Managing Unstoppable Learning: (Classroom Behavior Management Strategies to Support Social and Emotional Learning)

Part of the Unstoppable Learning Series

First introduced in Unstoppable Learning, the Unstoppable Learning framework details seven essential elements of teaching and learning: (1) planning, (2) launching, (3) consolidating, (4) assessing, (5) adapting, (6) managing, and (7) leading. This resource by Tom Hierck focuses specifically on the element of managing learning outcomes in the classroom environment, outlining a collective approach to behavior management strategies and student engagement that minimizes the impact of negative behaviors and maximizes the potential (as well as the social and emotional learning) of each student.

Effective classroom management strategies to create a positive learning environment:

• Review the Unstoppable Learning framework originally laid out by Douglas Fisher and Nancy Frey.
• Closely examine how to manage student behavior and classroom climate using the Unstoppable Learning framework's proven approach.
• Become familiar with classroom management strategies for creating a positive learning environment, developing teacher-student relationships, and dealing with problem behaviors.
• Benefit from summaries of key points at the end of each chapter, as well as questions for reflection.
• Access free reproducibles designed for reader reflection on classroom behavior management strategies.

Contents:
Introduction
Chapter 1: Improving Behavior Management Through Cultural Change
Chapter 2: Supporting Teacher-Student Relationships
Chapter 3: Supporting Group Interactions and Peer Relationships
Chapter 4: Supporting a Positive Learning Environment
Chapter 5: Responding to Problem Behaviors
Epilogue
Appendix

Books in the Unstoppable Learning series:

• Unstoppable Learning
• A Handbook for Unstoppable Learning
• Leading Unstoppable Learning
• Adapting Unstoppable Learning
• Assessing Unstoppable Learning
• Managing Unstoppable Learning
• Launching and Consolidating Unstoppable Learning

Tom Hierck has been an educator since 1983 and has held a variety of roles, including teacher, department head, vice principal, principal, director of international programs, sessional university instructor, Ministry of Education project coordinator, and assistant superintendent. This has allowed him the opportunity to see education from a myriad of perspectives that are reflected in his writing.

Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He has presented to schools and districts across North America and overseas with a message of celebration for educators seeking to make a difference in students' lives. Tom's dynamic presentations explore the importance of being purpose driven in creating positive learning environments and a positive school culture, responding to the behavioral and academic needs of students, and utilizing assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create the kinds of learning environments that are effective for all educators while building strong relationships that facilitate learning for all students.

This is the ninth Solution Tree title bearing Tom's name. He also contributed to The Teacher as Assessment Leader and The Principal as Assessment Leader, coauthored the best-selling books Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment and Starting a Movement: Building Culture From the Inside Out in Professional Learning Communities, and coauthored Uniting Academic and Behavior Interventions: Solving the Skill or Will Dilemma, Strategies for Mathematics Instruction and Intervention, 6-8, and Assessing Unstoppable Learning. His first solo effort, Seven Keys to a Positive Learning Environment in Your Classroom, was published in 2017.

To learn more about Tom Hierck's work, visit tomhierck.com or follow @thierck on Twitter.

Douglas Fisher, PhD, is professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. He teaches courses in instructional improvement and formative assessment. As a classroom teacher, Dr. Fisher focuses on English language arts instruction. He was director of professional development for the City Heights Educational Collaborative and also taught English at Hoover High School.

Dr. Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Teaching Students to Read Like Detectives, Checking for Understanding, Better Learning Through Structured Teaching, and Rigorous Reading.

Nancy Frey, PhD, is a professor of educational leadership at San Diego State University. She teaches courses on professional development, systems change, and instructional approaches for supporting students with diverse learning needs. Frey also teaches classes at Health Sciences High and Middle College in San Diego. She is a credentialed special educator, reading specialist, and administrator in California.

She is the recipient of the 2008 Early Career Achievement Award from the Literacy Research Association and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article "Using Graphic Novels, Anime, and the Internet in an Urban High School."