Authentic Classroom Management: Creating a Learning Community and Building Reflective Practice, CourseSmart eTextbook, 3rd Edition

Authentic Classroom Management addresses the basics of classroom management by focusing on creating a learning community based on respectful and authentic communication to invite student cooperation and develop student problem-solving capacity.

 

This easy-to-read, practical text covers a broad theoretical range and attempts to narrow the gap between theory and practice to provide realistic and collaborative management options. It promotes a multidimensional perspective for managing classrooms while integrating the process of becoming a reflective practitioner. The text advocates classroom management and interaction styles that better align with the teacher role as social mediator or learning facilitator.

 

The text encourages developing teachers to view problems as opportunities to co-create better solutions, build relationships, and teach their students new coping and self-management strategies. Its many exercises offer opportunity for skill development through reflection and self-questioning, emphasizing proactive ways of interacting with students to create and sustain an authentic learning community.

Preface    

Introduction

Demands of Today’s Classroom

Changing Structure of American Society    

Emerging Beliefs about Quality Teaching and Classroom Management    

Guiding Assumptions about Effectively Managing Today’s Classroom    

 

Chapter One

Reflection: A Vital Tool for Navigating Life in Today's Classroom

On Becoming a Reflective Practitioner    

Levels of Reflection

Developing the Practice of Self-Reflection    

Examining Core Beliefs, Assumptions, and Expectations    

Practices to Enhance Reflection 

 

Chapter Two

A Multidimensional Approach to Classroom Management    

The Balancing Act: The Many Faces of Classroom Management    

Setting the Stage: Preventive Planning    

Deciding to Intervene    

Alternatives for Managing in the Multicultural Classroom    

Intervention Escalation    

 

Chapter Three

Building a Democratic Learning Community    

Community Building in Schools    

How Teachers Create a Sense of Community    

Developing Rituals and Traditions for Community Building    

Activities to Build Community among Students    

Attributes of a Caring, Democratic Community: Respect, Authenticity, Thoughtfulness, and Emotional Integrity (RATE)    

Choice and Voice: Fundamentals of a Democratic Learning Community    

 

Chapter Four

Keeping Communication Channels Open    

The Potential Perils of Praise as a Management Tool    

Alternatives to Praise: Authentic Responses to Students    

Inviting versus Inhibiting Communication    

Inhibiting Communication: The Language of Disrespect    

Inviting Communication: The Language of Respect    

Listening: An Essential Element of Supportive Relationships    

 

Chapter Five

Managing a Learning Community    

Integrating Theories of Development into Classroom Practice    

Moving beyond Reacting to Responding below the Surface    

Types of Authority     

Glasser’s Managing without Coercion: Satisfying Student Needs    

Restitution: Helping Students Become Self-directed and Self-disciplined

Dreikurs’s Democratic Discipline: Identifying Students’ Mistaken Goals

Ginott’s Congruent Communication: Sane Teachers—Sane Messages    

 

Chapter Six

Managing by Rewards and Consequences    

Using Rewards and Consequences: Some Issues and Concerns    

Basic Principles of Behavior Modification    

Punishment    

Instead of Punishment    

Behavioral Support, Not Behavior Management    

Functional Behavioral Assessments (FBA) for Designing Effective

     Behavioral Intervention Plans (BIP)

 

Chapter Seven

Managing Students Who Exhibit More Challenging and Troubling  Behavior    

Current Perspectives on Educating Students with Behavioral and Emotional Problems    

Addressing Aggressive Behavior     

Developing Resilience    

Developmental Therapy-Developmental Teaching 

Attachment Theory: Implications for Discipline and Classroom Management

School Violence    

Approach is to Violence Prevention    

 

Chapter Eight

Supporting Students to Develop as Self-Regulated 

Self-regulation and Social-emotional Learning (SEL)

Strategies for Enhancing Social-emotional Learning

Implications of Brain Research for Social-emotional Learning

Teaching Cognitive Behavior Management (CBM) Strategies    

Teaching Anger Management

Using Classroom Meetings to Develop Decision-making and Problem-solving Skills    

 

Chapter Nine

Conflict and Stress Management Strategies    

Teaching Students Conflict Management Strategies    

Processes for Resolving Conflict    

Assertion: Standing Up for Your Rights and Needs    

Developing Assertion Skills to Directly Confront Students    

Teacher-Facilitated Problem Resolution    

Communication Skills for Inviting Communication and Problem Solving 

Stress Management Strategies   

Guarding Against Teacher Burnout: Cultivating Teacher Renewal 

 

References    

Index