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Many teachers-in-training and their more experienced colleagues
find classroom management challenging. Using what works: Elementary
School Classroom Management invites elementary school to look
beyond untested teacher strategies. Instead this book presents an
evidence-based approach. Equipped with a greater knowledge of
scientifically informed classroom management, teachers will learn
how and why some things work, while others do not. The most current
knowledge on classroom management is presented in this book in six
comprehensive, yet, easily assessable chapters. Numerous
evidence-based strategies for supporting classroom management are
offered. In addition, interventions that have proven to work are
described. Each chapter concludes with recommended readings, course
assignments, and suggestions for in-depth discussions.
Many teachers-in-training and their more experienced colleagues
find classroom management challenging. Using what works: Elementary
School Classroom Management invites elementary school to look
beyond untested teacher strategies. Instead this book presents an
evidence-based approach. Equipped with a greater knowledge of
scientifically informed classroom management, teachers will learn
how and why some things work, while others do not. The most current
knowledge on classroom management is presented in this book in six
comprehensive, yet, easily assessable chapters. Numerous
evidence-based strategies for supporting classroom management are
offered. In addition, interventions that have proven to work are
described. Each chapter concludes with recommended readings, course
assignments, and suggestions for in-depth discussions.
This book presents an alternative to the "one size fits all"
classroom approach. The majority of classroom management books
present generic strategies as if they are applicable to all
students. The underlying assertion of such books is that if
teachers use such approaches, student behavior problems will seldom
occur. An alternative framework, presented in this book, asserts
that teachers need to incorporate knowledge about temperament into
their strategies for classroom management. As studies have
demonstrated, targeted temperament-based strategies succeed where
global disciplinary practices have failed. Because students differ
in their temperaments, variations in classroom behavior are to be
expected. Child temperament is the inborn individual
characteristics that affect the way children react to different
situations. It is also a social processing system through which
children view and interact with the world, both altering the
responses of others and contributing toward their own development.
Once teachers learn the major tenets of temperament, they no longer
view their students as intentionally misbehaving. Instead they
understand how the temperaments of their students influence their
classroom behavior. Such insights release teachers from engaging in
futile battles with their students. They can redirect their
energies into enhancing their relationships with their students,
implementing effective temperament-based strategies, and, as a
result, spend more time on instructional activities.
This book presents an alternative to the "one size fits all"
classroom approach. The majority of classroom management books
present generic strategies as if they are applicable to all
students. The underlying assertion of such books is that if
teachers use such approaches, student behavior problems will seldom
occur. An alternative framework, presented in this book, asserts
that teachers need to incorporate knowledge about temperament into
their strategies for classroom management. As studies have
demonstrated, targeted temperament-based strategies succeed where
global disciplinary practices have failed. Because students differ
in their temperaments, variations in classroom behavior are to be
expected. Child temperament is the inborn individual
characteristics that affect the way children react to different
situations. It is also a social processing system through which
children view and interact with the world, both altering the
responses of others and contributing toward their own development.
Once teachers learn the major tenets of temperament, they no longer
view their students as intentionally misbehaving. Instead they
understand how the temperaments of their students influence their
classroom behavior. Such insights release teachers from engaging in
futile battles with their students. They can redirect their
energies into enhancing their relationships with their students,
implementing effective temperament-based strategies, and, as a
result, spend more time on instructional activities.
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