{"product_id":"classroom-management-strategies-isbn-9781118544228","title":"Classroom Management Strategies","description":"\u003cp\u003e\u003ci\u003eClassroom Management Strategies: Gaining and Maintaining Students' Cooperation\u003c\/i\u003e contains a wealth of information about classroom management strategies that teachers successfully use to lead students to be on-task and engaged in lessons. The strategies are based on extensive school teaching experiences as well as on the findings of numerous studies in learning theory, social interaction, communication, developmental psychology, multicultural education, behavioristic psychology, motivation, student engagement, and violence prevention.\u003c\/p\u003e \u003cp\u003ePreface v\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I THE RESEARCH-BASED ART OF LEADING STUDENTS TO COOPERATE 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 The Complex Art of Teaching 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1’s Goal and Objectives 3\u003c\/p\u003e \u003cp\u003eTeaching Experiences: Satisfying or Frustrating 3\u003c\/p\u003e \u003cp\u003eTeaching Cycles 4\u003c\/p\u003e \u003cp\u003eAllocated Time and Transition Time 9\u003c\/p\u003e \u003cp\u003eStudent Behaviors 9\u003c\/p\u003e \u003cp\u003eOn-Task, Engaged, Off-Task, and Disruptive 9\u003c\/p\u003e \u003cp\u003eProsocial and Antisocial 11\u003c\/p\u003e \u003cp\u003eTaking Charge in Your Classroom 12\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 1 12\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 1 to Chapter 2 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 Schools of Thought and the Research Bases for Classroom Management Strategies 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 2’s Goal and Objectives 18\u003c\/p\u003e \u003cp\u003eStudents Need to Be Taught to Cooperate 19\u003c\/p\u003e \u003cp\u003eImplications from Learning Theory 20\u003c\/p\u003e \u003cp\u003eImplications from Studies of Social Interaction and Communications 27\u003c\/p\u003e \u003cp\u003eCritical Communication Styles and Classroom Climates 27\u003c\/p\u003e \u003cp\u003eTrue Dialogues Instead of IRE Cycles 28\u003c\/p\u003e \u003cp\u003eOther Implications Regarding Communication Styles 34\u003c\/p\u003e \u003cp\u003eImplications from Studies in Developmental Psychology and Multicultural Education 34\u003c\/p\u003e \u003cp\u003eImplications from Behavioristic Psychology 37\u003c\/p\u003e \u003cp\u003eLearned Responses 37\u003c\/p\u003e \u003cp\u003eBehavior Modification 38\u003c\/p\u003e \u003cp\u003eIsolated Behaviors and Behavior Patterns 38\u003c\/p\u003e \u003cp\u003ePositive Reinforcers 39\u003c\/p\u003e \u003cp\u003eDestructive Positive Reinforcers 40\u003c\/p\u003e \u003cp\u003eContrived versus Naturally Occurring Punishment 42\u003c\/p\u003e \u003cp\u003eDifferences Between the Effects of Naturally Occurring and Contrived Punishment 42\u003c\/p\u003e \u003cp\u003eUnwittingly Administered Punishment 44\u003c\/p\u003e \u003cp\u003eDestructive Punishment 44\u003c\/p\u003e \u003cp\u003eNegative Reinforcement 45\u003c\/p\u003e \u003cp\u003eImplications from Studies Focusing on Motivation and Student Engagement 46\u003c\/p\u003e \u003cp\u003eStudent Disinterest 46\u003c\/p\u003e \u003cp\u003eIntrinsic Motivation 46\u003c\/p\u003e \u003cp\u003eExtrinsic Motivation 46\u003c\/p\u003e \u003cp\u003eThe