Synopses & Reviews
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.
About the Author
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.
Table of Contents
Chapter 1 - Changing Views of Classroom Management
Part I - Classroom Management as Discipline
Chapter 2 - Behavioral Approaches to Classroom Management
Chapter 3 - Assertive Discipline
Chapter 4 - Positive Classroom Discipline
Chapter 5 - Logical Consequences
Part II Classroom Management as a System
Chapter 6 - Discipline with Dignity
Chapter 7 - Classroom Organization and Management Program (COMP)
Chapter 8 - Building Community
Chapter 9 - Discipline without Stress® Punishments or Rewards
Part III Classroom Management as Instruction
Chapter 10 - Inner Discipline
Chapter 11 - Positive Behavior Support
Chapter 12 - Conflict Resolution and Peer Mediation
Chapter 13 - Judicious Discipline
Part IV Developing a Personal System
Chapter 14 - Research-Based Best Practices in Classroom Management
Chapter 15 - Creating Your Own System