Preface |
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xv | |
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Organizing Your Classroom and Supplies |
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1 | (18) |
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Four Keys to Good Room Arrangement |
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3 | (2) |
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Suggestions for Arranging Your Classroom |
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5 | (9) |
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5 | (1) |
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6 | (6) |
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Storage Space and Supplies |
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12 | (2) |
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14 | (1) |
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15 | (3) |
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Checklist 1: Room Preparation |
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18 | (1) |
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Establishing Classroom Norms and Expectations |
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19 | (22) |
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What Is an Effectively Managed Classroom? |
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20 | (1) |
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Preliminary Considerations |
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21 | (5) |
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21 | (1) |
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Identifying School Rules and Procedures |
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22 | (1) |
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Planning Your Classroom Rules |
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23 | (2) |
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Student Participation in Rule Setting |
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25 | (1) |
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Planning Classroom Procedures |
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26 | (9) |
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26 | (2) |
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Procedures for Individual Work and Teacher-Led Activities |
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28 | (2) |
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Transitions into and out of the Room |
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30 | (1) |
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Procedures for Small-Group Instruction |
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31 | (2) |
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Procedures for Cooperative Group Activities |
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33 | (1) |
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33 | (2) |
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35 | (1) |
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36 | (1) |
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Case Study 2.1: Classroom Procedures and Rules in a Second-Grade Class |
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37 | (1) |
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Case Study 2.2: Using Centers in a Multitask Classroom |
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38 | (1) |
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Checklist 2: Norms, Expectations, Rules, and Procedures |
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39 | (2) |
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Fostering Student Accountability |
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41 | (17) |
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Clear Communication of Assignments and Work Requirements |
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43 | (3) |
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Instructions for Assignments |
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44 | (1) |
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Standards for Form, Neatness, and Due Dates |
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44 | (2) |
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Procedures for Absent Students |
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46 | (1) |
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Monitoring Progress on and Completion of Assignments |
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46 | (4) |
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Monitoring Work in Progress |
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46 | (1) |
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Monitoring the Completion of Assignments |
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47 | (1) |
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Maintaining Records of Student Work |
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48 | (1) |
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Managing Student Portfolios |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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51 | (1) |
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52 | (1) |
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Case Study 3.1: Managing Student Work |
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52 | (1) |
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Case Study 3.2: Keeping Students Involved during Center Activities |
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53 | (1) |
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Case Study 3.3: Using Technology in an Upper Elementary Grade |
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54 | (1) |
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Case Study 3.4: Poor Work and Study Habits in a Fourth-Grade Class |
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55 | (1) |
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Checklist 3: Accountability Procedures |
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56 | (2) |
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Getting Off to a Good Start |
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58 | (29) |
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Creating a Positive Climate in Your Classroom |
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59 | (1) |
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Teaching Rules and Procedures |
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60 | (2) |
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Planning for a Good Beginning |
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62 | (10) |
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Planning for the First Days of School |
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62 | (1) |
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63 | (5) |
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Communicating with Parents |
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68 | (1) |
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68 | (4) |
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Preparing for a Substitute |
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72 | (1) |
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72 | (1) |
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73 | (1) |
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Case Study 4.1: Beginning the Year in a Literature-Based Primary Classroom |
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74 | (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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81 | (4) |
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Checklist 4: Preparation for the Beginning of School |
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85 | (2) |
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Planning and Conducting Instruction |
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87 | (24) |
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Planning Instructional Activities |
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89 | (11) |
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89 | (1) |
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Types of Instructional Activities |
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90 | (5) |
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Arranging Activities within a Lesson |
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95 | (1) |
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Planning for Clear Instruction |
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96 | (3) |
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Technology in the Classroom |
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99 | (1) |
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Kounin's Concepts for Managing Whole-Group Instruction |
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100 | (3) |
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100 | (2) |
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102 | (1) |
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102 | (1) |
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Common Problems in Conducting Instruction |
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103 | (2) |
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103 | (2) |
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105 | (1) |
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105 | (1) |
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106 | (1) |
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107 | (1) |
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107 | (1) |
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107 | (1) |
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107 | (1) |
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Case Study 5.1: A Science Lesson in a Sixth-Grade Class |
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108 | (1) |
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Checklist 5: Planning for Instruction |
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109 | (2) |
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Managing Cooperative Learning Groups |
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111 | (21) |
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Research on Cooperative Learning |
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112 | (2) |
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Examples of Group Activities |
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114 | (1) |
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Strategies and Routines That Support Cooperative Learning |
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115 | (4) |
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115 | (1) |
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Talk and Movement Procedures |
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115 | (2) |
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117 | (1) |
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Promoting Interdependence within the Group |
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118 | (1) |
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Individual Accountability |
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118 | (1) |