Preferred Type of Motivation 48\u003c\/p\u003e \u003cp\u003eImplications from Studies Focusing on Violence Prevention in Schools 48\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 2 49\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 2 to Chapter 3 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II FOSTERING COOPERATION AND PREVENTING DISCIPLINE PROBLEMS 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 Establishing a Favorable Climate for Cooperation 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 3’s Goal and Objectives 57\u003c\/p\u003e \u003cp\u003eCreating a Businesslike Climate 57\u003c\/p\u003e \u003cp\u003eThe Advantage of a Businesslike Atmosphere 57\u003c\/p\u003e \u003cp\u003eThe Meaning of Businesslike 58\u003c\/p\u003e \u003cp\u003eFive Steps toward a Businesslike Atmosphere 59\u003c\/p\u003e \u003cp\u003eBeginning a New School Year 59\u003c\/p\u003e \u003cp\u003eStudents’ Perceived Notions 59\u003c\/p\u003e \u003cp\u003eTaking Advantage of Initial Uncertainty 59\u003c\/p\u003e \u003cp\u003ePlanning for a Favorable Beginning 60\u003c\/p\u003e \u003cp\u003eLearning Activities Conducive to a Favorable Beginning 62\u003c\/p\u003e \u003cp\u003eDisplaying Withitness 71\u003c\/p\u003e \u003cp\u003eModeling Preparation and Organization 72\u003c\/p\u003e \u003cp\u003eThe Importance of the Third and Fourth Stages of Teaching Cycles 72\u003c\/p\u003e \u003cp\u003eThe Effects of Preparation on Classroom Climate and Efficiency 73\u003c\/p\u003e \u003cp\u003eOrchestrating Smooth, Efficient Transitions 74\u003c\/p\u003e \u003cp\u003eSmoothness of Transitions and Momentum 74\u003c\/p\u003e \u003cp\u003eMinimizing Transition Time 79\u003c\/p\u003e \u003cp\u003eDispensing with Administrative Duties 79\u003c\/p\u003e \u003cp\u003eInefficient Use of Class Time 79\u003c\/p\u003e \u003cp\u003eEfficient Use of Class Time 80\u003c\/p\u003e \u003cp\u003eSaving Time When Distributing Materials and Giving Directions 81\u003c\/p\u003e \u003cp\u003eEfficient Beginnings to Learning Activities 81\u003c\/p\u003e \u003cp\u003eFreedom from Having to Speak to the Whole Class 82\u003c\/p\u003e \u003cp\u003eDistributing Materials Ahead of Time 83\u003c\/p\u003e \u003cp\u003eCues for Efficient Routines 83\u003c\/p\u003e \u003cp\u003eEmploying Technology to Enhance Classroom Efficiency 85\u003c\/p\u003e \u003cp\u003eSaving Time with Intraclass Grouping 86\u003c\/p\u003e \u003cp\u003eAccommodating Students Who Complete Work at Different Times 87\u003c\/p\u003e \u003cp\u003eCreating a Comfortable, Nonthreatening, and Safe Learning Community 87\u003c\/p\u003e \u003cp\u003eA Frightening Place 87\u003c\/p\u003e \u003cp\u003eRisking Self-Respect 88\u003c\/p\u003e \u003cp\u003eDisassociating Self-Respect from Achievement 90\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 3 90\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 3 to Chapter 4 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 Establishing Cooperative Relationships 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 4’s Goal and Objectives 93\u003c\/p\u003e \u003cp\u003eUsing Descriptive Instead of Judgmental Language 94\u003c\/p\u003e \u003cp\u003eFocused Descriptions, Not Characterizations or Labels 94\u003c\/p\u003e \u003cp\u003eDifferences between Descriptive and Judgmental Language 95\u003c\/p\u003e \u003cp\u003eThe Consequences of