Educator or Bully?
Managing the 21st Century Classroom
Nonfiction, Reference & Language, Education & Teaching, Secondary Education, Administration, Teaching, Teaching Methods
| Author: | Marie Menna Pagliaro | ISBN: | 9781610484527 |
| Publisher: | R&L Education | Publication: | October 16, 2011 |
| Imprint: | R&L Education | Language: | English |
| Author: | Marie Menna Pagliaro |
| ISBN: | 9781610484527 |
| Publisher: | R&L Education |
| Publication: | October 16, 2011 |
| Imprint: | R&L Education |
| Language: | English |
Educator or Bully? offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory. There is an emphasis on the responsibility the student should have in successful classroom management.
Part I covers the guidelines that deal with everyday classroom management interactions with a focus on contemporary approaches. These chapters discuss preventive measures followed by reactive procedures that teachers can implement once problems have occurred.
Punishment and logical consequences are distinguished and educative techniques in handling misbehavior are demonstrated. Part I concludes with a thorough consideration regarding how to organize and maintain the physical classroom environment and how to prepare for the beginning of school.
Part II reviews students through teacher-centered strategies (systems) to deal with diverse classroom needs. These strategies are tailored so that the least intrusive to those in which the teacher has more control reflect 21st century attributes.
Educator or Bully? offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory. There is an emphasis on the responsibility the student should have in successful classroom management.
Part I covers the guidelines that deal with everyday classroom management interactions with a focus on contemporary approaches. These chapters discuss preventive measures followed by reactive procedures that teachers can implement once problems have occurred.
Punishment and logical consequences are distinguished and educative techniques in handling misbehavior are demonstrated. Part I concludes with a thorough consideration regarding how to organize and maintain the physical classroom environment and how to prepare for the beginning of school.
Part II reviews students through teacher-centered strategies (systems) to deal with diverse classroom needs. These strategies are tailored so that the least intrusive to those in which the teacher has more control reflect 21st century attributes.
