Description

This product is an alternate version of:
Levin & Nolan,  Principles of Classroom Management: A Professional Decision-Making Model (with MyEducationLab), 6/E

Features

• Includes iterative case studies that are reanalyzed as new concepts are introduced, allowing students to apply their new understandings to real classroom behavior problems.
• Emphasizes a teacher’s influence on students stemming from his or her own teaching behavior which illustrates the stated philosophy that the only person a teacher can control is himself or herself.
• Discusses cultural alienation and cultural sensitivity that helps teachers understand the connection between cultural context, student behavior, and teacher behavior.
• Includes coverage of students' self-esteem that allows teachers to better understand how students feel about themselves and how these feelings may be the cause of certain types of classroom behavior.
• Gives specific attention to relationship building as an essential component of management and problem solving gives teachers useful, concrete strategies for dealing with chronic problems.
• Discusses how formative assessment and feedback and the use of differentiated instruction positively impacts both student achievement and behavior giving readers even more knowledge and tools to use in the classroom.
• Provides a current and practical overview of student-directed classrooms that focuses on the nature of the democratic classrooms and how to create more productive learning environments.
• Details on the negative academic and behavioral impact of out-of-school suspensions on students so that readers may apply this information to their classroom management.
• Contains “Discipline Problem Analysis Inventory” appendix that helps readers understand the connection between cultural context, student behavior, and teacher behavior.
• Contains “ General Guidelines for Working with Special Needs Children” appendix that provides eleven guidelines that teachers may use in making decisions bout their classroom practice and its applicability to special needs students
• Contains “Decisions and task for the Beginning of the School Year” appendix that provides a potential checklist of activities that teachers can plan and carry out to increase the probability of a smooth opening for the school year.
• Features two appendices on “Guidelines for Working with Special Needs Students,” and “Decisions and Tasks for Beginning the School Year” that focus attention on two critical teacher needs.
• Instructional PowerPoint presentations and a test bank are available online for teachers to better prepare their lectures and exams.
• Classroom management video available at no additional cost to adopters.

New To This Edition

• Contains an expanded number of classroom management models discussed in Chapter 4 as the underpinning for various philosophical approaches to classroom management.
• Contains an added new section on student resiliency and risk protective factors that assists teachers in recognizing behaviors that indicate student resiliency.  Teachers can also encourage student resiliency by focusing on impacting cognitive, behavioral, social and contextual variables.
• Presents an added a discussion of functional behavior assessment as a strategy for coping with long-term management issues.
• Contains a revised chapter on effective teaching to include updated syntheses of research on teaching and learning by Marzano, Good, and Brophy.
• Has an expanded section on cultural synchronization and added case studies and exercises related to finding cultural norms in the classroom relaying critical knowledge to teachers as the minority population increases in schools while the number of minority teachers remains relatively small.
• Includes the latest research on violence in the media and its impact on students’ behavior with detailed coverage of why students engage in bullying, the prevalence of bullying behavior, and what schools can do to prevent and reduce bullying.
• Includes an expanded section on cyber bullying that alerts teachers to the frequency of online bullying and details the short and long-term negative impacts on both the students being bullied as well as those doing the bullying.
• Discusses the disproportional rate of disciplinary measures directed towards minority students, particularly African Americans, and an explanation as to why this occurs and how it can be eliminated.

Table of Contents

Preface

I. FOUNDATIONS.

1. The Basics.

Defining the Process of Teaching.
Case 1.1: Getting Students to Respond.
Case 1.2: “Why Study? We Don't Get Enough Time for the Test Anyway!”
Principles of Classroom Management.
Professional Decision-Making Hierarchy.
Case 1.3: The Vice-Principal Wants to See Whom?

2. Nature of the Discipline Problem.

Defining a Discipline Problem.
Case 2.1: Can a Teacher Be a Discipline Problem?
Case 2.2: Solving a Motivational Problem.
Extent of the Problem.
The Effect of Classroom Discipline Problems on Teaching and Learning.
Case 2.3: Discipline: A Costly Waste of Time.
Case 2.4: The Ripple Effect.

3. Understanding Why Children Misbehave.

Societal Changes.
Case 3.1: This Is the Greatest Thing That Has Happened to Me in Twenty Years of Teaching.
Case 3.2: Who Really Cares?
Failure to Meet Children's Basic Needs.
Case 3.3: Hanging on the Corner.
Case 3.4: Marital Conflict.
Case 3.5: Forgetting to Sit Down.
Case 3.6: There Must Be a Better Way.
Case 3.7: Too Much Noise.
Case 3.8: Afraid of Going to School.
Case 3.9: Turning Off Students.
Children's Pursuit of Social Recognition and Self-Esteem.

