{"product_id":"classroom-management-strategies-9781118544228","title":"Classroom Management Strategies","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eClassroom Management Strategies: Gaining and Maintaining Students' Cooperation contains a wealth of information about classroom management strategies that teachers successfully use to lead students to be on-task and engaged in lessons.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface v\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I THE RESEARCH-BASED ART OF LEADING STUDENTS TO COOPERATE 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 The Complex Art of Teaching 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1’s Goal and Objectives 3\u003c\/p\u003e \u003cp\u003eTeaching Experiences: Satisfying or Frustrating 3\u003c\/p\u003e \u003cp\u003eTeaching Cycles 4\u003c\/p\u003e \u003cp\u003eAllocated Time and Transition Time 9\u003c\/p\u003e \u003cp\u003eStudent Behaviors 9\u003c\/p\u003e \u003cp\u003eOn-Task, Engaged, Off-Task, and Disruptive 9\u003c\/p\u003e \u003cp\u003eProsocial and Antisocial 11\u003c\/p\u003e \u003cp\u003eTaking Charge in Your Classroom 12\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 1 12\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 1 to Chapter 2 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Schools of Thought and the Research Bases for Classroom Management Strategies 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 2’s Goal and Objectives 18\u003c\/p\u003e \u003cp\u003eStudents Need to Be Taught to Cooperate 19\u003c\/p\u003e \u003cp\u003eImplications from Learning Theory 20\u003c\/p\u003e \u003cp\u003eImplications from Studies of Social Interaction and Communications 27\u003c\/p\u003e \u003cp\u003eCritical Communication Styles and Classroom Climates 27\u003c\/p\u003e \u003cp\u003eTrue Dialogues Instead of IRE Cycles 28\u003c\/p\u003e \u003cp\u003eOther Implications Regarding Communication Styles 34\u003c\/p\u003e \u003cp\u003eImplications from Studies in Developmental Psychology and Multicultural Education 34\u003c\/p\u003e \u003cp\u003eImplications from Behavioristic Psychology 37\u003c\/p\u003e \u003cp\u003eLearned Responses 37\u003c\/p\u003e \u003cp\u003eBehavior Modification 38\u003c\/p\u003e \u003cp\u003eIsolated Behaviors and Behavior Patterns 38\u003c\/p\u003e \u003cp\u003ePositive Reinforcers 39\u003c\/p\u003e \u003cp\u003eDestructive Positive Reinforcers 40\u003c\/p\u003e \u003cp\u003eContrived versus Naturally Occurring Punishment 42\u003c\/p\u003e \u003cp\u003eDifferences Between the Effects of Naturally Occurring and Contrived Punishment 42\u003c\/p\u003e \u003cp\u003eUnwittingly Administered Punishment 44\u003c\/p\u003e \u003cp\u003eDestructive Punishment 44\u003c\/p\u003e \u003cp\u003eNegative Reinforcement 45\u003c\/p\u003e \u003cp\u003eImplications from Studies Focusing on Motivation and Student Engagement 46\u003c\/p\u003e \u003cp\u003eStudent Disinterest 46\u003c\/p\u003e \u003cp\u003eIntrinsic Motivation 46\u003c\/p\u003e \u003cp\u003eExtrinsic Motivation 46\u003c\/p\u003e \u003cp\u003eThe Preferred Type of Motivation 48\u003c\/p\u003e \u003cp\u003eImplications from Studies Focusing on Violence Prevention in Schools 48\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 2 49\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 2 to Chapter 3 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II FOSTERING COOPERATION AND PREVENTING DISCIPLINE PROBLEMS 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 Establishing a Favorable Climate for Cooperation 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 3’s Goal and Objectives 57\u003c\/p\u003e \u003cp\u003eCreating a Businesslike Climate 57\u003c\/p\u003e \u003cp\u003eThe Advantage of a Businesslike Atmosphere 57\u003c\/p\u003e \u003cp\u003eThe Meaning of Businesslike 58\u003c\/p\u003e \u003cp\u003eFive Steps toward a Businesslike Atmosphere 59\u003c\/p\u003e \u003cp\u003eBeginning a New School Year 59\u003c\/p\u003e \u003cp\u003eStudents’ Perceived Notions 59\u003c\/p\u003e \u003cp\u003eTaking Advantage of Initial Uncertainty 59\u003c\/p\u003e \u003cp\u003ePlanning for a Favorable Beginning 60\u003c\/p\u003e \u003cp\u003eLearning Activities Conducive to a Favorable Beginning 62\u003c\/p\u003e \u003cp\u003eDisplaying Withitness 71\u003c\/p\u003e \u003cp\u003eModeling Preparation and Organization 72\u003c\/p\u003e \u003cp\u003eThe Importance of the Third and Fourth Stages of Teaching Cycles 72\u003c\/p\u003e \u003cp\u003eThe Effects of Preparation on Classroom Climate and Efficiency 73\u003c\/p\u003e \u003cp\u003eOrchestrating Smooth, Efficient Transitions 74\u003c\/p\u003e \u003cp\u003eSmoothness of Transitions and Momentum 74\u003c\/p\u003e \u003cp\u003eMinimizing Transition Time 79\u003c\/p\u003e \u003cp\u003eDispensing with Administrative Duties 79\u003c\/p\u003e \u003cp\u003eInefficient Use of Class Time 79\u003c\/p\u003e \u003cp\u003eEfficient Use of Class Time 80\u003c\/p\u003e \u003cp\u003eSaving Time When Distributing Materials and Giving Directions 81\u003c\/p\u003e \u003cp\u003eEfficient Beginnings to Learning Activities 81\u003c\/p\u003e \u003cp\u003eFreedom from Having to Speak to the Whole Class 82\u003c\/p\u003e \u003cp\u003eDistributing Materials Ahead of Time 83\u003c\/p\u003e \u003cp\u003eCues for Efficient Routines 83\u003c\/p\u003e \u003cp\u003eEmploying Technology to Enhance Classroom Efficiency 85\u003c\/p\u003e \u003cp\u003eSaving Time with Intraclass Grouping 86\u003c\/p\u003e \u003cp\u003eAccommodating Students Who Complete Work at Different Times 87\u003c\/p\u003e \u003cp\u003eCreating a Comfortable, Nonthreatening, and Safe Learning Community 87\u003c\/p\u003e \u003cp\u003eA Frightening Place 87\u003c\/p\u003e \u003cp\u003eRisking Self-Respect 88\u003c\/p\u003e \u003cp\u003eDisassociating Self-Respect from Achievement 90\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 3 90\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 3 to Chapter 4 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Establishing Cooperative Relationships 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 4’s Goal and Objectives 93\u003c\/p\u003e \u003cp\u003eUsing Descriptive Instead of Judgmental Language 94\u003c\/p\u003e \u003cp\u003eFocused Descriptions, Not Characterizations or Labels 94\u003c\/p\u003e \u003cp\u003eDifferences between Descriptive and Judgmental Language 95\u003c\/p\u003e \u003cp\u003eThe Consequences of Judgmental Language 96\u003c\/p\u003e \u003cp\u003eThe Detrimental Effects of Characterizations 96\u003c\/p\u003e \u003cp\u003eThe Fallacy of Labels 97\u003c\/p\u003e \u003cp\u003eCompetition or Cooperation 98\u003c\/p\u003e \u003cp\u003eTeaching Students to Listen to You 98\u003c\/p\u003e \u003cp\u003eThe Richness of Descriptive Language 98\u003c\/p\u003e \u003cp\u003eThe Judicious Use of Words 99\u003c\/p\u003e \u003cp\u003eThinking Before Talking 100\u003c\/p\u003e \u003cp\u003eMore and More Useless Words 101\u003c\/p\u003e \u003cp\u003eSpeaking Only to Intended Listeners 102\u003c\/p\u003e \u003cp\u003eBody Language and Proximity 102\u003c\/p\u003e \u003cp\u003eVoice Tone 105\u003c\/p\u003e \u003cp\u003eSpeaking Only to the Attentive 106\u003c\/p\u003e \u003cp\u003eListening to Students 107\u003c\/p\u003e \u003cp\u003eUsing Supportive Replies 108\u003c\/p\u003e \u003cp\u003eAccepting Feelings 108\u003c\/p\u003e \u003cp\u003eRelieving Frustration 108\u003c\/p\u003e \u003cp\u003eDefusing Conflict 109\u003c\/p\u003e \u003cp\u003eAvoiding Unintended Messages 110\u003c\/p\u003e \u003cp\u003eThe Risk of Misinterpretation 110\u003c\/p\u003e \u003cp\u003eModeling a Businesslike Attitude 111\u003c\/p\u003e \u003cp\u003eAvoiding