 2.2: Using Centers in a Multitask Classroom |
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36 | (1) |
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CHECKLIST 2: Rules and Procedures |
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37 | (2) |
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CHAPTER 3 Managing Student Work |
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39 | (16) |
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CLEAR COMMUNICATION OF ASSIGNMENTS AND WORK REQUIREMENTS |
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41 | (2) |
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Instructions for Assignments |
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41 | (1) |
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Standards for Form, Neatness, and Due Dates |
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42 | (1) |
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Procedures for Absent Students |
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42 | (1) |
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MONITORING PROGRESS ON AND COMPLETION OF ASSIGNMENTS |
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43 | (3) |
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Monitoring Work in Progress |
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43 | (1) |
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Monitoring the Completion of Assignments |
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44 | (1) |
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Maintaining Records of Student Work |
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45 | (1) |
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45 | (1) |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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49 | (1) |
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CASE STUDY 3.1: Managing Student Work |
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49 | (1) |
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CASE STUDY 3.2: Keeping Students Involved during Center Activities |
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50 | (1) |
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CASE STUDY 3.3: Math Accountability Procedures in an Intermediate Grade |
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51 | (1) |
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CASE STUDY 3.4: Poor Work and Study Habits in a Fourth-Grade Class |
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52 | (1) |
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CHECKLIST 3: Accountability Procedures |
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53 | (2) |
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CHAPTER 4 Getting Off to a Good Start |
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55 | (30) |
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TEACHING RULES AND PROCEDURES |
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56 | (3) |
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PLANNING FOR A GOOD BEGINNING |
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59 | (10) |
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59 | (1) |
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59 | (6) |
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Communicating with Parents |
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65 | (1) |
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66 | (3) |
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Preparing for a Substitute |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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CASE STUDY 4.1: Beginning the Year in a Literature-Based Primary Classroom |
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71 | (7) |
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CASE STUDY 4.2: Beginning the Year in a Sixth-Grade Math Class Using Cooperative Learning |
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78 | (5) |
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CHECKLIST 4: Preparation for the Beginning of School |
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83 | (2) |
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CHAPTER 5 Planning and Conducting Instruction |
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85 | (24) |
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PLANNING INSTRUCTIONAL ACTIVITIES |
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86 | (10) |
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87 | (1) |
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Types of Instructional Activities |
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87 | (5) |
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Arranging Activities within a Lesson |
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92 | (1) |
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Planning for Clear Instruction |
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93 | (2) |
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Technology in the Classroom |
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95 | (1) |
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KOUNIN'S CONCEPTS FOR MANAGING WHOLE-GROUP INSTRUCTION |
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96 | (5) |
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96 | (3) |
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99 | (1) |
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99 | (2) |
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TROUBLESHOOTING COMMON PROBLEMS IN CONDUCTING INSTRUCTION |
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101 | (3) |
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102 | (1) |
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103 | (1) |
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104 | (1) |
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104 | (1) |
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105 | (1) |
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105 | (1) |
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105 | (1) |
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105 | (1) |
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CASE STUDY 5.1: A Science Lesson in a Sixth-Grade Class |
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106 | (1) |
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CHECKLIST 5: Planning for Instruction |
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107 | (2) |
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CHAPTER 6 Managing Cooperative Learning Groups |
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109 | (20) |
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RESEARCH ON COOPERATIVE LEARNING |
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110 | (1) |
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EXAMPLES OF GROUP ACTIVITIES |
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111 | (1) |
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STRATEGIES AND ROUTINES THAT SUPPORT COOPERATIVE LEARNING |
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112 | (4) |
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112 | (1) |
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Talk and Movement Procedures |
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113 | (1) |
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114 | (1) |
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Promoting Interdependence within the Group |
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115 | (1) |
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Individual Accountability |
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115 | (1) |
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MONITORING STUDENT WORK AND BEHAVIOR |
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116 | (2) |
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118 | (1) |
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EFFECTIVE GROUP WORK SKILLS |
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119 | (2) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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BEGINNING THE USE OF COOPERATIVE LEARNING GROUPS |
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121 | (5) |
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121 | (1) |
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121 | (1) |
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121 | (1) |
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122 | (1) |
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123 | (2) |
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Student Goals and Participation |
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125 | (1) |
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Using Group and Individual Rewards |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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CHECKLIST 6: Planning for Cooperative Group Instruction |
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127 | (2) |
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CHAPTER 7 Maintaining Appropriate Student Behavior |
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129 | (18) |
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MONITORING STUDENT BEHAVIOR |
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131 | (2) |
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133 | (1) |
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PROMPT MANAGEMENT OF INAPPROPRIATE BEHAVIOR |
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134 | (1) |
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Four Ways to Manage Inappropriate Behavior |
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135 | (1) |
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BUILDING A POSITIVE CLIMATE |
