List of Classroom Management Literature and Websites
Goodman, Gay, and R. A. Pendergrass. Identifying, Developing and Assessing Classroom Management Competencies. n.p.: 1976. ERIC. Web. 17 Nov. 2013.
1. Teacher educators promote sound theories of how to acquire and demonstrate various competencies of classroom management but unsuccessfully relate these theories to the realities of the classroom. It is helpful to approach the problem of classroom management from an eclectic viewpoint with the aim of developing an eclectic model for teacher training.
Wickersham, Julia, Clint Van Nagel, and Jacksonville, Florida Learning Resources System/Crown. Behavior Management: for the Identified Exceptional Student in Your Classroom. 9 Out Of 10 Kids Need It. n.p.: 1976. ERIC. Web. 17 Nov. 2013.
2. Intended to provide a basis for workshops involving teachers of exceptional children in regular classroom settings, the inservice training packet focuses on three basic areas ofclassroom/behavior management--assessment for individualized instruction, motivation, and reward. A brief outline describes the workshop in terms of target population, length, rationale, and areas covered.
Brophy, Jere, and East Lansing. Institute for Research on Teaching. Michigan State University. Classroom Organization and Management. n.p.: 1982. ERIC. Web. 17 Nov. 2013.
3. The major emphasis in the studies considered in this paper is on the role of the teacher as a professional with particular expertise and specific but limited responsibilities to students and parents, and with certain rights as the instructional leader and authority figure in the classroom. According to research studies, a comprehensive approach to classroom management would include: (1) attention to student characteristics and individual differences; (2) preparation of the classroom as an effective learning environment; (3) organization of instruction and support activities to maximize student engagement in productive tasks; (4) development of a workable set of housekeeping procedures and behavior rules; (5) techniques for group management during active instruction and motivating and shaping desired behavior; (6) techniques for conflict resolution and dealing with students' personal adjustment problems; and (7) orchestration of all these elements into an internally consistent and effective system.
Emmer, Edmund T., Carolyn M. Evertson, and Austin Research and Development Center for Teacher Education. Texas
University. "Effective Classroom Management At The Beginning Of The School Year." (1979): ERIC. Web. 17 Nov. 2013.
University. "Effective Classroom Management At The Beginning Of The School Year." (1979): ERIC. Web. 17 Nov. 2013.
4. The crucial importance of beginning-of-the-year activities in establishing good behavior patterns in the elementary classroom is asserted. Observations were made of two groups of teachers who were very different in management effectiveness throughout a school year. A number of differences between the two groups' first- day and beginning-of-the-year activities were noted. Examples of the behavior of these teachers are presented with discussions on observed student reactive behaviors. It is concluded that effective classroom organization and management during the year can be predicted from the first several weeks of the school year.
Yisrael, Sean B. Classroom Management: A Guide for Urban Schools Teachers. Lanham, MD: Rowman & Littlefield, 2012. Print.
5. Classroom Management: A Guide for Urban School Teachers is designed to give educators practical strategies that will help them deal with the unique challenges faced by urban school teachers today.
Bloom, Lisa A. Classroom Management: Creating Positive Outcomes for All Students. Upper Saddle River, NJ: Merrill/Pearson, 2009. Print.
6. A brand new, comprehensive text for the field that takes a proactive, child-centered approach, Classroom Management: Creating Positive Classrooms for all Students walks teachers and pre-service teachers through a detailed, step-by-step plan that will enable them to develop their own personal and unique design for classroom management practices that they will enact in the classroom.
Toben, Carolyn W., and Gary L. Sapp. "Student-Centered Classroom Management." (1972): ERIC. Web. 17 Nov. 2013.
7. This paper reports on a program to increase the effectiveness of English instruction with inner-city students involving the development of a systematic approach to classroom management. Implementation of the program included defining appropriate behavioral roles of teacher and students, providing positive consequences for appropriate student behaviors, maintaining accurate records of classroom behavior, and developing flexibility in managing classroom learning situations. The authors conclude that this study demonstrates that a single classroom teacher, through the systematic use of a student-centered behavioral management program, can produce positive changes in the behavior of a class of underachieving students.
Hue, Ming-tak, and Wai-shing Li. Classroom Management: Creating a Positive Learning Environment. Hong Kong: Hong Kong UP, 2008. Print.
8. This book includes discussions and real-life cases with reference to the influence of Chinese culture on Hong Kong classrooms. It covers topics such as managing behavior, establishing classroom rules, and conveying authority. Given the increasing diversity in all American classrooms, insight into specific cultural expectations can prove invaluable.
Cahill, Susan M. "Classroom Management for Kids Who Won't Sit Still and Other "Bad Apples." Teaching Exceptional Children Plus 3.1 (2006): ERIC. Web. 17 Nov. 2013.
9. This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a clear example of how this system could be replicated in other classrooms.
Kagan, Spencer, Patricia B. Kyle, and Sally Scott. Win-win Discipline: Strategies for All Discipline Problems. San Clemente, CA: Kagan, 2004. Print.
10. Offers a practical and powerful step-by-step approach to discipline. The goal is to not only end disruptions, but also to teach students to meet their unmet needs, so they no longer need to be disruptive. Successful implementation aims to: turn anger into rational decision-making; replace boredom with active engagement; channel excess energy into productive learning; end control-seeking via learned self-efficacy; transform attention seeking into self-validation; convert avoidance of failure into self-confidence.
