Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd Edition)

Darch, Craig B.

ISBN 10: 0130139939 / ISBN 13: 9780130139931

Published by Pearson, 2003

About this Item

Seller Inventory # 0130139939-VB

Bibliographic Details

• Title: Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd Edition)
• Publisher: Pearson
• Publication Date: 2003
• Language: English
• ISBN 10: 0130139939
• ISBN 13: 9780130139931
• Binding: paperback
• Edition: 2nd Edition
• Condition: As New

About this title

Synopsis

This comprehensive book presents a proactive behavior management system for decreasing behavior problems in the classroom and the school, plus a full range of strategies for correcting disruptive behavior once it has occurred. Coverage is based on the authors' belief that effective management strategies for any age or ability level must begin with an instructional analysis of the problem and be followed with a solution grounded in instructional principles and built on solid research. Featuring a research-based behavior management plan for an entire school year which illustrates the development of a proactive teaching plan, helps future teachers see how behaviors change over the course of a school year and how to adapt management to changing situations and needs. The research-based behavior management plan includes assessment, lesson plan creation, and a list of management strategies. Instructional examples throughout the material illustrate research-based guidelines for managing behavior in the classroom and school setting. Expanded list of reinforcement strategies includes strategies for use with learners of all ages and abilities. Chapter 7, Social Skills Instruction in the Classroom sets out a viable, research-based plan for both assessing and teaching critical social skills. Chapter 10, School-Wide Discipline and Instructional Classroom Management presents a proactive, research-based 180-day plan that can serve as a framework for a repertoire of strategies that will achieve discipline both in and out of the classroom. For future Special Education teachers.

About the Author

Edward J. Kameenui is associate professor and associate dean in the College of Education for the Division of Learning and Instructional Leadership at the University of Oregon.