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135 | (2) |
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IMPROVING CLASS CLIMATE THROUGH INCENTIVES AND REWARDS |
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137 | (4) |
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138 | (1) |
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138 | (1) |
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139 | (1) |
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140 | (1) |
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CAUTION IN THE USE OF REWARDS |
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141 | (1) |
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142 | (1) |
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143 | (2) |
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PROBLEM 7.1: Misbehavior in a Third-Grade Class |
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145 | (2) |
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CHAPTER 8 Communication Skills for Teaching |
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147 | (24) |
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CONSTRUCTIVE ASSERTIVENESS |
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150 | (3) |
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Stating the Problem or Concern |
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151 | (1) |
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152 | (1) |
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Obtaining Appropriate Behavior |
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152 | (1) |
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153 | (3) |
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154 | (1) |
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155 | (1) |
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156 | (4) |
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A NOTE ON TALKING WITH PARENTS |
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160 | (1) |
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161 | (1) |
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162 | (4) |
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ACTIVITY 8.1: Developing Assertiveness Skills |
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162 | (1) |
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ACTIVITY 8.2: Recognizing Listening Responses |
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163 | (1) |
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ACTIVITY 8.3: Producing Empathic Responses |
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164 | (1) |
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ACTIVITY 8.4: Problem-Solving Exercises |
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165 | (1) |
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ACTIVITY 8.5: Dialogue Analysis |
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166 | (1) |
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166 | (2) |
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166 | (1) |
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DIALOGUE 8.2: Alice and Alicia |
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167 | (1) |
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168 | (1) |
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ASSERTIVENESS ASSESSMENT SCALES |
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168 | (3) |
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CHAPTER 9 Managing Problem Behaviors |
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171 | (24) |
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WHAT IS PROBLEM BEHAVIOR? |
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173 | (1) |
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173 | (1) |
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173 | (1) |
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Major Problem but Limited in Scope and Effects |
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173 | (1) |
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Escalating or Spreading Problem |
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173 | (1) |
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GOALS FOR MANAGING PROBLEM BEHAVIOR |
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174 | (1) |
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174 | (13) |
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176 | (2) |
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178 | (3) |
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More Extensive Interventions |
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181 | (6) |
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187 | (5) |
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187 | (1) |
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Rudeness toward the Teacher |
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188 | (1) |
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Chronic Avoidance of Work |
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189 | (1) |
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190 | (1) |
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Other Aggressive Behavior |
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191 | (1) |
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Defiance or Hostility toward the Teacher |
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192 | (1) |
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A FINAL REMINDER: THINK AND ACT POSITIVELY |
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192 | (1) |
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193 | (1) |
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194 | (1) |
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CHAPTER 10 Managing Special Groups |
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195 | (30) |
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ASSESSING ENTERING ACHIEVEMENT |
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196 | (1) |
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IDENTIFYING SPECIAL GROUPS |
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197 | (1) |
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STRATEGIES FOR INDIVIDUAL DIFFERENCES |
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197 | (12) |
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197 | (2) |
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Modifying Whole-Class Instruction |
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199 | (2) |
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Supplementary Instruction |
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201 | (4) |
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Individualized Instruction |
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205 | (3) |
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208 | (1) |
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WORKING WITH SPECIAL NEEDS STUDENTS |
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209 | (7) |
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Students with Learning Disabilities |
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210 | (1) |
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Students with Emotional or Behavioral Problems |
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210 | (2) |
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Students with Attention Deficit and Hyperactivity |
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212 | (1) |
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Students Who Are Deaf or Hearing Impaired |
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213 | (1) |
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Students Who Have Visual Impairments |
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214 | (1) |
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Students with Limited English Proficiency |
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215 | (1) |
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TEACHING LOWER-ACHIEVING STUDENTS |
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216 | (3) |
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216 | (1) |
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Organizing and Pacing Instruction |
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217 | (1) |
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217 | (1) |
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Building Positive Attitudes |
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217 | (2) |
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TEACHING HIGHER-ACHIEVING STUDENTS |
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219 | (1) |
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220 | (1) |
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221 | (1) |
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CASE STUDY 10.1: Organizing Reading Instruction for Low Academic Level Students |
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221 | (1) |
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CASE STUDY 10.2: Supporting Students with Auditory Disabilities in the Classroom |
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222 | (1) |
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PROBLEM 10.1: Team Teaching |
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223 | (1) |
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PROBLEM 10.2: A Heterogeneous Class |
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223 | (2) |
Appendix: Answer Keys for Chapter Activities |
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225 | (10) |
References and Further Readings |
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235 | (4) |
Index |
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239 | |