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This practical book examines models of classroom management by discipline, system, and instruction. Written in an easy-to-read, clearly understandable style, it reviews the latest research on classroom management, addresses the current INTASC standards (nationally-recognized benchmarks for effective teaching), and offers readers a solid foundation for selecting one of the models presented to suit their own style and need. Case studies and scenarios place the reader into real classrooms with real learners, giving them a “snapshot” of these models in action. Coverage includes: classroom management as discipline (behavioral approaches, assertive discipline, positive discipline, and cooperative discipline); classroom management as system (reality therapy and choice therapy, discipline with dignity, building community, and classroom organization); classroom management as instruction (inner discipline, skillstreaming, conflict resolution and peer mediation, and judicious discipline); and developing a personal system (classroom management in a diverse society, and creating a personal system). An excellent resource for teachers of children of all ages and from all backgrounds; its comprehensive glossary and its coverage of INTASC standards makes this an invaluable reference tool.
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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 previous editions has been retained while providing you with an updated view of classroom management models and research. Revisions include:
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.
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Book Description Prentice Hall, 2003. Paperback. Condition: New. Seller Inventory # DADAX0130968099
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