Case 3.10: I'm Going to Be Sorry When Fifth Grade Is Over.
Case 3.11: Seeking Faulty Goals.
Self Esteem

Bullying and Cyberbullying
Case 3.12: “Get out of My Face.”
Stages of Cognitive and Moral Development

Instructional Competence.
Case 3.13: Not Being Able to Teach.

4. Philosophical Approaches to Classroom Management.

Case 4.1: The Tricks-of-the-Trade Approach.
Teacher Power Bases.
Case 4.2: The Involved Teacher.
Case 4.3: Her Reputation Precedes Her.
Case 4.4: “School Is Your Job.”
Case 4.5: Going to Recess.
Theories of Classroom Management.
Case 4.6: Handling Disruptive David.

II. PREVENTION.

5. The Professional Teacher.

The Basics of Effective Teaching.

Lesson Design

Student Motivation: Teacher Variables
Case 5.1: The Popcorn Popper.
Case 5.2: Talking between Classes.
Case 5.3: Nonconstructive Feedback.

Teacher Expectations

Classroom Questioning

Maximizing Learning Time
Beyond the Basics.

Teaching for Understanding

Authentic Instruction

Creating Communities of Learners

Teaching toward Multiple Intelligences
Case 5.4: Cooperative Learning in Biology.
Case 5.5: Three Years of History Rolled into One.

6. Structuring the Environment.

Designing the Physical Classroom Environment.
Establishing Classroom Guidelines.
Case 6.1: Fourteen to Ten, Music Wins.
Case 6.2: Having Your Name Placed on the Board Isn't Always Bad.
Case 6.3: “I Don't Know if I Can Remember.”
Case 6.4: “I'm Not Promising Anything.”
Case 6.5: Calling out Correct Answers.
Case 6.6: The Smiley Face Self-Analysis.
The Cultural Embeddedness of Rules and Guidelines.
Case 6.7: Believing What You Want to

Case 6.8: No One Looks Like Me

Creating Group Norms to Structure Appropriate Behavior.

III. INTERVENTIONS FOR COMMON BEHAVIOR PROBLEMS

7. Managing Common Behavior Problems: Nonverbal Interventions

Prerequisites to Management.
Surface Behaviors.
Case 7.1: “ … 3,2,1, Blast Off.”
Proactive Intervention Skills.
Remedial Intervention Skills.
Effectiveness of Nonverbal Coping Skills.
Case 7.2: Notes versus Math.
Case 7.3: Let Your Fingers Do the Walking.

8. Coping with Common Behavior Problems: Verbal Interventions and Use of Logical Consequences.

Case 8.1: Blowing His Stack.
Classroom Verbal Intervention.
Case 8.2: Jimmy, the Little Sneak.
Comply or Face the Logical Consequences: “You Have a Choice.”
When “You Have a Choice” Doesn't Work.
Case 8.3: “Doing Nothin'.”

IV. INTERVENTIONS FOR CHRONIC BEHAVIOR PROBLEMS.

9. Classroom Interventions for Chronic Behavior Problems.

Case 9.1: “I Just Dropped My Book.”
Relationship Building.
Case 9.2: Darnell.
Case 9.3: Relating to Cindy.
Breaking the Cycle of Discouragement.

Talking to Solve Problems

Specific Short-Term Problem-Solving Strategies

10. Seeking Outside Assistance.

The Nature of Persisting Misbehavior.
When Outside Assistance Is Needed.
The Referral Process.
Working with Parents.
Case 10.1: “In Order to Drive, You Must Speak Spanish.”
Case 10.2: “Won't Be Much Help.”
Symptoms of Serious Problems.
Legal Aspects of Seeking Outside Assistance.

APPENDIX A: THE DISCIPLINE PROBLEM ANALYSIS INVENTORY (DPAI).

Part I: Have I Done All I Can to Prevent Misbehavior?

Chapter One: The Basics.
Chapter Two: Nature of the Discipline Problem.
Chapter Three: Understanding Why Children Misbehave.
Chapter Four: Philosophical Approaches to Classroom Management.
Chapter Five: The Professional Teacher.
Chapter Six: Structuring the Environment.

Part II: Am I Effectively Resolving Misbehavior?