Judgmental Language 96\u003c\/p\u003e \u003cp\u003eThe Detrimental Effects of Characterizations 96\u003c\/p\u003e \u003cp\u003eThe Fallacy of Labels 97\u003c\/p\u003e \u003cp\u003eCompetition or Cooperation 98\u003c\/p\u003e \u003cp\u003eTeaching Students to Listen to You 98\u003c\/p\u003e \u003cp\u003eThe Richness of Descriptive Language 98\u003c\/p\u003e \u003cp\u003eThe Judicious Use of Words 99\u003c\/p\u003e \u003cp\u003eThinking Before Talking 100\u003c\/p\u003e \u003cp\u003eMore and More Useless Words 101\u003c\/p\u003e \u003cp\u003eSpeaking Only to Intended Listeners 102\u003c\/p\u003e \u003cp\u003eBody Language and Proximity 102\u003c\/p\u003e \u003cp\u003eVoice Tone 105\u003c\/p\u003e \u003cp\u003eSpeaking Only to the Attentive 106\u003c\/p\u003e \u003cp\u003eListening to Students 107\u003c\/p\u003e \u003cp\u003eUsing Supportive Replies 108\u003c\/p\u003e \u003cp\u003eAccepting Feelings 108\u003c\/p\u003e \u003cp\u003eRelieving Frustration 108\u003c\/p\u003e \u003cp\u003eDefusing Conflict 109\u003c\/p\u003e \u003cp\u003eAvoiding Unintended Messages 110\u003c\/p\u003e \u003cp\u003eThe Risk of Misinterpretation 110\u003c\/p\u003e \u003cp\u003eModeling a Businesslike Attitude 111\u003c\/p\u003e \u003cp\u003eAvoiding Disruptive Teacher Behavior 111\u003c\/p\u003e \u003cp\u003eBeing Responsible for One’s Own Conduct 112\u003c\/p\u003e \u003cp\u003eCommunicating Assertively 115\u003c\/p\u003e \u003cp\u003eThe Assertive Response Style 115\u003c\/p\u003e \u003cp\u003eControlling Your Professional Life 117\u003c\/p\u003e \u003cp\u003eTeaching Students to Communicate Assertively 121\u003c\/p\u003e \u003cp\u003eCommunicating Evaluations 121\u003c\/p\u003e \u003cp\u003eTwo Reasons for Communicating Evaluations 121\u003c\/p\u003e \u003cp\u003eEmphasizing Formative Evaluations 126\u003c\/p\u003e \u003cp\u003eGrades as a Form of Communication 130\u003c\/p\u003e \u003cp\u003eFostering Parents’ Cooperation 130\u003c\/p\u003e \u003cp\u003eFocusing on Formative Evaluations 130\u003c\/p\u003e \u003cp\u003eConferences 131\u003c\/p\u003e \u003cp\u003eWritten Communications 132\u003c\/p\u003e \u003cp\u003eProfessional Confidence and Students’ Rights 132\u003c\/p\u003e \u003cp\u003eUnprofessional Behavior 132\u003c\/p\u003e \u003cp\u003ePrivileged Information 134\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 4 135\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 4 to Chapter 5 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 Standards for Conduct, Routine Procedures, and Safe-School Policies 140\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 5’s Goal and Objectives 140\u003c\/p\u003e \u003cp\u003eStandards for Classroom Conduct 140\u003c\/p\u003e \u003cp\u003ePurposefully Stated Standards 140\u003c\/p\u003e \u003cp\u003eThe Number of Standards for Classroom Conduct 142\u003c\/p\u003e \u003cp\u003eProcedures for Smoothly Operating Classrooms 142\u003c\/p\u003e \u003cp\u003eNecessary Standards for Conduct 144\u003c\/p\u003e \u003cp\u003eFour Purposes 144\u003c\/p\u003e \u003cp\u003eJustification of a Standard 144\u003c\/p\u003e \u003cp\u003ePoliteness and Courtesy 145\u003c\/p\u003e \u003cp\u003eThe Consequences of Unnecessary Standards 146\u003c\/p\u003e \u003cp\u003eWhen to Determine Standards and Routine Procedures 146\u003c\/p\u003e \u003cp\u003eWho Should Determine Standards? 