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An Interpersonal Approach to Classroom Management
- Grade Level: PreK-12
- ISBN: 9781412986731
- Published By: Corwin
- Series: Classroom Insights from Educational Psychology
- Year: 2012
- Page Count: 256
- Publication date: August 08, 2012
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
Table of Contents
About the Authors
Introduction: What Are Your Implicit Theories of Classroom Management?
Part I. Management as a Function of Student Engagement
1. What Does It Mean for Students to Be Engaged?
2. How Do I Organize My Classroom for Engagement?
3. How Do I Create a Classroom Climate That Supports Engagement?
Part II. Management as a Function of Classroom Relationships
4. How Do I Model Caring in Relationships With Students?
5. How Can I Build Supportive Peer Relationships?
6. How Do I Connect With Diverse Students?
Part III. Management as a Function of Teacher Self-Regulation
7. What Does It Mean to Self-Regulate My Classroom Management Tasks?
8. How Can I Improve and Sustain Relationship Quality?
References and Further Reading
"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 teacher–student relationships and ideas for educators to immediately implement in their own classrooms."Hope Edlin, Teacher
Bethel Elementary School, Simpsonville, SC