ERIC Number: ED380431
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Instructional Classroom Management: A Proactive Approach to Behavior Management.
Kameenui, Edward J.; Darch, Craig B.
This volume describes basic concepts and strategies for thinking about instructional classroom management and reviews general strategies for rethinking and reorganizing a classroom to reflect an instructional classroom management approach. Instructional classroom management approaches student behavior based on the premise that strategies for teaching and managing social behavior are not different from strategies for teaching subject matter. By their very nature classroom and behavior management procedures are instructional and designed to impart information on how to behave. Pedagogical features of the volume include examples, chapter overviews, figures and tables, chapter summaries, chapter activities that require application of the chapter's subject to the classroom, and suggested readings for each chapter. The chapters are: (1) Classroom Management and the Context of Instruction; (2) Prominent Approaches to Classroom Management; (3) Instructional Dimensions of Classroom Management; (4) A Temporal Framework for Instructional Classroom Management; (5) Instructional Classroom Management Assessment; (6) Reinforcement in Instructional Classroom Management; (7) Punishment: A Transition Tool Only; (8) Instructional Classroom Management: The 180-Day Plan; (9) Managing Persistent Behavior Problems: Strategies and Examples; (10) Schoolwide Discipline Policies: An Instructional Classroom Management Approach (Randall S. Sprick). An index is included. Contains 75 references. (JB)
Descriptors: Behavior Problems, Classroom Environment, Classroom Techniques, Concept Teaching, Discipline, Educational Assessment, Elementary Secondary Education, Positive Reinforcement, Punishment, School Policy, Student Behavior, Teacher Role, Teaching Methods
Longman, 10 Bank Street, White Plains, NY 10606.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A