147\u003c\/p\u003e \u003cp\u003eTeaching Standards and Procedures to Students 148\u003c\/p\u003e \u003cp\u003eSchoolwide Discipline Policies 151\u003c\/p\u003e \u003cp\u003eDeveloping Safe-School Programs 152\u003c\/p\u003e \u003cp\u003eThe Roots of School Violence 152\u003c\/p\u003e \u003cp\u003eFocus on Prevention Not Retribution 154\u003c\/p\u003e \u003cp\u003eViolence-Prevention Strategies 155\u003c\/p\u003e \u003cp\u003eConflict Management and Resolution in Curricula 155\u003c\/p\u003e \u003cp\u003eReducing Gang-Related Activities in School 162\u003c\/p\u003e \u003cp\u003eGang Activities 162\u003c\/p\u003e \u003cp\u003eWorking with Gang-Affiliated Students and Eliminating Gang Activities in School 165\u003c\/p\u003e \u003cp\u003eGentle, Caring School Communities 167\u003c\/p\u003e \u003cp\u003eEssentials of an Effective Safe-School System 171\u003c\/p\u003e \u003cp\u003eEleven Elements 171\u003c\/p\u003e \u003cp\u003eConsensus within the Community 171\u003c\/p\u003e \u003cp\u003eResearch and Periodic Safety Audits 172\u003c\/p\u003e \u003cp\u003eSchool-Safety Committee 172\u003c\/p\u003e \u003cp\u003eTeam Approach 173\u003c\/p\u003e \u003cp\u003eTraining for All School Personnel 173\u003c\/p\u003e \u003cp\u003eCoordination with Schoolwide Discipline Policies 173\u003c\/p\u003e \u003cp\u003eProvisions for Building Positive Relationships 174\u003c\/p\u003e \u003cp\u003eProvisions for Conflict Resolution 174\u003c\/p\u003e \u003cp\u003eCommunication Systems 174\u003c\/p\u003e \u003cp\u003eBackup and Crisis-Support Resources and Procedures 175\u003c\/p\u003e \u003cp\u003eTraffic Control and Intruder Prevention 175\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 5 177\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 5 to Chapter 6 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 Working with Individual Differences among Students 180\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 6’s Goal and Objectives 180\u003c\/p\u003e \u003cp\u003eThe Key: Relating to Students as Individuals 181\u003c\/p\u003e \u003cp\u003eIncluding Students with Characteristics Typically Disdained in So-Called Mainstream Society 185\u003c\/p\u003e \u003cp\u003eThe Consequences of Students Feeling Marginalized 185\u003c\/p\u003e \u003cp\u003eStrategies for Inclusion in Your Classroom 186\u003c\/p\u003e \u003cp\u003eSpecial Populations 189\u003c\/p\u003e \u003cp\u003eLegal Concerns Relative to Inclusion and Accommodation 191\u003c\/p\u003e \u003cp\u003eClassroom Management Implications of IDEA and Other Federal Statutes 191\u003c\/p\u003e \u003cp\u003eZero-Reject and IEP Implications for Classroom Management 192\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for Health and Hearing Impairments 192\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for a Learning Disability 204\u003c\/p\u003e \u003cp\u003eAn Example of a Teacher’s Accommodations for an Emotional Disturbance 208\u003c\/p\u003e \u003cp\u003eAccommodating and Including Students for Whom English Is Not a First Language 217\u003c\/p\u003e \u003cp\u003eBenefitting from Cultural Diversity 221\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 6 227\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 6 to Chapter 7 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III MOTIVATING STUDENTS TO ENGAGE IN LEARNING ACTIVITIES 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 Conducting