Chapter Seven: Managing Common Misbehavior Problems: Nonverbal Intervention.
Chapter Eight: Managing Common Misbehavior Problems: Verbal Interventions and Use of Logical Consequences.
Chapter Nine: Classroom Interventions for Chronic Problems.
Chapter Ten: Seeking Outside Assistance.

Appendix B: General Guidelines for Working with Special Needs Students

Appendix C: Decisions and Tasks for Beginning the School Year

Index

Courses

Classroom Management  [GRADUATE LEVEL]   (Ed Psych / Tests & Measurements)

Previous Edition(s)

• Principles of Classroom Management: A Professional Decision-Making Model, 5/E
  Levin & Nolan
  ©2007  |  Pearson  |  Paper; 288 pp  |  Out of Print
  ISBN-10: 0205482953  |  ISBN-13: 9780205482955
    Brief Description  | 

  

  Written for classroom management and general methods courses, the Fourth Edition of Principles of Classroom Management provides a theoretically-based and practical system for helping teachers prevent disruptive behavior, influence appropriate behavior and continue to provide a positive learning environment for their students.

  This concise text presents an array of decision-making options that guide teachers in thinking about how to approach particular classroom management situations and choose from a range of options designed to prevent, cope with, and solve a range of problems. A variety of theoretical perspectives, each fleshed out with cases taken from actual classrooms, gives students many choices for handling issues that may arise in their classrooms.

  More Info
  

MyEducationLab Guided Tour

Backcover Copy

“This text is concise and doesn’t intimidate the undergraduate student. Students need the bottom line. Currently, this text does that.”
–Justin J. Wageman, North Dakota State University

“This text is very informative. It is not easy to find a book on discipline that includes the material that this one does.”
–Barrie A. Brancato, Clarian University

“I have used this text since I began teaching classroom management six years ago. I have reviewed many others but still find this one to best meet the needs of the students.
–Joan Schwartz, Armstrong Atlantic State University

Written for classroom management and general methods courses, the Fourth Edition of Principles of Classroom Management provides a theoretically based and practical system for helping teachers prevent disruptive behavior, influence appropriate behavior, and continue to provide a positive learning environment for their students. This concise text presents an array of decision-making options that guide teachers in thinking about how to approach particular classroom management situations and choose from a range of options designed to prevent, cope with, and solve a variety of problems.

New to This Edition:

• Includes iterative case studies that are reanalyzed as more concepts are introduced, allowing students to apply their new understandings to real classroom behavior problems.
• Two new appendices on (1) Guidelines for Working with Special Needs Students, and (2) Decisions and Tasks for Beginning the School Year focus attention on two critical teacher needs.
• Includes the latest research on violence in the media and its impact on students’ behavior with detailed coverage of why students engage in bullying, the prevalence of bullying behavior including cyber-bullying, and what schools can do to prevent and reduce bullying (Ch. 3).
• Discusses how formative assessment and feedback and the use of differentiated instruction positively impacts both student achievement and behavior (Ch. 5).
• Discusses the disproportional rate of disciplinary measures directed toward minority students (particularly African Americans) and an explanation as to why this occurs and how it can be eliminated (Ch. 6).
• Details on the negative academic and behavioral impact on students of out of school suspension are discussed (Ch. 9).
• Chapter by chapter PowerPoints and a Test Bank that includes multiple choice, true/false, and discussion questions for each chapter is available online. Instructors can access this supplement by contacting their local representative for a password.
• Classroom Management video free to adopters.

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PowerPoint Presentation (Download only) for Principles of Classroom Management, 6/E
Levin & Nolan
©2011  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0137082525  |  ISBN-13: 9780137082520

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Test Bank (Download only) for Principles of Classroom Management: A Professional Decision Making Model, 6/E
Levin
©2010  |  Pearson  |  On-line Supplement  |  Live
ISBN-10: 0137012071  |  ISBN-13: 9780137012077

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Simulations in Classroom Management
Pearson
©2012  |  Pearson  |  Website  |  Live
ISBN-10: 013705761X  |  ISBN-13: 9780137057610
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What Every Helping Professional Should Know About Ethical Conduct, 3/E
Merrill Professional & Gladding
©2009  |  Pearson  |  Paper; 96 pp  |  Instock
ISBN-10: 0137149441  |  ISBN-13: 9780137149445
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• Principles of Classroom Management: A Professional Decision Making Model, CourseSmart eTextbook, 6/E
  Levin & Nolan
  ©2010  |  Pearson  |  Electronic Book; 272 pp  |  Available
  ISBN-10: 0137000340  |  ISBN-13: 9780137000340
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