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Managing the Classroom: Creating a Culture for Primary and Elementary Teaching and Learning

Author(s): Billie J Enz, Sharon A Kortman, Connie J Honaker

Edition: 3

Copyright: 2008

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Planning a classroom is an overwhelming task for a teacher. Managing the Classroom guides teachers through the full school year's tasks and responsibilities. This book provides research-based best practices with useful information, resources and great tips for successful teaching.The topics included in this book parallel the responsibilities of teachers as they progress through the year.

 Pre-service and in-service teachers will both benefit from the user-friendly graphs, charts and forms used throughout the book and available in reproducible format with the accompanying CD. 

 View the table of contents for all of the topics that are covered.

This book is also available in a version for early middle and high school teachers: Managing the Classroom: Creating a Culture for Middle and Secondary Teaching and Learning.

Foreword

Preface

Special Features

Acknowledgements

  About the Authors

 

1. What is Management of Teaching?

The Diverse Role of Teaching

Professionalism

Professionalism with Students

Professionalism with Parents

Professionalism within the School

Teaching Standards in Practice
Common Vocabulary
Collaboration
Communication

Relationships
Questions for Reflection

Readiness

Knowing the Community

Commuting

News

District and School Contacts

School-wide Policies and Procedures

Faculty Handbook

Mentor Assignment

District/School Discipline Code

Calendaring

Organizational and Curriculum Planning
Questions for Reflection

Self-Assessment

 

 

2. Management: Managing the Classroom Culture

Organization of the Learning Environment

Classroom Set-up

Classroom Design
Classroom Considerations
Wall Space and Bulletin Boards
Determining Classroom Equipment and Material

 

Planning System

Scheduling

Record Keeping

Time Management

Student Responsibilities

Substitute Plan

Preparing to be a Substitute

An Effective Start

How Do You Plan to Dress?

How Do You Plan to Welcome Your Students?

How Do You Plan to Assign Seating?

How Do You Plan to Introduce Yourself?

How Do You Plan to Begin to Know Your Students?

What Do You Plan to Teach?

Questions for Reflection

 

Student Behavior

Management Models

The Discipline and Management Continuum

The Array Management Model
Understanding Student Personality and Interaction Styles

Teaching Styles

Proactive Management

 

 

Establishing Procedures and Routines

Positive Reinforcement

Student Motivation

Corrective Management

Replacement Behaviors

Logical and Natural Consequences

Notice the Differences: Negative and Positive Consequences
Redirection to Positive Choices
Analyzing Patterns of Behavior

Applications

Case Studies

Questions to Consider

Comprehensive Plan
Questions for Reflection
Self-Assessment

 

 

3. Instructional Design and Instruction: Managing Student Learning

Lesson Planning

Planning for Effective Instruction

Knowledge of Students

Knowledge of Content

Knowledge of Materials

Knowledge of Lesson Presentation

Knowledge of Instructional Strategies

Knowledge of Student Assessment

Sustained Silent Planning Time

Long-Term Curriculum Mapping, Monthly Overviews, Weekly Overviews and Daily Plans

Direct Instruction Lesson Plan

Five E's Lesson Format

Curriculum Integration

KWL

Topic Web

Time for Reflection
Questions for Reflection

 

Instruction

Student Engagement

Effective Instructional Strategies

Teacher Behaviors Leading to Student Success

Differentiation

Differentiating for Students in Special Education
A Brief Overview of Special Education

Differentiating for English Language Learners

Instructional Resources and Technology
Questions for Reflection
Self-Assessment

 

4. Assessment: Managing Student Progress

Establishing a Comprehensive Assessment System

Evaluating Student Learning

Types of Measures and Assessments

Formative and Summative Assessments

On-Demand Assessment

Ongoing Assessment

Determining What to Assess

Assessing What Students Have Learned

Assessment in Action

Planning Instruction Based on Ongoing Student Assessment
Rubric Assessment

Questions for Reflection

Record Keeping

Report Cards

Portfolios

Selecting Student Work

Portfolio Evaluation System

Questions for Reflection

Self-Assessment

 

 

5. Collaboration: Managing Communications

Parent Interactions

Welcoming Classroom Events

Back to School
Room Roam

Open House

Parent Volunteers
Organizing Volunteers
Guidelines for Parent Volunteers

Ongoing Contacts

Newsletters

Phone/E-mail Logs

Conferences
Questions for Reflection

Collegial Relationships

School Community

Support from and Accountability to Administration

Mentoring Relationship

Expectations Beyond the Classroom

Support Personnel

School or District Personnel

Educational Support Teams

Questions for Reflection

Self-Assessment

 

 

6. Professional Development: Managing Reflective Growth

Teacher Self-Management

Know Yourself

The Array Interaction Model

Teacher Scenarios

Identifying and Modifying Stress

Energy Drains

Proactive Planning

Identifying Needs

Building Energy Gains

Warning Signs

Stress Relievers

Questions for Reflection

A Purposeful Closure

Until the Last Bell Rings

Special Learning Projects

Student Reflections

Closure with Students

Closure with Parents

Until the Key is Turned In

Closure with Colleagues

Closing Down Your Classroom

Reflections: Identifying Professional and Personal Goals

Questions for Reflection

Self-Assessment

 

References

 

Index  

Billie J Enz

Billie J. Enz (Ph.D. Elementary Education) is the Associate Dean of the School of Educational Innovation and Teacher Preparation at Arizona State University's Polytechnic Campus. Dr. Enz has authored several books on new teacher development and mentor training, including: The Student Teaching Experience: A Developmental Approach, Coaching the Student Teacher: A Developmental Approach, Blue Print for Teaching and Life Cycle of the Career Teacher. Dr. Enz is a member of the Early Childhood faculty, and teaches language and literacy courses. She has numerous articles and texts in this area, including Teaching Language and Literacy: From Preschool to the Elementary Grades and Helping Young Children Learn Language and Literacy: From Birth through Preschool.

Sharon A Kortman

Sharon A. Kortman (Ed.D. Curriculum and Instruction) is Director of Beginning Educator Support Team (BEST) in the College of Education, Arizona State University, and an inductee in ASU's Hall of Fame. Dr. Kortman's research and consulting emphases are directly related to her leadership in university/district partnerships, locally and nationally, providing comprehensive support, training, and resources in teacher induction, mentoring and coaching, teaching standards, and shared administrative leadership. Dr. Kortman is co-author of The BEST Beginning Teacher Experience: A Framework for Professional Development, The BEST Mentoring Experience: A Framework for Professional Development, The BEST Standards in Teaching, and a series of other publications supporting teachers and teacher-leaders through their professional growth.

Connie J Honaker

Connie J. Honaker (M.Ed English and Educational Leadership) has taught at all levels. She has also served in various administrative roles. Connie takes special pride in being the founding principal of a large comprehensive high school. She is the recipient of the Arizona Distinguished Administrator of the Year Award from the Arizona School Administrators Association. She has collaborated to establish partnerships with school districts to bring induction and mentoring to educators within their districts. These roles have given her insight into the needs of teachers and administrators. This has prepared her for her authorships and current work as instructor and field experiences coordinator at Boise State University.

Related ISBN's: 9780757552816, 9781524966171

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