and Monitoring Engaging Learning Activities 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 7’s Goal and Objectives 231\u003c\/p\u003e \u003cp\u003eProblem-Based Learning 231\u003c\/p\u003e \u003cp\u003eNon-Problem-Based Approach 231\u003c\/p\u003e \u003cp\u003eProblem-Based Approach 232\u003c\/p\u003e \u003cp\u003eIntrinsic Motivation Via the Problem-Based Approach 234\u003c\/p\u003e \u003cp\u003eDelivering Directions for Learning Activities 236\u003c\/p\u003e \u003cp\u003eExplicitness, Specificity, and Directness 236\u003c\/p\u003e \u003cp\u003eNine Points about Directions 238\u003c\/p\u003e \u003cp\u003eMonitoring Student Engagement 240\u003c\/p\u003e \u003cp\u003eVariety of Learning Activities 248\u003c\/p\u003e \u003cp\u003eIdeas for Lecture Sessions 248\u003c\/p\u003e \u003cp\u003eStudent Engagement during Lectures 248\u003c\/p\u003e \u003cp\u003eFifteen Points about Lectures 251\u003c\/p\u003e \u003cp\u003eIdeas for Cooperative Learning Sessions 254\u003c\/p\u003e \u003cp\u003eStudents Learning from One Another 254\u003c\/p\u003e \u003cp\u003eGuidance and Structure for Maintaining Engagement 254\u003c\/p\u003e \u003cp\u003eTen Points about Cooperative Learning Sessions 256\u003c\/p\u003e \u003cp\u003eIdeas for Discussion Sessions 258\u003c\/p\u003e \u003cp\u003eStudent Engagement during Discussions 258\u003c\/p\u003e \u003cp\u003eSeven Points about Discussion Sessions 259\u003c\/p\u003e \u003cp\u003eIdeas for Questioning Sessions 260\u003c\/p\u003e \u003cp\u003eStudent Engagement during Questioning Sessions 260\u003c\/p\u003e \u003cp\u003eSix Points about Questioning Sessions 264\u003c\/p\u003e \u003cp\u003eIdeas for Independent Work Sessions 265\u003c\/p\u003e \u003cp\u003eStudent Engagement during Independent Work Sessions 265\u003c\/p\u003e \u003cp\u003eFour Points about Independent Work Sessions 266\u003c\/p\u003e \u003cp\u003eIdeas for Homework Assignments 267\u003c\/p\u003e \u003cp\u003eStudent Engagement in Homework Assignments 267\u003c\/p\u003e \u003cp\u003eEight Points about Homework Assignments 269\u003c\/p\u003e \u003cp\u003eClassroom Designs That Enhance Student Engagement 271\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 7 281\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 7 to Chapter 8 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART IV CONFRONTING AND SOLVING DISCIPLINE PROBLEMS 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 Approaching Off-Task Behaviors Systematically 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 8’s Goal and Objectives 285\u003c\/p\u003e \u003cp\u003eDeal with Off-Task Behaviors via the Teaching Cycles Model 285\u003c\/p\u003e \u003cp\u003eA Mechanism for Focusing 285\u003c\/p\u003e \u003cp\u003eMore Elaborate Applications 287\u003c\/p\u003e \u003cp\u003eStaying Calm and Organizing Thoughts 291\u003c\/p\u003e \u003cp\u003eDeal with Misbehaviors Before They ‘‘Get to You’’ 292\u003c\/p\u003e \u003cp\u003eEither Respond Decisively to an Off-Task Behavior or Do Not Overtly React to It at All 292\u003c\/p\u003e \u003cp\u003eDistinguish between Teaching Students to Be On-Task and Building Character 294\u003c\/p\u003e \u003cp\u003eA Teacher’s Responsibilities and Capabilities 294\u003c\/p\u003e \u003cp\u003eFocusing on the Task 295\u003c\/p\u003e \u003cp\u003eDistinguish between Isolated Off-Task Behaviors and Off-Task Behavior Patterns 