Summary
Contents
Subject index
“This is a clearly written, tightly organized, well-researched book. Its strength is in the five-step process it introduces and develops.”
—Francisco Guajardo, Assistant Professor
Department of Educational Leadership
University of Texas Pan American
“This book offers a wealth of concrete and specific examples, models, and directions. Any teacher or prospective teacher reading it should be able to develop a Classroom Management Plan and implement it.”
—Frances Fowler, Professor & Director of Graduate Studies
Department of Educational Leadership
Miami University
“Dr. Bosch provides a very practical, step-by-step approach to developing a management plan that works! Teachers take suggestions and develop their plan to fit their beliefs and styles.”
—Linda Scott, Principal
Oscar Smith Middle School, Chesapeake, VA
Increase student learning with an effective classroom management plan!
One of the most challenging tasks for teachers is classroom management that ensures high levels of achievement for all students. In this updated edition, Karen Bosch helps preservice and experienced teachers develop classroom management plans tailored to their specific needs and skills. She discusses a five-step process that includes introspection, classroom observation, plan development, implementation, and plan revision.
Field-tested for more than ten years, this unique book includes:
Worksheets with questions to guide each step of the process; Ample vignettes and examples; Strategies for organization, discipline, classroom operation, and instruction; Tips for working with diverse students
This excellent resource provides guidance for teachers seeking to create a positive classroom environment, plan for student-centered learning, and meet the demands of today's classrooms.
Classroom Management
Classroom Management
Fourth–grade teacher Steve Ames is about to conduct a science lesson on earthquakes. Having just placed their chairs in a semicircle in the center of the room, his students are not yet settled as they chat with their neighbors, their reading books closed in their laps. Steve places his chair in the center of the students and as he sits, he raises one finger. In seconds the students are silent, turning in their seats to face him. Steve raises a second finger, and the students open their books to the assigned pages. He asks the students to describe an earthquake. Several students raise their hands and Steve calls on each, listening intently and nodding approvingly as they each give their definition of ...
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