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Many of today's discipline problems result from student responses to outdated practices.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

Participation for Involvement: The Fourth P of Prevention
Participation for involvement: The fourth P of prevention

Generally the brain does poorly at continuous, high-level attention. In fact, genuine “external” attention can be sustained at a high and constant level…. 10 minutes or less

—Eric Jensen, 1998
Participation for Involvement: Essential Questions

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

  • What three settings occur in most classrooms?
  • Which questioning strategies get every student participating every 10–12 minutes simultaneously?
Introduction

The fourth and final P for preventing problems in the classroom is student participation for involvement. This chapter provides ideas on how we can invite our students to be citizens instead of tourists in our classroom by creating opportunities for all students to be actively ...

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