Disruptive Teacher Behavior 111\u003c\/p\u003e \u003cp\u003eBeing Responsible for One’s Own Conduct 112\u003c\/p\u003e \u003cp\u003eCommunicating Assertively 115\u003c\/p\u003e \u003cp\u003eThe Assertive Response Style 115\u003c\/p\u003e \u003cp\u003eControlling Your Professional Life 117\u003c\/p\u003e \u003cp\u003eTeaching Students to Communicate Assertively 121\u003c\/p\u003e \u003cp\u003eCommunicating Evaluations 121\u003c\/p\u003e \u003cp\u003eTwo Reasons for Communicating Evaluations 121\u003c\/p\u003e \u003cp\u003eEmphasizing Formative Evaluations 126\u003c\/p\u003e \u003cp\u003eGrades as a Form of Communication 130\u003c\/p\u003e \u003cp\u003eFostering Parents’ Cooperation 130\u003c\/p\u003e \u003cp\u003eFocusing on Formative Evaluations 130\u003c\/p\u003e \u003cp\u003eConferences 131\u003c\/p\u003e \u003cp\u003eWritten Communications 132\u003c\/p\u003e \u003cp\u003eProfessional Confidence and Students’ Rights 132\u003c\/p\u003e \u003cp\u003eUnprofessional Behavior 132\u003c\/p\u003e \u003cp\u003ePrivileged Information 134\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 4 135\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 4 to Chapter 5 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Standards for Conduct, Routine Procedures, and Safe-School Policies 140\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 5’s Goal and Objectives 140\u003c\/p\u003e \u003cp\u003eStandards for Classroom Conduct 140\u003c\/p\u003e \u003cp\u003ePurposefully Stated Standards 140\u003c\/p\u003e \u003cp\u003eThe Number of Standards for Classroom Conduct 142\u003c\/p\u003e \u003cp\u003eProcedures for Smoothly Operating Classrooms 142\u003c\/p\u003e \u003cp\u003eNecessary Standards for Conduct 144\u003c\/p\u003e \u003cp\u003eFour Purposes 144\u003c\/p\u003e \u003cp\u003eJustification of a Standard 144\u003c\/p\u003e \u003cp\u003ePoliteness and Courtesy 145\u003c\/p\u003e \u003cp\u003eThe Consequences of Unnecessary Standards 146\u003c\/p\u003e \u003cp\u003eWhen to Determine Standards and Routine Procedures 146\u003c\/p\u003e \u003cp\u003eWho Should Determine Standards? 147\u003c\/p\u003e \u003cp\u003eTeaching Standards and Procedures to Students 148\u003c\/p\u003e \u003cp\u003eSchoolwide Discipline Policies 151\u003c\/p\u003e \u003cp\u003eDeveloping Safe-School Programs 152\u003c\/p\u003e \u003cp\u003eThe Roots of School Violence 152\u003c\/p\u003e \u003cp\u003eFocus on Prevention Not Retribution 154\u003c\/p\u003e \u003cp\u003eViolence-Prevention Strategies 155\u003c\/p\u003e \u003cp\u003eConflict Management and Resolution in Curricula 155\u003c\/p\u003e \u003cp\u003eReducing Gang-Related Activities in School 162\u003c\/p\u003e \u003cp\u003eGang Activities 162\u003c\/p\u003e \u003cp\u003eWorking with Gang-Affiliated Students and Eliminating Gang Activities in School 165\u003c\/p\u003e \u003cp\u003eGentle, Caring School Communities 167\u003c\/p\u003e \u003cp\u003eEssentials of an Effective Safe-School System 171\u003c\/p\u003e \u003cp\u003eEleven Elements 171\u003c\/p\u003e \u003cp\u003eConsensus within the Community 171\u003c\/p\u003e \u003cp\u003eResearch and Periodic Safety Audits 172\u003c\/p\u003e \u003cp\u003eSchool-Safety Committee 172\u003c\/p\u003e \u003cp\u003eTeam Approach 173\u003c\/p\u003e \u003cp\u003eTraining for All School Personnel 173\u003c\/p\u003e \u003cp\u003eCoordination with Schoolwide Discipline Policies 173\u003c\/p\u003e \u003cp\u003eProvisions for Building Positive Relationships 174\u003c\/p\u003e \u003cp\u003eProvisions for Conflict Resolution 174\u003c\/p\u003e \u003cp\u003eCommunication Systems 174\u003c\/p\u003e \u003cp\u003eBackup and Crisis-Support Resources and Procedures 175\u003c\/p\u003e \u003cp\u003eTraffic Control and Intruder Prevention 175\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 5 177\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 