296\u003c\/p\u003e \u003cp\u003eControl the Time and Place for Dealing with Off-Task Behaviors 296\u003c\/p\u003e \u003cp\u003eA Cautionary Note Regarding Private Meetings with Students 298\u003c\/p\u003e \u003cp\u003eProvide Students with Dignified Options for Terminating Off-Task Behaviors 299\u003c\/p\u003e \u003cp\u003eAvoid Playing Detective 300\u003c\/p\u003e \u003cp\u003eUse Alternative Lesson Plans 301\u003c\/p\u003e \u003cp\u003eUse the Help of Colleagues 302\u003c\/p\u003e \u003cp\u003eUse the Help of Parents and Instructional Supervisors 302\u003c\/p\u003e \u003cp\u003eThe Myth of the ‘‘Good Teacher’’ 302 Assertiveness 303\u003c\/p\u003e \u003cp\u003eDo Not Use Corporal Punishment 304\u003c\/p\u003e \u003cp\u003eCorporal Punishment 304\u003c\/p\u003e \u003cp\u003eArguments for and against Corporal Punishment 306\u003c\/p\u003e \u003cp\u003eCorporal Punishment: A Poor Choice 309\u003c\/p\u003e \u003cp\u003eKnow Your Rights and Limitations 309\u003c\/p\u003e \u003cp\u003eMaintain Your Options 310\u003c\/p\u003e \u003cp\u003eKnow Yourself and Your Students 310\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 8 310\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 8 to Chapter 9 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 Modifying Off-Task Behavior Patterns 314\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 9’s Goal and Objectives 314\u003c\/p\u003e \u003cp\u003eSystematic Techniques for Changing Habits 314\u003c\/p\u003e \u003cp\u003eThe Formations and Elimination of Behavior Patterns 314\u003c\/p\u003e \u003cp\u003eThe Need for Systematic Observation 314\u003c\/p\u003e \u003cp\u003eApplying the Principle of Extinction 316\u003c\/p\u003e \u003cp\u003eThe Principle 316\u003c\/p\u003e \u003cp\u003eUnintentional Extinction 316\u003c\/p\u003e \u003cp\u003eIntentional Extinction 317\u003c\/p\u003e \u003cp\u003eAlternative Behavior Patterns 318\u003c\/p\u003e \u003cp\u003eApplying the Principle of Shaping 319\u003c\/p\u003e \u003cp\u003eMaintaining Desirable Behavior Changes 320\u003c\/p\u003e \u003cp\u003eReinforcement Schedules 320\u003c\/p\u003e \u003cp\u003eFixed Schedules 320\u003c\/p\u003e \u003cp\u003eIntermittent Schedules 321\u003c\/p\u003e \u003cp\u003ePlanned Schedules of Reinforcement 322\u003c\/p\u003e \u003cp\u003eCuing 323\u003c\/p\u003e \u003cp\u003eGeneralization and Discrimination 324\u003c\/p\u003e \u003cp\u003eThe Idea 324\u003c\/p\u003e \u003cp\u003eThe Principle of Generalization 324\u003c\/p\u003e \u003cp\u003eThe Principle of Discrimination 324\u003c\/p\u003e \u003cp\u003eDistinguishing between Generalizing and Discriminating 325\u003c\/p\u003e \u003cp\u003eApplying the Principle of Modeling 326\u003c\/p\u003e \u003cp\u003eApplying the Principle of Satiation 327\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 9 328\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 9 to Chapter 10 329\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 Dealing with Nondisruptive Off-Task Behaviors 330\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 10’s Goal and Objectives 330\u003c\/p\u003e \u003cp\u003eNondisruptive Off-Task Behaviors 330\u003c\/p\u003e \u003cp\u003eMind Wandering and Daydreaming 331\u003c\/p\u003e \u003cp\u003eDetection and Response 331\u003c\/p\u003e \u003cp\u003eStrategies 332\u003c\/p\u003e \u003cp\u003eRefusing to Participate in Class