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El. knyga: Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement

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Presenting the psychology behind the best-managed classrooms

Like having a hidden camera in other teachers classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:



Student behavioral, relational, and cognitive engagement in the learning process Classroom structures that contribute to student engagement The contribution of peer relationships to positive and negative behavior management Strategies that help children learn to manage their own behavior Connecting with students who are culturally and linguistically diverse

This practitioner-friendly guide takes you on an enlightening journey that will help you manage by design rather than by default. The resultsimproved relationships and enhanced learningwill not just make a difference; they will make all the difference.

Recenzijos

"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacherstudent relationships and ideas for educators to immediately implement in their own classrooms." -- Hope Edlin, Teacher

Preface ix
Acknowledgments xvii
About the Authors xxi
Introduction: What Are Your Implicit Theories of Classroom Management? 1(20)
Observing Student Engagement
1(1)
Classroom Management in Today's Classrooms
2(1)
Teachers' Beliefs About Discipline
3(5)
Espousing a Relational View of Classroom Management
8(2)
Connecting With All Students
10(1)
Redefining Discipline
11(10)
Key Terms
17(1)
Resources for Teachers
17(4)
PART I Management as a Function of Student Engagement
Chapter 1 What Does It Mean for Students to Be Engaged?
21(14)
Three Types of Engagement
23(2)
Motivational Systems Theory
25(3)
Self-Determination Theory
28(1)
Why Is Relational Engagement Important?
29(1)
What Teachers Can Do to Support Caring and Students' Relatedness Needs
29(6)
Key Terms
31(2)
Resources for Teachers
33(2)
Chapter 2 How Do I Organize My Classroom for Engagement?
35(24)
Instructional Design: Consistency Management
36(4)
Organizing for Student Autonomy
40(2)
Planning to Promote Behavioral and Relational Engagement: Routines and Rituals
42(1)
Establishing Routines for Engagement
43(7)
Creating Rituals for Engagement
50(1)
Planning to Promote Cognitive Engagement: Classroom Goal Structures
51(8)
Key Terms
57(1)
Resources for Teachers
57(2)
Chapter 3 How Do I Create a Classroom Climate That Supports Engagement?
59(16)
Developing Students' Autonomy and Responsibility: Classroom Discourse Patterns
63(12)
Key Terms
71(1)
Resources for Teachers
72(3)
PART II Management as a Function of Classroom Relationships
Chapter 4 How Do I Model Caring in Relationships With Students?
75(24)
Observing Beliefs About Relationships
75(6)
Teacher Beliefs About Relationships
81(3)
Warm Demanding Teachers
84(4)
Feedback, Praise, and Academic Press
88(11)
Key Terms
97(1)
Resources for Teachers
98(1)
Chapter 5 How Can I Build Supportive Peer Relationships?
99(20)
Revisiting Alice's and Kim's Classrooms
99(2)
Why Are Peer Relationships Important?
101(1)
Building a Positive Classroom Community
102(1)
The Child Development Project
103(1)
The Open Classroom Learning Community
104(2)
Building Community Using Cooperative Learning
106(2)
Peer Relationship Issues in the Classroom
108(1)
Facilitating Supportive Relationships With Children With Special Needs
108(2)
Reducing Peer Victimization and Bullying
110(9)
Key Terms
117(1)
Resources for Teachers
117(2)
Chapter 6 How Do I Connect With Diverse Students?
119(22)
Observing Discourses About Diversity
119(3)
Cultural Synchronization: (Mis)Interpreting Disrespect
122(2)
Observing Systemic Oppression
124(1)
Disrupting Systemic Oppression: Maintaining Expectations, Transforming Deficit Thinking, and Offering Positive Intent
125(6)
What Does It Mean to Be Culturally Competent in Our Relationships?
131(10)
Key Terms
137(1)
Resources for Teachers
138(3)
PART III Management as a Function of Teacher Self-Regulation
Chapter 7 What Does It Mean to Self-Regulate My Classroom Management Tasks?
141(30)
Observing Teacher Self-Regulation
141(2)
Thinking Systematically About Classroom Management
143(4)
Understanding the Phases of Teacher Self-Regulation
147(6)
Shifting the Locus of Responsibility for Managing Behavior
153(18)
Key Terms
168(1)
Resources for Teachers
169(2)
Chapter 8 How Can I Improve and Sustain Relationship Quality?
171(32)
Productive Reflection, Intentional Decision Making, and Teacher Self-Care
171(1)
Acknowledging the Challenges of Sustaining Relationships
172(3)
Understanding Teacher Needs for Autonomy, Competence, and Connection
175(3)
Systematically Reflecting on Relationship Quality
178(2)
Self-Composure: Understanding the Difference Between Responding and Reacting
180(4)
Interrupting Cycles of Relationship Conflict
184(4)
Coping With Intense or Persistent Misbehavior
188(1)
Emotional Labor and Compassion Fatigue
188(15)
Key Terms
202(1)
References and Further Reading 203(22)
Index 225
Dr. Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Carolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process.

http://www4.ncsu.edu/~hadavis2/index.html

Dr. Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students motivation to learn, and how this contributes to students overall success as learners. She currently serves on the editorial boards of Contemporary Educational Psychology, The Elementary School Journal, the Journal of Experimental Education, and the American Educational Research Journal.

Lauren Miller is a Nationally Board Certified 1st grade teacher at Durham Academy in Durham, NC. She holds a Masters degree in Developmental Supervision from the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. She has taught at public and private elementary schools in Durham, North Carolina, has supervised student teachers, and has conducted research on effective models for training supervisors and for teacher professional development.
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