An Interpersonal Approach to Classroom Management

Enhanced descriptions from Syndetics:

Presenting the psychology behind the best-managed classroomsLike 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 results--improved relationships and enhanced learning--will not just make a difference; they will make all the difference.

Table of contents provided by Syndetics

• Preface (p. ix)
• Acknowledgments (p. xvii)
• About the Authors (p. xxi)
• Introduction: What Are Your Implicit Theories of Classroom Management? (p. 1)
• Observing Student Engagement (p. 1)
• Classroom Management in Today's Classrooms (p. 1)
• Teachers' Beliefs About Discipline (p. 3)
• Espousing a Relational View of Classroom Management (p. 8)
• Connecting With All Students (p. 10)
• Redefining Discipline (p. 11)
• Key Terms (p. 17)
• Resources for Teachers (p. 17)
• Part I Management as a Function of Student Engagement
• Chapter 1 What Does It Mean for Students to Be Engaged? (p. 21)
• Three Types of Engagement (p. 23)
• Motivational Systems Theory (p. 25)
• Self-Determination Theory (p. 28)
• Why Is Relational Engagement Important? (p. 29)
• What Teachers Can Do to Support Caring and Students' Relatedness Needs (p. 29)
• Key Terms (p. 31)
• Resources for Teachers (p. 33)
• Chapter 2 How Do I Organize My Classroom for Engagement? (p. 35)
• Instructional Design: Consistency Management (p. 36)
• Organizing for Student Autonomy (p. 40)
• Planning to Promote Behavioral and Relational Engagement: Routines and Rituals (p. 42)
• Establishing Routines for Engagement (p. 43)
• Creating Rituals for Engagement (p. 50)
• Planning to Promote Cognitive Engagement: Classroom Goal Structures (p. 51)
• Key Terms (p. 57)
• Resources for Teachers (p. 57)
• Chapter 3 How Do I Create a Classroom Climate That Supports Engagement? (p. 59)
• Developing Students' Autonomy and Responsibility: Classroom Discourse Patterns (p. 63)
• Key Terms (p. 71)
• Resources for Teachers (p. 72)
• Part II Management as a Function of Classroom Relationships
• Chapter 4 How Do I Model Caring in Relationships With Students? (p. 75)
• Observing Beliefs About Relationships (p. 75)
• Teacher Beliefs About Relationships (p. 81)
• Warm Demanding Teachers (p. 84)
• Feedback, Praise, and Academic Press (p. 88)
• Key Terms (p. 97)
• Resources for Teachers (p. 98)
• Chapter 5 How Can I Build Supportive Peer Relationships? (p. 99)
• Revisiting Alice's and Kim's Classrooms (p. 99)
• Why Are Peer Relationships Important? (p. 101)
• Building a Positive Classroom Community (p. 102)
• The Child Development Project (p. 103)
• The Open Classroom Learning Community (p. 104)
• Building Community Using Cooperative Learning (p. 106)
• Peer Relationship Issues in the Classroom (p. 108)
• Facilitating Supportive Relationships With Children With Special Needs (p. 108)
• Reducing Peer Victimization and Bullying (p. 110)
• Key Terms (p. 117)
• Resources for Teachers (p. 117)
• Chapter 6 How Do I Connect With Diverse Students? (p. 119)
• Observing Discourses About Diversity (p. 119)
• Cultural Synchronization: (Mis)Interpreting Disrespect (p. 122)
• Observing Systemic Oppression (p. 124)
• Disrupting Systemic Oppression: Maintaining Expectations, Transforming Deficit Thinking, and Offering Positive Intent (p. 125)
• What Does It Mean to Be Culturally Competent in Our Relationships? (p. 131)
• Key Terms (p. 137)
• Resources for Teachers (p. 138)
• Part III Management as a Function of Teacher Self-Regulation
• Chapter 7 What Does It Mean to Self-Regulate My Classroom Management Tasks? (p. 141)
• Observing Teacher Self-Regulation (p. 141)
• Thinking Systematically About Classroom Management (p. 143)
• Understanding the Phases of Teacher Self-Regulation (p. 147)
• Shifting the Locus of Responsibility for Managing Behavior (p. 153)
• Key Terms (p. 168)
• Resources for Teachers (p. 169)
• Chapter 8 How Can I Improve and Sustain Relationship Quality? (p. 171)
• Productive Reflection, Intentional Decision Making, and Teacher Self-Care (p. 171)
• Acknowledging the Challenges of Sustaining Relationships (p. 172)
• Understanding Teacher Needs for Autonomy, Competence, and Connection (p. 175)
• Systematically Reflecting on Relationship Quality (p. 178)
• Self-Composure: Understanding the Difference Between Responding and Reacting (p. 180)
• Interrupting Cycles of Relationship Conflict (p. 184)
• Coping With Intense or Persistent Misbehavior (p. 188)
• Emotional Labor and Compassion Fatigue (p. 188)
• Key Terms (p. 202)
• References and Further Reading (p. 203)
• Index (p. 225)