Elementary Classroom Management

Mindful of current legislation, this teacher-friendly, standards-driven edition of Elementary Classroom Management examines issues and models of management concerns in 21^st century elementary classrooms.

Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This text is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment in the classroom. While based upon proven research methods, the aim of the text is to provide clear, practical advice.

This text offers teachers a concise and applied guide to successfully managing the elementary school classroom within the context of new No Child Left Behind and standards-driven concerns. Mindful of NCLB legislation, this teacher-friendly, standards-driven new edition examines issues and models of management concerns in 21st century elementary classrooms. Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This book is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment of the classroom.

New to this Edition:

• New chapter correlations to the Interstate New Teacher Assessment and Support Consortium (INTASC), the Praxis Series, the National Board for Professional Teaching Standards (NBPTS), and the National Council for Accreditation of Teacher Education (NCATE) are included to provide easy reference for students.
• A new section in Chapter 13 presents ways to deal with the emotions of stress that result from unexpected or disastrous events.
• Discussion of No Child Left Behind legislation, which asks for best practice and research-supported practice, is infused into all chapters.
• Updated technology, including technology to assist teachers and students with special needs is included (Ch 6) with a clear distinction between students learning from technology versus students learning with technology.
• New to the chapter on Managing Special Groups (Ch.8), are references to specific assistive technologies for the student and teacher.
• Chapter 9 discusses extreme behaviors including “the bully, the bullied, and the bystander” that are all too common in today's schools.

Related Titles:

Building Classroom Discipline, 8/e
Carol M. Charles
Collaboration by Gail W. Senter
ISBN 0-205-41257-2

Introduction to Educational Research with Research Navigator, 5/e
Craig A. Mertler
Carol M. Charles
ISBN 0-205-41412-5

Classroom Management for Middle-Grades Teachers, 1/e
C. M. Charles Emeritus
Marilyn G. Charles
ISBN 0-205-36128-5