Many of today's discipline problems result from student responses to outdated practices.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

Prerequisites for Success: The Second P of Prevention

Prerequisites for success: The second P of prevention

When students feel supported and successful in the classroom, they rarely act out. When teachers feel supported and successful in their school, they rarely burn out.

—Esther Wright, as cited in Sura Hart & Victoria Hodson, 2004, p. 38

Prerequisites for Success: Essential Questions

These are the essential questions that you will be able to answer after completing this chapter:

  • What emotional prerequisites do students need to be motivated learners?
  • What skills, attitudes, and behaviors do I need to accommodate students' needs?
  • What social prerequisites do my students need to be successful learning in groups?
  • What emotional prerequisites do students need to be motivated learners?
  • What type of feedback do students need to begin to think differently ...
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