Activities 333\u003c\/p\u003e \u003cp\u003eFailing to Complete Homework Assignments 338\u003c\/p\u003e \u003cp\u003eMeaningful Homework 338\u003c\/p\u003e \u003cp\u003eStrategies 339\u003c\/p\u003e \u003cp\u003eFailing to Bring Needed Materials to Class 340\u003c\/p\u003e \u003cp\u003eBeing Under the Influence of Debilitating Drugs 341\u003c\/p\u003e \u003cp\u003eTeachers’ Attitudes 341\u003c\/p\u003e \u003cp\u003eStrategies 342\u003c\/p\u003e \u003cp\u003eBeing Absent or Tardy 346\u003c\/p\u003e \u003cp\u003eSchoolwide Policies for Extrinsically Motivating Student Attendance 346\u003c\/p\u003e \u003cp\u003eTeachers’ Policies for Extrinsically Motivating Student Attendance 347\u003c\/p\u003e \u003cp\u003eIrrationality of Some Popular Attendance Policies 347\u003c\/p\u003e \u003cp\u003eStrategies 348\u003c\/p\u003e \u003cp\u003eCheating on Tests 349\u003c\/p\u003e \u003cp\u003eNine Incidents 349\u003c\/p\u003e \u003cp\u003ePrevalence and Causes of Cheating 351\u003c\/p\u003e \u003cp\u003eStrategies 352\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 10 355\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 10 to Chapter 11 355\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 Dealing with Disruptive Behaviors 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 11’s Goal and Objectives 357\u003c\/p\u003e \u003cp\u003eDisruptive Behaviors 357\u003c\/p\u003e \u003cp\u003eDealing with Nonviolent Disruptions 357\u003c\/p\u003e \u003cp\u003eDisruptive Talking 357\u003c\/p\u003e \u003cp\u003eInterrupting 359\u003c\/p\u003e \u003cp\u003eClowning 361\u003c\/p\u003e \u003cp\u003eBeing Discourteous 363\u003c\/p\u003e \u003cp\u003eFailing to Clean Up 365\u003c\/p\u003e \u003cp\u003eDealing with Violent Disruptions 366\u003c\/p\u003e \u003cp\u003eSafe-School Programs in Place 366\u003c\/p\u003e \u003cp\u003eBullying 366\u003c\/p\u003e \u003cp\u003eFighting 368\u003c\/p\u003e \u003cp\u003eAttacks on Teachers 374\u003c\/p\u003e \u003cp\u003eCauses 374\u003c\/p\u003e \u003cp\u003eStrategies 376\u003c\/p\u003e \u003cp\u003eVandalizing 377\u003c\/p\u003e \u003cp\u003eSynthesis Activities for Chapter 11 378\u003c\/p\u003e \u003cp\u003eTransitional Activity from Chapter 11 to Chapter 12 378\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART V MAKING CLASSROOM MANAGEMENT STRATEGIESWORK FOR YOU 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 Continuing to Build your Classroom Management Talents 381\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 12’s Goal 381\u003c\/p\u003e \u003cp\u003eBuilding on Experiences 381\u003c\/p\u003e \u003cp\u003eInstructional Supervision 382\u003c\/p\u003e \u003cp\u003eAssessing Your Own Teaching 384\u003c\/p\u003e \u003cp\u003eAction Research 385\u003c\/p\u003e \u003cp\u003eYour Uniqueness 385\u003c\/p\u003e \u003cp\u003eReferences 387\u003c\/p\u003e \u003cp\u003eIndex 395\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cb\u003eJames Cangelosi\u003c\/b\u003e is a professor in the Mathematics and Statistics Department at Utah State University.","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988927332581,"sku":"NP9781118544228","price":110.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118544228.jpg?v=1761782085","url":"https:\/\/k12savings.com\/es\/products\/classroom-management-strategies-isbn-9781118544228","provider":"K12savings","version":"1.0","type":"link"}