“Many of today's discipline problems result from student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed.”
—Dutchess Maye, Fellow for Instructional Design
North Carolina Teacher Academy, Morrisville, NC
A classroom leadership model of prevention, intervention, and problem solving for both teachers and students!
Emphasizing a leadership model for effective classroom management rather than relying on strategies for compliance and control, this updated edition of the bestseller describes a comprehensive approach that encourages teachers to reevaluate their beliefs, roles, and practices and engages students as partners in creating a powerfully supportive learning environment.
Offering a unique perspective on classroom leadership that helps teachers address potential problems before learning is disrupted, this resource shows how integrating leadership into daily classroom life enhances learning by strengthening students' autonomy, self-esteem, and connectedness with others. Reflecting the author's years of experience and filled with more real-life examples, new techniques, and ready-to-use worksheets, the book:
Provides an interactive process that allows teachers to foster leadership in themselves and their students; Includes classroom connections, personal connections, examples, checklists, and reflective questions
With its distinctive and creative perspective on classroom management, Rethinking Classroom Management, Second Edition encourages teachers to become mentors and facilitators, rather than classroom managers, as they empower students to actively participate in their own learning.
Part I: Rethinking Our Role in the Classroom
Efficient management without effective leadership is like straightening deck chairs on the Titanic.
Part I sets the stage for all of the strategies that are taught in this book by distinguishing between being a classroom leader and being a classroom manager. Chapter 1 clarifies how our thinking affects our teaching and invites you to reflect on how to shift from the stress of being the manager to the freedom of being a classroom leader. Chapter 2 provides an opportunity to look at various teaching styles to ensure that your teaching style matches your beliefs.
This workbook will provide you an opportunity to
- develop your role as a leader and guide in the classroom ...