[Ebook PDF] Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, 11th Edition

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Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, 11th Edition

ISBN-10: 0134444353
ISBN-13: 978-0134444352

Authors: by Vern Jones (Author), Louise Jones (Author)

Comprehensive Classroom Management is packed with practical advice and real-life examples to help teachers understand and apply the principles of classroom management in their own classroom situations. Comprehensive, based on the most current research, and supported through the examples of thousands of teachers already using these techniques, the book emphasizes creating classrooms where students feel safe because they know they are respected and supported by their teacher and peers–and where classroom behavior standards have been developed with and agreed upon by students. Through detailed case studies, examples, and descriptions of specific strategies, the book also examines instructional methods that support high rates of student engagement and methods for responding effectively to minor as well as serious and ongoing situations where student behavior disrupts the learning environment. The Eleventh Edition expands its emphasis on data-driven research-based approaches to classroom management, including a new focus on how brain research and trauma-sensitive classrooms that can informs our understanding of student learning and behavior.

PREFACE
Purpose
Research clearly indicates that teachers are the single most important factor affecting student achievement (Haycock, 1998; Marzano, 2003). Research also supports the fact that classroom management skills are perhaps the most important set of teacher skills influencing student learning.
Faced with large class sizes, an increasing number of students who arrive at school experiencing considerable emotional stress, and classes in which students’ academic and behavior skills vary widely, teachers are experiencing a heightened need for improving effectiveness in motivating and managing students. The movement toward increased inclusion of students with various disabilities and the growing number of students whose first language is not English have increased the complexity of teaching and effectively managing classrooms. Regardless of changes that may be made in the education system, schooling in the United States will not improve significantly unless teachers develop skills in the widely varied teaching methods generally described as classroom management.
Fortunately, technology in classroom management has kept pace with the increasing demands placed on teachers. Research in classroom management has grown explosively in the past forty years. Most teachers trained in the 1960s learned only such simple prescriptions as “don’t smile until Christmas” and “don’t grin until Thanksgiving.” In recent years, however, thousands of articles and hundreds of thoughtful research projects have focused on student behavior and learning. The concept of school discipline, which had concentrated on dealing with inevitable student misbehavior, was replaced by the concept of classroom management, which emphasized methods of creating positive learning environments that facilitate responsible student behavior and achievement.
Our purpose is to provide the reader with specific strategies for creating positive, supportive, respectful environments that encourage all students to view themselves and learning in a positive light. Our heartfelt desire is that this book will increase each reader’s ability to empower students to believe in themselves, understand the learning environment, and view the school as a place where their dignity is enhanced and where they can direct and take credit for their own learning. We agree with Mary McCaslin and Thomas Good (1992), who wrote:
We believe that the intended modern school curriculum, which is designed to produce self-motivated, active learners, is seriously undermined by classroom management policies that encourage, if not
demand, simple obedience. We advocate that a curriculum that seeks to promote problem solving and meaningful learning must be aligned with an authoritative management system that increasingly
allows students to operate as self-regulated and risk-taking learners. (p. 4)
Although authors can provide research-proven methods and the theory that supports these methods, we realize that the teacher is the decision maker. We strongly believe (and the best current educational research supports) that in order to create schools that will help an increasing number of students succeed in life, educators must implement many of the methods presented throughout this book. We acknowledge and respect that teachers must consider each new approach in light of their personal styles and teaching situations; we also know that the methods in this book have proven effective for thousands of teachers. Engaging in thoughtful, reflective decision making before implementing a new approach is the sign of a competent professional; failing to incorporate methods proven effective with a wide range of students is irresponsible behavior.
Research Basis for the Materials Presented in This Book Extensive research and experience went into the development of this book. The junior author taught elementary school for thirty-two years and then for five years taught classroom management and supervised student teachers at the college level. Over the past forty years, the senior author has been a middle school teacher, assistant principal, district-level special education coordinator, consultant in more than twenty-five states, and teacher educator teaching classroom management. He has chaired the American Educational Research Association’s Special Interest
Group on Classroom Management, written the chapter “Classroom Management” for the Handbook of Research on Teacher Education and the chapter “How Do Teachers Learn to Be Effective Classroom
Managers?” in the Handbook of Classroom Management: Research, Practice, and Contemporary Issues—a 1,445-page compilation of classroom management research edited by Carolyn Evertson
and Carol Weinstein (2006). The senior author has also written the books Creating Effective Programs for Students with Emotional and Behavior Disorders (2004) and Practical Classroom Management (2015) as well as numerous chapters and articles on classroom management. Each year, the senior author continues to teach classroom management to between sixty-five and seventy-five graduate school students who are completing a year-long school internship while earning their master’s degree in a fourteen-month full-time program. The questions, concerns, and implementation of best practices by these bright young educators, and the questions and feedback during their first years of teaching, have significantly enriched the content in this book.
In preparing for this book, the authors reviewed the 300 most recent articles as well as dissertations completed over the past five years on classroom management. In writing this eleventh edition, the authors also drew on the dozens of other studies conducted during the past forty years, ranging from the foundational work of Jere Brophy, the meta-analysis by Robert Marzano (2003), the aforementioned Handbook of Classroom Management (Evertson & Weinstein, 2006), the summary of research-supported practices for Reducing Behavior Problems in the Elementary School Classroom (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008), a summary of “Evidence-Based Practices in Classroom Management” (Simonsen, Gairbanks, Briesch, Myers, & Sugai, 2008), and dozens of other key research studies and summaries of these studies. The most important research, however, will be that which the reader conducts as he or she implements the methods described in this book. Effective classroom management is influenced by the context in which one teaches—including the unique needs and styles of the teacher and his or her students. Educators must conduct their own action research by implementing research-based methods and determining how these methods work most effectively within the context of their own classrooms and schools.
Throughout this edition of the book, we refer to brain-based research and its implications for effective classroom management and instruction. While great strides have been made in developing theoretical connections between current knowledge of the human brain and methods that support positive student behavior and learning, “The idea that applying this knowledge base to educational psychology to yield positive outcomes in the teaching and learning process sounds promising, however, there is a lack of empirical research conducted in K–12 classrooms to support the positive results of applying brain research to teaching practices” (Erbes, Folkerts, Gergis, Pederson, & Stivers, 2010, p. 120). It is therefore imperative that teachers and school district personnel conduct sound action research as they implement methods that have brain based research as a primary support for their implementation.
New to This Edition
Updated material on the relationship between effective classroom management and PBIS
• New material on the how classroom management methods can support the creation of classrooms that are sensitive to students who have experienced trauma
• Updated discussion of brain-based research that supports classroom management methods
• Material on effectively using behavior specific feedback (praise)
• New material on the importance of creating positive, supportive peer relationships within the classroom and additional methods for creating these positive relationships
• Updated material on bullying and preventing bullying
• Methods for teaching students how to effectively respond to stress and frustration they experience in the classroom
• Methods for dealing with students’ use of electronic devices in the classroom
• New methods on using student choice to enhance motivation and academic success
• Methods for implementing peer tutoring
• New methods for preventing and responding to student behavior that disrupts the learning environment
• New ideas and methods on using reinforcement in the classroom
• Updated material on the use of zero tolerance and suspensions
• New methods for classroom teachers conducting a functional behavior assessment
• Updated materials on using the “check-in-check-out” procedure and other forms of contracts
• Ten interactive reviews that enable the reader to test their knowledge of the content by applying it to classroom scenarios