5 to Chapter 6 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 Working with Individual Differences among Students 180\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 6’s Goal and Objectives 180\u003c\/p\u003e \u003cp\u003eThe Key: Relating to Students as Individuals 181\u003c\/p\u003e \u003cp\u003eIncluding Students with Characteristics Typically Disdained in So-Called Mainstream Society 185\u003c\/p\u003e \u003cp\u003eThe Consequences of Students Feeling Marginalized 185\u003c\/p\u003e \u003cp\u003eStrategies for Inclusion in Your Classroom 186\u003c\/p\u003e \u003cp\u003eSpecial Populations 189\u003c\/p\u003e \u003cp\u003eLegal Concerns Relative to Inclusion and Accommodation 191\u003c\/p\u003e \u003cp\u003eClassroom Management Implications of IDEA and Other Federal Statutes 191\u003c\/p\u003e \u003cp\u003eZero-Reject and IEP Implications for Classroom Management 192\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for Health and Hearing Impairments 192\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for a Learning Disability 204\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for an Emotional Disturbance 208\u003c\/p\u003e \u003cp\u003eAccommodating and Including Students for Whom English Is Not a First Language 217\u003c\/p\u003e \u003cp\u003eBenefitting from Cultural Diversity 221\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 6 227\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 6 to Chapter 7 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III MOTIVATING STUDENTS TO ENGAGE IN LEARNING ACTIVITIES 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 Conducting and Monitoring Engaging Learning Activities 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 7’s Goal and Objectives 231\u003c\/p\u003e \u003cp\u003eProblem-Based Learning 231\u003c\/p\u003e \u003cp\u003eNon-Problem-Based Approach 231\u003c\/p\u003e \u003cp\u003eProblem-Based Approach 232\u003c\/p\u003e \u003cp\u003eIntrinsic Motivation Via the Problem-Based Approach 234\u003c\/p\u003e \u003cp\u003eDelivering Directions for Learning Activities 236\u003c\/p\u003e \u003cp\u003eExplicitness, Specificity, and Directness 236\u003c\/p\u003e \u003cp\u003eNine Points about Directions 238\u003c\/p\u003e \u003cp\u003eMonitoring Student Engagement 240\u003c\/p\u003e \u003cp\u003eVariety of Learning Activities 248\u003c\/p\u003e \u003cp\u003eIdeas for Lecture Sessions 248\u003c\/p\u003e \u003cp\u003eStudent Engagement during Lectures 248\u003c\/p\u003e \u003cp\u003eFifteen Points about Lectures 251\u003c\/p\u003e \u003cp\u003eIdeas for Cooperative Learning Sessions 254\u003c\/p\u003e \u003cp\u003eStudents Learning from One Another 254\u003c\/p\u003e \u003cp\u003eGuidance and Structure for Maintaining Engagement 254\u003c\/p\u003e \u003cp\u003eTen Points about Cooperative Learning Sessions 256\u003c\/p\u003e \u003cp\u003eIdeas for Discussion Sessions 258\u003c\/p\u003e \u003cp\u003eStudent Engagement during Discussions 258\u003c\/p\u003e \u003cp\u003eSeven Points about Discussion Sessions 259\u003c\/p\u003e \u003cp\u003eIdeas for Questioning Sessions 260\u003c\/p\u003e \u003cp\u003eStudent Engagement during Questioning Sessions 260\u003c\/p\u003e \u003cp\u003eSix Points about Questioning Sessions 264\u003c\/p\u003e \u003cp\u003eIdeas for Independent Work Sessions 265\u003c\/p\u003e \u003cp\u003eStudent Engagement during Independent Work Sessions 265\u003c\/p\u003e \u003cp\u003eFour Points about Independent Work Sessions 266\u003c\/p\u003e \u003cp\u003eIdeas for Homework Assignments 267\u003c\/p\u003e \u003cp\u003eStudent Engagement in Homework Assignments 267\u003c\/p\u003e \u003cp\u003eEight Points about Homework Assignments 269\u003c\/p\u003e \u003cp\u003eClassroom Designs That Enhance Student Engagement 271\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 7 