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Monitoring Student Work and Behavior |
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119 | (1) |
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120 | (1) |
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Effective Group Work Skills |
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121 | (2) |
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121 | (1) |
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122 | (1) |
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122 | (1) |
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Beginning the Use of Cooperative Learning Groups |
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123 | (5) |
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123 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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125 | (2) |
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Student Goals and Participation |
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127 | (1) |
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Using Group and Individual Rewards |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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Checklist 6: Planning for Cooperative Group Instruction |
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130 | (2) |
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Maintaining Appropriate Student Behavior |
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132 | (17) |
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Monitoring Student Behavior |
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134 | (2) |
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136 | (1) |
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Management of Inappropriate Behavior |
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137 | (1) |
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Building a Positive Climate |
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138 | (2) |
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Improving Class Climate through Incentives and Rewards |
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140 | (3) |
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140 | (1) |
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141 | (1) |
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141 | (1) |
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142 | (1) |
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Caution in the Use of Rewards |
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143 | (1) |
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144 | (1) |
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145 | (3) |
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Problem 7.1: Misbehavior in a Third-Grade Class |
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148 | (1) |
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Communication Skills for Teaching |
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149 | (21) |
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Constructive Assertiveness |
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152 | (2) |
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Stating the Problem or Concern |
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153 | (1) |
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153 | (1) |
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Obtaining Appropriate Behavior |
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154 | (1) |
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154 | (4) |
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156 | (1) |
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156 | (2) |
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158 | (4) |
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162 | (1) |
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162 | (1) |
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163 | (1) |
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Activity 8.1: Developing Assertiveness Skills |
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163 | (1) |
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Activity 8.2: Recognizing Listening Responses |
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164 | (1) |
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Activity 8.3: Producing Empathic Responses |
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165 | (1) |
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Activity 8.4: Problem-Solving Exercises |
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166 | (1) |
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Activity 8.5: Dialogue Analysis |
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166 | (1) |
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166 | (1) |
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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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169 | (1) |
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Managing Problem Behaviors |
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170 | (24) |
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What Is Problem Behavior? |
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172 | (1) |
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172 | (1) |
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172 | (1) |
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Major Problem but Limited in Scope and Effects |
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172 | (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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173 | (1) |
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174 | (10) |
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175 | (2) |
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177 | (2) |
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More Extensive Interventions |
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179 | (5) |
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184 | (6) |
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185 | (1) |
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186 | (1) |
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Rudeness toward the Teacher |
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187 | (1) |
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Chronic Avoidance of Work |
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187 | (2) |
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189 | (1) |
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189 | (1) |
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A Final Reminder: Think and Act Positively |
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190 | (1) |
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191 | (1) |
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192 | (2) |
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194 | (32) |
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Assessing Entering Achievement |
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195 | (1) |
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Identifying Special Groups |
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196 | (1) |
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Strategies for Individual Differences |
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196 | (11) |
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197 | (1) |
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Modifying Whole-Class Instruction |
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198 | (1) |
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Supplementary Instruction |
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199 | (4) |
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Individualized Instruction |
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203 | (2) |
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205 | (2) |
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Working with Students with Special Needs |
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207 | (9) |
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Students with Learning Disabilities |
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207 | (1) |
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Students with Emotional or Behavioral Problems |
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208 | (1) |
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Students with Serious Social Deficits (Asperger's Syndrome) |
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209 | (2) |
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Students with Attention Deficit and Hyperactivity |
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211 | (1) |
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Students Who Are Deaf or Hearing Impaired |
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212 | (1) |
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Students Who Have Visual Impairments |
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213 | (1) |
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Students with Limited English Proficiency |
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214 | (1) |
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Students Living in Extreme Poverty |
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215 | (1) |
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Teaching Lower-Achieving Students |
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216 | (3) |
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217 | (1) |
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Organizing and Pacing Instruction |
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217 | (1) |
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218 | (1) |
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Building Positive Attitudes |
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218 | (1) |
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Teaching Higher-Achieving Students |
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219 | (1) |
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220 | (2) |
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222 | (1) |
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Case Study 10.1: Organizing Reading Instruction for Low-Academic-Level Students |
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222 | (1) |
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Case Study 10.2: Supporting Students with Auditory Disabilities in the Classroom |
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223 | (1) |
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Case Study 10.3: Teaching Students in a Third-Grade Inclusion Class |
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224 | (1) |
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Problem 10.1: Team Teaching |
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225 | (1) |
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Problem 10.2: A Heterogeneous Class |
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225 | (1) |
Appendix: Answer Keys for Chapter Activities |
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226 | (10) |
References and Further Readings |
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236 | (4) |
Index |
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240 | |