Building Classroom Management: Methods and Models (12e) : 9780134448442

Building Classroom Management: Methods and Models (12e)

Charles / Cole
 
Edition
 
12
ISBN
 
9780134448442
ISBN 10
 
0134448448
Published
 
19/01/2018
Published by
 
Pearson Higher Ed USA
Pages
 
368
Format
 
Out of stock
 
Title type
Book
$112.99
 
 
Title type
 
$60.00
 
 
Description
For Classroom Management courses.


Explore the most important classroom management approaches and applications


Building Classroom Management: Methods and Models takes a models approach to provide readers with a foundation to thoroughly understand the roots of today’s major classroom management concepts, terminology, approaches, and strategies. The text details and analyses respected models of classroom management from leading authorities and then presents concrete ways that teachers can apply these methods and tactics to best meet their students’ needs. Step-by-step guidance, reflection and assessment activities, and real teaching perspectives further illustrate how educators can develop effective, well-rounded systems of management for any class.


The 12th Edition broadens the scope of the text, integrating new classroom management terminology, research, and an entire chapter on the Positive Behavioural Interventions and Supports (PBIS) schoolwide model of management.

Table of contents
  • PART I: Building a Foundation
  • 1. The Teacher’s Role in Managing the Classroom
  • 2. Taking Student Diversity into Account in Classroom Management
  • 3. Classroom Management Concepts and Terms
  • 4. The Development of Classroom Management
  • PART II: Classroom Management: Models and Methods
  • 5. Insisting on Compliance: Ronald Morrish’s Real Discipline
  • 6. Taking Charge in the Classroom: Craig Seganti
  • 7. Getting Off to a Good Start: Harry and Rosemary Wong on Preventing Management Problems
  • 8. Time Use in Classrooms: How Fred Jones Helps Students Stay Focused and On-Task
  • 9. The Power of Positive Choice: William Glasser on Quality Learning
  • 10. Fostering Responsible Behavior: Marvin Marshall on Motivation and Student Choice
  • 11. Working on the Same Side With Students: Spencer Kagan’s Win-Win Discipline
  • 12. School-Wide Positive Behavior Supports: A Data-Driven, Evidence-Based Approach to Whole-School Behavioral Management
  • 13. Classroom Management for Students With Learning and Behavioral Challenges
  • 14. Striving for Personal Excellence in Classroom Management
  • Glossary
  • References
  • Index
New to this edition
Reorganizes content to integrate new research that affects classroom management.
These changes include:
  • The historical background of classroom management models–from inception to the present day–is discussed by examining the work of leading authorities in the field (Ch. 4).
  • Two real-world classroom management plans that allow readers to see how teachers combine elements from the approaches discussed in the book in their own classrooms (Ch. 14).
  • Consideration of teachers’ professional obligations and their role in managing the classroom. Emphasis is placed on helping readers learn to cultivate their own communication skills as well as their students’ (Ch. 1).
  • An exploration of the developmental characteristics of students that inform behavior and culturally responsive classroom management practices (Ch. 2).
  • Commonly used classroom management terminology and an examination of the types of student misbehavior, possible causes of misbehavior, and ways teachers can prevent inappropriate behavior (Ch. 3).
  • A new chapter that covers the Positive Behavioral Interventions and Supports (PBIS) schoolwide model of management. Real examples of PBIS materials and strategies used in schools are included to help readers see how PBIS is applied in practice (Ch. 12).
  • Discussions of the learning differences and student disabilities that may affect the way teachers manage their classrooms (Ch. 13).
Reach every student by pairing this text with MyLab Education
MyLab™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education helps teacher candidates bridge the gap between theory and practice–better preparing them for success in their future classrooms. Learn more about MyLab Education.
  • Application Exercises, tied to learning outcomes, use videos, case studies, and simulations to help learners to apply what they have learned in the text about creating safe and effective learning environments.
  • Classroom Management Simulations challenge students to solve common, day-to-day classroom management issues presented in interactive case studies. If needed, feedback helps students find the correct solution.
  • Multiple-choice Assessments throughout the MyLab eText present students with opportunities to check their understanding. Each response provides immediate feedback that guides students’ learning and promotes mastery of key learning outcomes.
Check out the preface for a complete list of features and what's new in this edition.
Features & benefits
Reorganises content to integrate new research that affects classroom management.


These changes include:

  • Updated: Consideration of teachers’ professional obligations and their role in managing the classroom. Emphasis is placed on helping readers learn to cultivate their own communication skills as well as their students’ (Ch. 1).
  • Updated: An exploration of the developmental characteristics of students that inform behaviour and culturally responsive classroom management practices (Ch. 2).
  • Updated: Commonly used classroom management terminology and an examination of the types of student misbehaviour, possible causes of misbehaviour, and ways teachers can prevent inappropriate behaviour (Ch. 3).
  • A new chapter that covers the Positive Behavioural Interventions and Supports (PBIS) schoolwide model of management. Real examples of PBIS materials and strategies used in schools are included to help readers see how PBIS is applied in practice (Ch. 12).
  • Updated: Discussions of the learning differences and student disabilities that may affect the way teachers manage their classrooms (Ch. 13).
Author biography
C. M. Charles, PhD., Professor Emeritus of Teacher Education, San Diego State University, Honorary Phi Beta Kappa, was a public school teacher from 1953 to 1959, then moved into higher education. He has held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and of course, San Diego State University. At San Diego State, Charles directed innovative programs in teacher education, and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books, most of them in education, that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Besides this new edition of Building Classroom Management, the school disciple texts he’s affiliated with are: Teachers' Petit Piaget (1972); The Synergetic Classroom: Joyful Teaching and Gentle Discipline (2000); Essential Elements of Effective Discipline (2002); Classroom Management for Middle Grades Teachers (2004); Elementary Classroom Management (5th edition 2008); and Today’s Best Classroom Management Strategies: Paths to Positive Discipline (2008). Charles, who resides in California and Australia, is married and has two children who are both teachers.

Karen Cole, Ph.D. is an Associate Professor of Education at the University of North Carolina at Asheville, where she has been recognized for excellence in teaching courses in classroom management and reading methods. At the start of her career in teacher education at The University of Alabama, Dr. Cole became a trainer for Evertson's Classroom Organization and Management Program (COMP), which ignited her interest in effective classroom management. She has recently developed a strong interest in teaching university faculty to apply classroom management principles in the college classroom. Dr. Cole also works with college students who are learning to successfully navigate their university experiences; with her colleague Margaret Mahlin, she has authored the text Student Hacks: Tips for Finding Your Way in College.