281\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 7 to Chapter 8 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART IV CONFRONTING AND SOLVING DISCIPLINE PROBLEMS 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 Approaching Off-Task Behaviors Systematically 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 8’s Goal and Objectives 285\u003c\/p\u003e \u003cp\u003eDeal with Off-Task Behaviors via the Teaching Cycles Model 285\u003c\/p\u003e \u003cp\u003eA Mechanism for Focusing 285\u003c\/p\u003e \u003cp\u003eMore Elaborate Applications 287\u003c\/p\u003e \u003cp\u003eStaying Calm and Organizing Thoughts 291\u003c\/p\u003e \u003cp\u003eDeal with Misbehaviors Before They ‘‘Get to You’’ 292\u003c\/p\u003e \u003cp\u003eEither Respond Decisively to an Off-Task Behavior or Do Not Overtly React to It at All 292\u003c\/p\u003e \u003cp\u003eDistinguish between Teaching Students to Be On-Task and Building Character 294\u003c\/p\u003e \u003cp\u003eA Teacher’s Responsibilities and Capabilities 294\u003c\/p\u003e \u003cp\u003eFocusing on the Task 295\u003c\/p\u003e \u003cp\u003eDistinguish between Isolated Off-Task Behaviors and Off-Task Behavior Patterns 296\u003c\/p\u003e \u003cp\u003eControl the Time and Place for Dealing with Off-Task Behaviors 296\u003c\/p\u003e \u003cp\u003eA Cautionary Note Regarding Private Meetings with Students 298\u003c\/p\u003e \u003cp\u003eProvide Students with Dignified Options for Terminating Off-Task Behaviors 299\u003c\/p\u003e \u003cp\u003eAvoid Playing Detective 300\u003c\/p\u003e \u003cp\u003eUse Alternative Lesson Plans 301\u003c\/p\u003e \u003cp\u003eUse the Help of Colleagues 302\u003c\/p\u003e \u003cp\u003eUse the Help of Parents and Instructional Supervisors 302\u003c\/p\u003e \u003cp\u003eThe Myth of the ‘‘Good Teacher’’ 302 Assertiveness 303\u003c\/p\u003e \u003cp\u003eDo Not Use Corporal Punishment 304\u003c\/p\u003e \u003cp\u003eCorporal Punishment 304\u003c\/p\u003e \u003cp\u003eArguments for and against Corporal Punishment 306\u003c\/p\u003e \u003cp\u003eCorporal Punishment: A Poor Choice 309\u003c\/p\u003e \u003cp\u003eKnow Your Rights and Limitations 309\u003c\/p\u003e \u003cp\u003eMaintain Your Options 310\u003c\/p\u003e \u003cp\u003eKnow Yourself and Your Students 310\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 8 310\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 8 to Chapter 9 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 Modifying Off-Task Behavior Patterns 314\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9’s Goal and Objectives 314\u003c\/p\u003e \u003cp\u003eSystematic Techniques for Changing Habits 314\u003c\/p\u003e \u003cp\u003eThe Formations and Elimination of Behavior Patterns 314\u003c\/p\u003e \u003cp\u003eThe Need for Systematic Observation 314\u003c\/p\u003e \u003cp\u003eApplying the Principle of Extinction 316\u003c\/p\u003e \u003cp\u003eThe Principle 316\u003c\/p\u003e \u003cp\u003eUnintentional Extinction 316\u003c\/p\u003e \u003cp\u003eIntentional Extinction 317\u003c\/p\u003e \u003cp\u003eAlternative Behavior Patterns 318\u003c\/p\u003e \u003cp\u003eApplying the Principle of Shaping 319\u003c\/p\u003e \u003cp\u003eMaintaining Desirable Behavior Changes 320\u003c\/p\u003e \u003cp\u003eReinforcement Schedules 320\u003c\/p\u003e \u003cp\u003eFixed Schedules 320\u003c\/p\u003e \u003cp\u003eIntermittent Schedules 321\u003c\/p\u003e \u003cp\u003ePlanned Schedules of Reinforcement 322\u003c\/p\u003e \u003cp\u003eCuing 323\u003c\/p\u003e \u003cp\u003eGeneralization and Discrimination 324\u003c\/p\u003e \u003cp\u003eThe Idea 324\u003c\/p\u003e \u003cp\u003eThe Principle of Generalization 324\u003c\/p\u003e \u003cp\u003eThe Principle of Discrimination 324\u003c\/p\u003e \u003cp\u003eDistinguishing between Generalizing and Discriminating 325\u003c\/p\u003e \u003cp\u003eApplying the Principle of Modeling 