Bembenutty, Hefer. "Teachers' Self-Regulation: Using Cartoons to Reflect Teachers' Classroom Management Skills, Self-Efficacy and Students' Academic Delay of Gratification." Online Submission (2009): ERIC. Web. 17 Nov. 2013.
11. This study examined the most frequently listed characteristics of teachers with a high degree of self-efficacy identified by certified teachers enrolled in a classroom management course. Findings: a) high self-efficacy is an important quality that teachers must possess and b) teachers can promote delay of gratification among their students. Assignments for the cartoons and sample cartoons are included.
Laut, John. "Classroom Management: Beliefs Of Preservice Teachers and Classroom Teachers Concerning Classroom Management Styles." (1999): ERIC. Web. 17 Nov. 2013.
12. Noting that preservice teachers and experienced teachers share a concern for classroom management, this study compared the beliefs of classroom teachers, intern teachers, and senior level practicum students regarding classroom management styles. Findings suggested that there were no sub-scale differences on the Classroom Management Style instrument. Practicum students, those with the least teaching experience, were more non-interventionist than other groups. Interns, with the middle level of teaching experience, were more interventionist than both practicum students and experienced teachers.
Rothstein-Fisch, Carrie, and Elise Trumbull. Managing Diverse Classrooms: How to Build on Students' Cultural Strengths. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print.
13. This book will help you understand some of the most powerful cultural differences that can lead to classroom conflict for many students and how you can actually capitalize on these differences to make your classroom a harmonious, productive environment. Drawing from a seven-year action research study of elementary classrooms with high percentages of immigrant students, the authors describe a two-part framework that makes many cultural differences understandable and easier to bridge.
Groves, Eric. The Everything Classroom Management Book: A Teacher's Guide to an Organized, Productive and Calm Classroom. Avon, MA: Adams Media, 2009. Print.
14. This book provides battle-tested tips on how to become an outstanding educator. Written by a veteran teacher, it’s packed with every classroom management secret he discovered in two decades of teaching. This is a real-world guide for creating a calm, nurturing, and effective learning environment. Whether they’re just out of college or have been teaching for decades, teachers will learn how to survive, thrive, and excel in the classroom.
Putman, S. Michael. "Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching." Teacher Educator 44.4 (2009): 232-247. ERIC. Web. 17 Nov. 2013.
15. This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies ofclassroom management developed as part of university coursework. Upon completion of student teaching in environments characterized by teacher-centered practices, analyses revealed a shift toward more teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and mastery experiences as influential in determining preferred orientations and management techniques cited as relevant within the classroom.
Websites
The American Psychological Association is the largest scientific and professional organization representing psychology in the United States. This website offers a variety of informational modules for educators.
This website offers tips and ideas for improving classroom management. They publish articles weekly both on their website and directly to subscribers' emails.
For more than 90 years, Scholastic has been delivering outstanding books, magazines and educational programs directly to schools and families through channels that have become childhood traditions. This website offers a wide variety of articles and books addressing classroom management strategies.
The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. Their website offers articles, ideas, and links to a wide range of information related to all issues of effective teaching. Good stuff.
CPI’s training programs provide classroom management strategies and verbal intervention strategies that allow staff to handle challenging situations in school. CPI designs classroom management programs based on an organization’s needs. This site will be useful if I ever need to organize professional training for the teachers in my department or for an entire school.
The George Lucas Educational Foundation (GLEF) site says that it's dedicated to improving the K-12 learning process by documenting, disseminating, and advocating innovative, replicable, and evidence-based strategies that prepare students to thrive in their future education, careers, and adult lives. Looks like a fairly useful site.
Although Pinterest isn't strictly an educational website, it allows educators to freely share their ideas and experiences related to classroom management and discipline. Also, because each relevant post comes directly from people involved in education, it has the advantage of being free from the ulterior motives hidden in so many other educational websites.
This is essentially a hub site - links are organized into useful categories such as time management, classroom management, and grading practices. The links connect to sites (scholastic.com and nea.com) which are respected for their educational content.
Like several others, this site provides links to relevant articles and information on other sites; additionally, this site allows teachers to write articles of interest and share them with other educators.
The American Federation of Teachers, an affiliate of the AFL-CIO, was founded in 1916 and today represents 1.5 million members in more than 3,000 local affiliates nationwide. This union website provides its members with valuable links to classroom management resources.
11. http://education.cu-portland.edu/blog/news/classroom-management-strategies-for-high-school-teachers/
This site is from a university's education program. It lists several classroom management strategies for high school teachers in addition to tips for fine-tuning personal management skills and establishing expectations.
This site contains a PowerPoint presentation about classroom management that I found interesting and informative.
This site is another hub connecting visitors to several other relevant classroom management sites. There are also links to articles, advice, and comments posted by educators.
Slide share offers a variety of pre-made PowerPoint presentations which address a wide range of topics for new teachers. Some presentations cover classroom management, procedures and rules, expectations, and policies.
This is About.com's Secondary Education webpage. It features lists of useful strategies, lesson plans, and links to other related sites.