Elementary classroom management : lessons from research and practice PDF
Preview Elementary classroom management : lessons from research and practice
FIFTH EDITION E C M LEMENTARY LASSROOM ANAGEMENT Lessons from Research and Practice M CAROL SIMON W EINSTEIN Rutgers, the State University of New Jersey MOLLY E. ROMANO University of Arizona ANDREW J. MIGNANO, JR. ELEMENTARY CLASSROOM MANAGEMENT: LESSONS FROM RESEARCH AND PRACTICE Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2011, 2007, 2003, 1997, 1993 by The McGraw- Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN-13: 978-0-07-337862-6 ISBN-10: 0-07-337862-3 Vice President, Editorial: Michael Ryan Publisher: David Patterson Senior Sponsoring Editor: Allison McNamara Managing Editor: Meghan Campbell Developmental Editor: Beth Kaufman Marketing Manager: James Headley Production Editor: Jasmin Tokatlian Designer: Laurie Entringer Production Supervisor: Laura Fuller Composition: Laserwords Private Limited Printing: 45# New Era Matte, R. R. Donnelley & Sons/Crawfordsville, IN Cover image: © PunchStock Library of Congress Cataloging-in-Publication Data Weinstein, Carol Simon. Elementary classroom management : lessons from research and practice / Carol Simon Weinstein, Molly Romano, Andrew J. Mignano, Jr.—5th ed. p. cm. ISBN 978-0-07-337862-6 1. Classroom management—United States—Case studies. 2. Education, Elementary— United States—Case studies. 3. Home and school—United States. 4. Children with disabilities— Education—United States. I. Mignano, Andrew J. II. Romano, Molly. III. Mignano, Andrew J. IV. Title. LB3013.W45 2011 372.1102⬘4—dc22 2009031678 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites. www.mhhe.com A A M BOUT THE UTHORS Carol Simon Weinstein is professor emerita in the Department of Learning and Teaching at Rut- gers Graduate School of Education. She received her bachelor’s degree in psychology from Clark University in Worcester, Massachusetts, and her master’s and doctoral degrees from Harvard Graduate School of Education. Dr. Weinstein began her research career by studying the impact of classroom design on students’ behavior and attitudes. She pursued this topic for many years, writing about the ways that classroom environ- ments can be designed to facilitate teachers’ goals and to foster children’s learning and devel- opment. Eventually, her interest in organizing classroom space expanded to include classroom organization and management in general. She is the author (with Ingrid Novodvorsky) of Secondary Classroom Management: Lessons from Research and Practice (McGraw-Hill, 2011), as well as numerous chapters and articles on classroom management and teacher education students’ beliefs about caring and control. Most recently, she has focused on the need for “culturally responsive classroom management,” or classroom management in the service of social justice. In 2006, Dr. Weinstein co-edited (with Carolyn Evertson) the fi rst Handbook of Classroom Management: Research, Practice, and Contem- porary Issues (Lawrence Erlbaum Associates, Inc.), a compendium of 47 chapters written by scholars from around the world. iii iv About the Authors Molly Romano is an assistant professor in the department of Teaching and Teacher Educa- tion at the University of Arizona. Dr. Romano received a bachelor’s degree in Elementary Edu- cation, and a master’s and doctoral degree in Teaching and Teacher Education, all from the University of Arizona. Before becoming an assis- tant professor, Dr. Romano was an elementary classroom teacher for ten years. During that time she worked as a cooperating teacher for several student teachers and also as a beginning teacher mentor. Dr. Romano has conducted research on “bumpy moments” (a term she coined to describe episodes during the practice of teaching that require additional refl ection before acting) with both practicing and preservice teachers. This led to an inter- est in the successes and struggles of teachers, particularly during the fi rst year of