Description: Preface. Learning Orientation. Guiding Assumptions about Effective Classroom Management. Introduction: Demands of Today''s Classroom. Changing Structure of American Society. Current Model for Effective Classroom Management. Emerging Beliefs about Quality Teaching and Classroom Management. I. CREATING A COMMUNITY OF LEARNERS. 1. On Becoming a Reflective Practitioner: Developing the Practice of Self-Reflection. On Becoming a Reflective Practitioner. Developing the Practice of Self-Reflection. Examining Core Beliefs, Assumptions, and Expectations. Challenging Limiting Expectations. Guarding against Teacher Burnout: Cultivating Teacher Renewal. Teacher Burnout and Renewal Cycles. 2. Classroom Management: A Multidimensional Perspective. The Balancing Act: The Many Faces of Classroom Management. Setting the Stage: Preventive Planning. Deciding to Intervene. Alternatives for Managing in the Multicultural Classroom. Integrating Theories of Human Development into Classroom Practice. Who''s to Blame and Who Can Fix. 3. Building Democratic Learning Communities. Support for Community-Building in Schools. How Teachers Create a Sense of Community. Developing Rituals and Traditions for Community-Building. Fundamentals of a Caring, Democratic Community: Respect, Authenticity, Thoughtfulness, and Emotional Integrity (RATE). 4. Keeping Communication Channels Open. Styles of Talk. The Potential Perils of Praise as a Management Tool. Alternatives to Praise: Encouraging Personal Satisfaction, Self-Reflection, and Self-Evaluation. Inviting versus Inhibiting Communication. Inhibiting Communication: The Language of Disrespect. Inviting Communication: The Language of Respect. Learning to Listen. Communication Skills for Inviting Communication and Problem Solving. II. WAYS OF MANAGING. 5. Managing for Collaborative Decision-Making. Glasser''s Managing without Coercion: Satisfying Student Needs. Dreikurs'' Democratic Discipline: Identifying Students'' Mistaken Goals. Ginott''s Congruent Communication: Sane Teachers, Sane Messages. 6. Managing for Compliance. Using Rewards and Consequences to Modify Student Behavior. Skinner''s Behavior Modification. Implementing a Systematic Behavior Intervention Program. Assertion: Standing up for Your Rights and Needs. Canters'' Assertive Discipline. Comparing the Major Paradigms for Classroom Management and Discipline. 7. Managing for Enhanced Support, by Amy Duncan. Support for Students with More Challenging Behaviors. Factors Influencing More Serious Behavior Problems. Current Perspectives on the Impact of Students Exhibiting Disruptive, Oppositional, and Aggressive Behaviors. Tools for Understanding Behavior as a Function of Communication. Developing an Effective Behavior Support Plan. Quality Indicators in Plan Implementation. 8. Making the Management /Control/Leadership Connection. Authority Structures. Sources of Power. Management versus Leadership: Bossing or Leading? Choice and Voice: Fundamentals of Leading a Democratic Learning Community. Intervention Escalation. Teacher Emotional Escalation in Reacting to Challenging Student Behaviors. Breaking the Cycle of Reacting. III. PROMOTING STUDENT SELF-MANAGEMENT AND RESPONSIBILITY. 9. Supporting Student Self-Assessment, Self-Management and Self-Reflection. Developing Collaborative Problem-Solving. Strategies for Teaching Social Skills. Teaching Cognitive Behavior Management Strategies. Self-Instructional Training Strategies. 10. Teacher and Student Conflict Management Strategies. Conflict Management Strategies. A Problem-Solving Process for Teacher-Owned Problems. Developing Skills to Directly Confront Students. Stress Management Strategies. 11. Building Your Personal Management Plan. Responding Authentically to Students. Incorporating Community-Building Experiences. Creating a Need-Satisfying Classroom Environment. Engaging Students in Mutual Problem Solving. Addressing Student Unproductive Behavior. The Change Process. References. Index.

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