Addressing the increasing number of culturally and linguistically diverse students in today’s schools, Behavior and Classroom Management in the Multicultural Classroom provides general and special education teachers with the knowledge, skills, and strategies to make the proactive, active, and reactive interventions necessary to create a positive classroom environment in which all students can learn. Going beyond the traditional rules and hierarchy of consequences and reinforcements, the book demonstrates how to incorporate basic classroom management plans, functional behavioral analysis, functional behavioral assessments, and behavioral intervention plans into the development and implementation of response-to-intervention and school-wide positive behavior support programs. In every chapter, the authors use real world examples and case studies to explore how language and culture affect students’ responses to behavior and classroom management. Unique chapters cover social skills training and collaborating with families of diverse students.

For courses in Classroom Management and Behavior Management. This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem. Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Based on empirical research and illustrated with numerous examples, this text gives students practice in applying principles of behavior management through the analysis of actual case studies, self-questioning, and reflection. The fifth edition features a new chapter on planning for the school year and managing the physical environment; a new feature which makes direct and explicit links between chapters in Part I and specific cases in Part II; revised and updated case studies, with the inclusion of all case descriptions now in the text; reorganized inclusion of APA references and the APA Style Guide; and all chapters have gone through a thorough revision process. This concise, clearly written case-based text is appropriate for both general and special educators in training or in service.

Addressed to teachers learning about children with diverse backgrounds and abilities, offers a set of biographies and simulated files of six students at three educational levels and practical activities that can be used with the biographies and files to s

This is a solutions book that shows how to organize and structure a classroom to create a safe and positive environment for student learning and achievement to take place. It offers 50 classroom procedures that can be applied, changed, adapted, into classroom routines for any classroom management plan at any grade level. Each procedure is presented with a consistent format that breaks it down and tells how to teach it and what the outcome of teaching it will be. While all of the work and preparation behind a well-managed classroom are rarely observed, the dividends are evident in a classroom that is less stressful for all and one that hums with learning. The information is supplemented with 40 QR Codes that take the learning beyond the basic text. As the companion book to THE First Days of School, it takes one of the three characteristics of an effective teacher, being an extremely good classroom manager, and shows how to put it into practice in the classroom. It will show you how to manage your classroom step by step. THE Classroom Management Book will help you prevent classroom discipline problems and help you create an atmosphere where everyone knows what to do--even when you are not in the classroom! 320-page book with Index 50 step-by-step Procedures 40 QR Codes for extended learning

Classroom Behavior Management for Diverse and Inclusive Schools utilizes a three-stage approach to classroom behavior management to assist teachers in avoiding behavior problems, managing those that cannot be avoided, and resolving those that cannot be managed. It enables teachers to accommodate their management techniques to students' diverse developmental, gender, ethnic, and socioeconomic class characteristics in today's inclusive schools. Distinctive Features: —Preventive: suggests management techniques that research indicates can help prevent most behavior problems from occurring —Inclusive: describes 'best practice' in inclusive education —Developmental: shows the best ways to establish rules that are appropriate for students' developmental, gender, socioeconomic, and ethnic characteristics so that students are likely to follow them —Relationships and Values: maintaining positive teacher-student relationships, promoting group cohesiveness, creating classroom environments that motivate students, and enhancing students' belief in the value of school —Problem-solving: techniques teachers can use with most students to solve behavior problems New in This Edition: —Greater emphasis on appropriately mixing management techniques as classrooms increasingly represent varying ethnic and socioeconomic backgrounds —Using both male- and female-friendly classroom behavior management techniques in the same classroom to accommodate varying learning and behavior styles —More on students with disabilities —Covers problems caused by tracking and ability grouping and helps teachers to deal with them —New additions on making classrooms and schools safe through eliminating bullying and sexual and ethnic harassment. —Comprehensive coverage of the research literature from Australia, Canada, New Zealand, Scandinavia, United Kingdom, United States and other regions of the world —Coverage of recent and emerging controversial issues in the field —References and examples in the 'self quizzes' and activities that have been updated throughout

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.