ERIC Number: ED369781
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Classroom Management for Secondary Teachers. Third Edition.
Emmer, Edmund T.; And Others
This guide to classroom management, which incorporates the essential features of classroom organization, management, and discipline, provides information to help secondary school teachers establish effective classroom management systems. The text emphasizes prevention through planning and addresses decisions teachers must make in the typical classroom, e.g., arranging physical space, choosing rules and procedures, planning and conducting instruction, maintaining appropriate behavior, using good communication skills, dealing with problem behavior, and managing special groups. In addition, the volume provides checklists for organizing concepts and principles into usable, concise formats, makes use of case studies, includes activities dealing with and correcting classroom problems, and links the concepts of instructional management with behavior/classroom management. Nine chapters are organized as follows: (1) "Organizing Your Classroom and Materials"; (2) "Choosing Rules and Procedures"; (3) "Managing Student Work"; (4) "Getting Off to a Good Start"; (5) "Planning and Conducting Instruction"; (6) "Maintaining Appropriate Student Behavior"; (7) "Communication Skills for Teaching"; (8) "Managing Problem Behaviors"; and (9) "Managing Special Groups." Answer keys for chapter activities are appended. (Contains approximately 50 references.) (LL)
Descriptors: Beginning Teachers, Case Studies, Check Lists, Class Organization, Classroom Communication, Classroom Design, Classroom Environment, Classroom Techniques, Decision Making, Discipline, Instructional Development, Learning Activities, Secondary Education, Secondary School Teachers, Special Needs Students, Student Behavior
Allyn & Bacon, A Division of Simon & Schuster, Inc., 160 Gould Street, Needham Heights, MA 02194.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A