The first book to address head-on the most in-demand and troubling issue for teachers: how to control their classroom.
Walker, & G. Stoner (Eds.), Interventions for achievement and behavior problems II: Preventative and remedial approaches (pp. 611–649). Bethesda, MD: National Association for School Psychologists. Gresham, F. M. (2002).
Appropriate for grades K-12, 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 ...
Each chapter of the book concentrates on a key area (physical design, rules and routines, relationships, engaging instruction, and discipline) and focuses on the importance of that particular area in relation to a teacher's overall ...
For many years educational experts have extolled the benefits of a positive student-teacher relationship. Personal connections between teachers and students can be the key motivator in student interest and achievement...
This is a solutions book that shows how to organize and structure a classroom to create a safe and positive environment for student learning and achievement to take place.
... C., 159 Butler, R., 162 Byrd, D. M., 173 C Campbell, P. B., 83 Canter, L., 21, 34, 35, 203, 211, 213, 227, 243 Canter, M., 21, 35, 203, 211, 227, 243 Cartledge, G., 128, 139 Cash, R. M., 131 Cassel, P., 28 Cassetta, G., 81 Catalano, ...
For Ms. Baker, this is the last straw. “Wilma, why are you tardy?” snapped Ms. Baker. “I had to go to the bathroom. Is that okay with you?” was the sarcastic reply. “Wilma, I don't appreciate your attitude!” “Well, I don't appreciate ...
The book is laid out across six major areas of classroom management and includes the most pressing issues, problems, and concerns shared by all teachers.
This latest new edition of Effective Classroom Management is written for new teachers and those who train and guide them.
Although cueing has sometimes been used within SMP (e.g., Lloyd, Bateman, Landrum, & Hallahan, 1989), students monitoring performance more typically conduct one summative self-evaluation at the end of a period (e.g., Harris, Graham, ...