• Summary
  • Contents
  • Subject index

Many of today's discipline problems result from student responses to outdated practices.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.

The Four Ps of Prevention: Personal, Prerequisites, Parameters, and Participation
The four Ps of prevention: Personal, prerequisites, parameters, and participation

An ounce of prevention is worth a pound of cure.

—Aesop, “The Ass and the Mule”

Part II, on prevention strategies, is the foundation for creating a powerful learning environment in your classroom. It contains the prevention leadership skills to be effective in 85 to 90 percent of the situations that cause stress in the classroom. The purpose here is to give you a framework of skills to build relationships that will create a positive community of learners who are practicing respect, cooperation, and personally motivated participation. As you become aware of how you already use these skills and then increase your use of them, you will ...

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