Getting Classroom Management Right : Guided Discipline and Personalized Support in Secondary Schools

Getting Classroom Management RIGHT provides resources specifically designed for teachers who work with adolescents and want to create learning environments that foster fairness, mutual respect, student accountability, and self-discipline. It offers research-based tools, skills, and guiding principles that enable secondary teachers to organize and manage their classrooms for optimal learning; prevent most disruptive behaviors; diagnose and respond to problematic behaviors efficiently; and provide the right kinds of accountable consequences and supportive interventions that will help reluctant and resistant students to turn around their behavior.

ESR's five step approach to classroom management, Guided Discipline and Personalized Support, presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with effective classroom management; routines, procedures, and group learning protocols that build a high functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self-correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.

Getting Classroom Management RIGHT includes three other notable features:
- alignment to the three-tiered framework of Response to Intervention (RTI) and Positive Behavior Support (PBS) to meet the needs of all learners;
- behavior report forms, problem solving protocols, conduct cards, and learning contracts that can be used in conjunction with teacher-student conferencing and more intensive interventions; and
- over 60 protocols that offer suggestions for incorporating classroom management topics into school-based professional development and education courses

Carol is a national leader in integrating principles of prevention, personalization, and youth development into everyday practices and structures for secondary schools. Carol has taught students at all grade levels and in 1973 co-founded a small urban secondary school in St. Louis. She has served on education faculties at University of Missouri, and National-Louis, Lesley, and Washington Universities. Facilitating healthy development and academic success for every student has been at the heart of her work with ESR. She has supported principals, leadership teams, and faculty in their efforts to personalize learning in large and small schools, create more coherent systems of discipline and student support, and develop effective teaming and professional learning communities. She is the author of many books, including Partners in Learning about best practices in secondary classrooms, the bestselling resource The Advisory Guide on planning and implementing student advisory programs in secondary schools, and Conflict Resolution in the High School.