practice. Dr. Romano found that many of the “bumpy moments” and struggles of teaching identifi ed, for both preservice and practicing teachers, were concerns about classroom management. Currently, Dr. Romano is in the process of creat- ing a school-based master’s degree program with an emphasis on mentoring and teacher leadership. Andrew J. Mignano, Jr., is assistant superin- tendent of curriculum and instruction for the Freehold Township Public Schools in Freehold Township, New Jersey, where he also served as principal of the Laura Donovan Elementary School for fi ve years. Prior to that, he was a principal and a teacher in Highland Park, New Jersey. Mr. Mignano received his bachelor’s degree in elementary and special education from Rutgers College in 1974 and his master’s degree in educational psychology from Kean College in 1981. During his 15 years as a teacher, he taught all levels from kindergarten to grade fi ve, including one year teaching a special educa- tion class. Throughout his career in education, Mr. Mignano has been active as an instructional leader and a professional devel- oper. He has been instrumental in the implementation of innovative programs in the areas of early literacy, early childhood e ducation, writing workshop, strategic reading, inclusion, and parent involvement. Mr. Mignano has worked closely with the Offi ce of Teacher Education at the Rutgers Graduate School of Education. He has welcomed student teachers to his schools and has also served as an adjunct professor for the seminar that accompanies student teaching. D EDICATION Once again—to Barbara, Courtney, Ken, Viviana, and Garnetta: You continue to teach and inspire all who read this book. C M ONTENTS PREFACE xv M PART I INTRODUCTION 1 CHAPTER 1 CLASSROOM MANAGEMENT IN A CROWDED, COMPLEX ENVIRONMENT 2 Guiding Principles 5 Plan of the Book 7 Meeting the Teachers 9 Courtney Bell: Kindergarten 9 Viviana Love: First Grade 11 Garnetta Chain: Third Grade 13 Barbara Broggi: Fourth Grade 15 Ken Kowalski: Fifth Grade 17 What Do the Students Say? 19 Concluding Comments 21 Summary 22 Activities for Skill Building and Refl ection 24 For Further Reading 24 Organizational Resources 25 PART II ESTABLISHMING AN ENVIRONMENT FOR LEARNING 2 7 CHAPTER 2 DESIGNING THE PHYSICAL ENVIRONMENT 28 Six Functions of the Classroom Setting 29 Security and Shelter 29 Social Contact 32 Symbolic Identifi cation 36 vii viii Contents Task Instrumentality 39 Pleasure 39 Growth 41 The Teacher as Environmental Designer 43 Think about the Activities the Room Will Accommodate 43 Think about Whether Children in Your Classroom Have Special Needs That Require Environmental Modifi cations 45 Think about the Needs of Other Adults in the Classroom 45 Draw a Floor Plan 46 Involve Students in Environmental Planning 46 Try the New Arrangement, Evaluate, and Redesign 4 7 Concluding Comments 47 Summary 48 Activities for Skill Building and Refl ection 49 For Further Reading 50 Organizational Resources 51 CHAPTER 3 BUILDING RESPECTFUL, CARING RELATIONSHIPS 52 Why Is Showing Care Important? 53 Ways of Showing Care and Respect for Students 54 Be Welcoming 54 Learn about Students’ Lives 54 Be Sensitive to Children’s Concerns 55 Establish and Enforce Clear Expectations for Behavior 56 Be Fair 56 Be a Real Person (as Well as a Teacher) 57 Promote Autonomy by Sharing Responsibility 59 Reduce the Use of Extrinsic Control 61 Be Inclusive 62 Search for Students’ Strengths 63 Develop Communication Skills 65 Be Careful about Touching 70 Ask Students How They Feel about the Classroom Environment 71 Building Caring Relationships among Students 71 Model and Recognize Prosocial Behavior 71 Provide Opportunities for Students to Get to Know One Another 72 Hold Class Meetings 74 Use Cooperative Learning Groups 7 6 Teach Social-Emotional Skills 77 Curb Peer Harassment and Bullying 80 Be Alert for Instances of Cyber-Bullying 84 Be Alert for Student-to-Student Sexual Harassment 85 Concluding Comments 87 Summary 88
The list of books you might like
