“Many of today's discipline problems result from student responses to outdated practices.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.
Intervention Techniques and Problem-Solving Strategies
Most behavioral interventions involve some form of punishment or negative consequence, a manipulation designed to correct the offender's actions. Yet, we know that punishment does not work with many students, particularly those with low self-esteem.
What percentage of your class time is used intervening?
- If your answer is more than 2–5 percent, you need to review Part II on prevention strategies.
- Think about a recent intervention in your classroom. Which prevention strategy would have eliminated the need for this intervention?
- How can I maintain a calm, firm presence when there is an upset in the classroom?
- What can I do to avoid taking student misbehavior personally?
If the essential questions above speak to your concerns, then ...