326\u003c\/p\u003e \u003cp\u003eApplying the Principle of Satiation 327\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 9 328\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 9 to Chapter 10 329\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 Dealing with Nondisruptive Off-Task Behaviors 330\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 10’s Goal and Objectives 330\u003c\/p\u003e \u003cp\u003eNondisruptive Off-Task Behaviors 330\u003c\/p\u003e \u003cp\u003eMind Wandering and Daydreaming 331\u003c\/p\u003e \u003cp\u003eDetection and Response 331\u003c\/p\u003e \u003cp\u003eStrategies 332\u003c\/p\u003e \u003cp\u003eRefusing to Participate in Class Activities 333\u003c\/p\u003e \u003cp\u003eFailing to Complete Homework Assignments 338\u003c\/p\u003e \u003cp\u003eMeaningful Homework 338\u003c\/p\u003e \u003cp\u003eStrategies 339\u003c\/p\u003e \u003cp\u003eFailing to Bring Needed Materials to Class 340\u003c\/p\u003e \u003cp\u003eBeing Under the Influence of Debilitating Drugs 341\u003c\/p\u003e \u003cp\u003eTeachers’ Attitudes 341\u003c\/p\u003e \u003cp\u003eStrategies 342\u003c\/p\u003e \u003cp\u003eBeing Absent or Tardy 346\u003c\/p\u003e \u003cp\u003eSchoolwide Policies for Extrinsically Motivating Student Attendance 346\u003c\/p\u003e \u003cp\u003eTeachers’ Policies for Extrinsically Motivating Student Attendance 347\u003c\/p\u003e \u003cp\u003eIrrationality of Some Popular Attendance Policies 347\u003c\/p\u003e \u003cp\u003eStrategies 348\u003c\/p\u003e \u003cp\u003eCheating on Tests 349\u003c\/p\u003e \u003cp\u003eNine Incidents 349\u003c\/p\u003e \u003cp\u003ePrevalence and Causes of Cheating 351\u003c\/p\u003e \u003cp\u003eStrategies 352\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 10 355\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 10 to Chapter 11 355\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 Dealing with Disruptive Behaviors 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 11’s Goal and Objectives 357\u003c\/p\u003e \u003cp\u003eDisruptive Behaviors 357\u003c\/p\u003e \u003cp\u003eDealing with Nonviolent Disruptions 357\u003c\/p\u003e \u003cp\u003eDisruptive Talking 357\u003c\/p\u003e \u003cp\u003eInterrupting 359\u003c\/p\u003e \u003cp\u003eClowning 361\u003c\/p\u003e \u003cp\u003eBeing Discourteous 363\u003c\/p\u003e \u003cp\u003eFailing to Clean Up 365\u003c\/p\u003e \u003cp\u003eDealing with Violent Disruptions 366\u003c\/p\u003e \u003cp\u003eSafe-School Programs in Place 366\u003c\/p\u003e \u003cp\u003eBullying 366\u003c\/p\u003e \u003cp\u003eFighting 368\u003c\/p\u003e \u003cp\u003eAttacks on Teachers 374\u003c\/p\u003e \u003cp\u003eCauses 374\u003c\/p\u003e \u003cp\u003eStrategies 376\u003c\/p\u003e \u003cp\u003eVandalizing 377\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 11 378\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 11 to Chapter 12 378\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART V MAKING CLASSROOM MANAGEMENT STRATEGIESWORK FOR YOU 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 Continuing to Build your Classroom Management Talents 381\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 12’s Goal 381\u003c\/p\u003e \u003cp\u003eBuilding on Experiences 381\u003c\/p\u003e \u003cp\u003eInstructional Supervision 382\u003c\/p\u003e \u003cp\u003eAssessing Your Own Teaching 384\u003c\/p\u003e \u003cp\u003eAction Research 385\u003c\/p\u003e \u003cp\u003eYour Uniqueness 385\u003c\/p\u003e \u003cp\u003eReferences 387\u003c\/p\u003e \u003cp\u003eIndex 395\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49528832360791,"sku":"9781118544228","price":116.06,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118544228.jpg?v=1731873197","url":"https:\/\/bookcurl.com\/products\/classroom-management-strategies-9781118544228","provider":"Book Curl","version":"1.0","type":"link"}