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CLASSROOM MANAGEMENT FOR SECONDARY TEACHERS (5TH EDITION) By Edmund T. Emmer - Picture 1 of 1

Classroom Management for Secondary Teachers by Edmund T. Emmer, Carolyn M. Evertson and Murray E. Worsham (1999, Trade Paperback)

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CLASSROOM MANAGEMENT FOR SECONDARY TEACHERS (5TH EDITION) By Edmund T. Emmer, Carolyn M. Evertson, Murray E. Worsham **BRAND NEW**.

About this product

Product Identifiers

Publisher
Allyn & Bacon, Incorporated
ISBN-10
0205308376
ISBN-13
9780205308378
eBay Product ID (ePID)
78599

Product Key Features

Number of Pages
236 Pages
Publication Name
Classroom Management for Secondary Teachers
Language
English
Subject
Secondary, Classroom Management
Publication Year
1999
Type
Textbook
Author
Edmund T. Emmer, Carolyn M. Evertson, Murray E. Worsham
Subject Area
Education
Format
Trade Paperback

Dimensions

Item Height
0.5 in
Item Weight
13.3 Oz
Item Length
9.2 in
Item Width
7 in

Additional Product Features

Edition Number
5
Intended Audience
Scholarly & Professional
LCCN
99-019936
Dewey Edition
19
Illustrated
Yes
Dewey Decimal
371.1/024
Table Of Content
Each chapter contains Further Readings and Suggested Activities. Preface. 1.Organizing Your Classroom and Materials. Five Keys to Good Room Arrangement. Suggestions for Arranging Your Classroom. If You Have to Float. Checklist 1: Room Preparation. 2.Choosing Rules and Procedures. Preliminary Considerations. General Procedures. Procedures during Seatwork and Teacher-Led Instruction. Procedures for Student Group Work. Miscellaneous Procedures. Case Study 2.1: Rules and Procedures in an Eighth-Grade Class. Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities. Checklist 2: Rules and Procedures. 3.Managing Student Work. Your Grading System and Record Keeping. Feedback and Monitoring Procedures. Communicating Assignments and Work Requirements. Case Study 3.1: An Accountability System in an English Class. Case Study 3.2: Managing Student Work in a Math Class. Case Study 3.3: Managing Long-Term Assignments. Case Study 3.4: Poor Work and Study Habits in Mathematics. Checklist 3: Accountability Procedures. 4.Getting Off to a Good Start. Perspectives on the Beginning of the Year. Planning for a Good Beginning. Activities on the First Day of Classes. The Second Day of Classes. After the Second Day. Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Groups. Case Study 4.2: Beginning the Year in a High School Biology Class. Case Study 4.3: Beginning the Year in High School English Using Mastery Learning. Case Study 4.4: Conduct Problems in a History Class. Checklist 4: Preparation for the Beginning of School. 5.Planning and Conducting Instruction. Planning Classroom Activities. Organizing Activities. Kounin's Concepts for Managing Group Instruction. Transition Management. Instructional Management. Case Study 5.1: Ms. Carpenter. Case Study 5.2: Mr. Miller. Case Study 5.3: Ms. Kendall. Case Study 5.4: Kounin Concepts. Case Study 5.5: A Science Lesson. Checklist 5: Planning for Instruction. 6.Managing Cooperative Learning Groups. Research on Cooperative Learning. Strategies and Routines That Support Cooperative Learning. Monitoring Student Work and Behavior. Interventions for Groups. Effective Group-Work Skills. Beginning the Use of Cooperative Learning Groups. Checklist 6: Planning for Cooperative Group Instruction. 7.Maintaining Appropriate Student Behavior. Monitoring Student Behavior. Consistency. Prompt Management of Inappropriate Behavior. Building a Positive Climate. Improving Class Climate through Incentives or Rewards. Case Study 7.1: Example of Incentives and Rewards. 8.Communication Skills for Teaching. Constructive Assertiveness. Empathic Responding. Problem Solving. A Note on Parent Conferences Assertiveness Assessment Scales. Case Study 8.1: Three Dialogues. 9.Managing Problem Behaviors. What Is Problem Behavior? Goals for Managing Problem Behavior. Management Strategies. Special Problems. 10.Managing Special Groups. Teaching Heterogeneous Classes
Synopsis
Based on extensive research conducted by the authors in more than 500 classrooms over the past 25 years, this best-selling book presents students with a thoroughly practical, hands-on approach to classroom management. It helps an instructor perform one of the most basic tasks for a teacher to develop a smoothly running classroom that encourages learning! Classroom Management for Secondary Teachers gives teachers the information and skills they need to establish classroom management systems. Written for the prospective secondary level teacher, the content is organized so that it can be readily applied in the classroom setting. It addresses the planning decisions teachers must make arranging the physical space, establishing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, addressing problem behavior, using good communication skills, and managing special groups. All examples, checklists, case studies, and group activities are at the secondary level., * A completely new chapter, Managing Cooperative Learning Groups (Ch. 6), focuses on research and practical guidelines for using cooperative groups to foster student learning. It shows teachers how to help students work productively in small groups and how to manage group-based activities. * Case studies give teachers real-world examples on managing cooperative learning, literature-based and whole-language learning, and inclusion classrooms. * The authors have increased the coverage of diversity in student populations and have added new suggestions for working with special needs students. * New annotated readings have been added at the end of each chapter focusing on applications and research. * Provides practical, step-by-step guidelines that emphasize prevention through planning. Shows how the best teachers promote effective learning and get their classrooms to function smoothly. Its a reference teachers will turn to again and again * Specific suggestions and tips help teachers solve common organization and management problems. * Case studies at the secondary level provide preservice teachers with realistic expectations of what they will encounter in the classroom and informat
LC Classification Number
LB3013.C53 1999