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 Observation
Classroom Observation
While his students work in their cooperative learning groups on their lab assignments, ninth-grade biology teacher Cliff Bosler takes a few minutes to take stock of the classroom. At one time, he kept a checklist in the back of his grade book of what to observe, but he has done this now so many times, he no longer needs the list.
He watches as students go from one lab activity to another and gauges the traffic pattern. He confirms that the quiet activities are grouped together in one area while the discussion groups meet in another part of the room near noisier activities. He looks to make sure students have enough room to conduct their experiments—room for all the equipment they need plus ...
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