Our most widely adopted classroom management book, it provides an overview of what teaching is all about—focusing on the important management skills every teacher needs.
A unique feature of the book’s practical approach is the use of scripts that outline specifically how to teach students the various procedures. Ultimately students learn to manage their own behavior without depending on teacher supervision. The authors stress that these procedures will help prevent problem behaviors, keep students on task, and make the best use of everyone’s time and energy.
Book Reviews
“The authors have presented in a concise and very readable format, a step-by-step approach to implementing a wide range of management procedures designed to significantly increase student time-on-task.”
—Richard Shields, NASSP Bulletin, National Association of School Psychologists
“The writers’ positive approach to education is encouraging. Their suggestions are manageable and leave one eager to employ them. Teachers should find these procedures to be very usable.”
—Deborah Simmons, Direct Instruction News
“The authors have put together a very readable text for teachers at both the preservice and inservice level. . . highly recommended for courses in discipline and classroom management.”
—Education and Treatment of Children
ForewordAcknowledgmentsChapter 1: Introduction
Pilot Testing of the Procedures
Initial Development of the Procedures
Philosophy Behind the Procedures
Overview of the Procedures
How the Procedures Differ from Previous Classroom Management Approaches
Learning the Procedures
A Survey of Research
Chapter 2: Organizing Classroom Space
Why Use Special Considerations to Organize Classroom Space?
How to Organize Classroom Space
A Survey of Research
Chapter 3: Developing Roles for Others in the Classroom Management Process
Why Involve Others in the Classroom?
Who Can Participate?
How to Involve Others in the Classroom Management Process
Involving the Principal and/or Counselor in Positive Classroom Management
Involving Students in Peer-Tutoring
A Survey of Research
Chapter 4: Using Your Attention to Manage Student Behavior
Why Use Special Procedures to Guide Your Attention?
Who Can Use Their Attention to Manage Student Behavior?
How to Use Your Attention to Manage Student Behavior
A Survey of Research
Chapter 5: Establishing and Implementing Classroom Rules
Why Establish Classroom Rules?
Who Is Involved in Establishing and Implementing Classroom Rules?
How to Establish and Implement Classroom Rules
A Survey of Research
Chapter 6: Managing Time in the Classroom
Scheduling and Managing Instructional Time
Allocated Time
Actual Time
Why Be Concerned about Managing Time in the Classroom?
Who Is Involved in Managing Time?
How to Manage Instructional Time
A Survey of Research
Chapter 7: Managing Materials in the Classroom
Why Use Special Procedures to Manage Classroom Materials?
Who Is Involved in Managing Classroom Materials?
How to Manage Classroom Materials
A Survey of Research
Chapter 8: Handling Student Requests for Assistance
Why Use Special Procedures to Manage Requests for Assistance?
How to Manage Requests for Assistance
A Survey of Research
Chapter 9: Managing Paperwork: Correcting Students’ Papers
Correcting as you Circulate
Why Correct Students’ Work as You Circulate?
Who Is Involved in Correcting while Circulating?
How to Correct while Circulating
Student Self-Correction
Why Use Self-Correction Procedures?
How to Use Student Self-Correction Procedures
Group Self-Correction
How to Use Group Self-Correction
A Survey of Research
Chapter 10: Dealing with Behavior Problems
What Is the Warning Procedure?
Why Use the Warning Procedure?
How to use the Warning Procedure
Introduction of the Warning Procedure
A Survey of Research
Chapter 11: Developing Good Work Habits: The Feedback Chart
Why Use a Feedback Chart?
How to Use the Feedback Chart
The Good Behavior Game
A Survey of Research
Chapter 12: Phasing Out the Special Procedures
Guidelines for Phasing Out Special Procedures
Why Phase Out the Special Procedures?
When to Phase Out Special Procedures
Words of Support and Caution
Steps for Phasing Out the Special Procedures
A Survey of Research
Appendix A: Visitors’ Guidelines for Observing in the Classroom Structured for SuccessAppendix B: Reinforcement Ideas Suggested and Evaluated by Teachers and Students
