Elementary Classroom Management (Third Edition)

Author: (American) Weinstein et al. (Auth.), Liang Fang et al. (Trans.)
Publisher:
Publication Date: 2006-07-01
Features: An analytical report summarizing 50 years of research findings indicates that classroom management is the key factor influencing student learning—more important than students' overall intelligence level, prior knowledge base, family background, learning motivation, and socioeconomic status. This book introduces cutting-edge theories of classroom management and combines numerous real-world examples from frontline elementary school teachers to explore principles of classroom management. How to arrange the classroom, how to shape the class's "personality," how to develop and implement behavior norms, how to motivate students, and how to address inappropriate behavior—various classroom management challenges that elementary school teachers face daily can all be found answers in this book. The core of Classroom Management in Elementary Schools lies in the real decisions made by real teachers in real classroom environments. Principles and methods derived from research are intertwined with the management wisdom and personal experiences of four elementary school teachers throughout the book. One of the authors, Carol Simon-Weinstein, is a professor in the Department of Education at the Graduate School of Education at the University of Rochester. She earned her master's and doctoral degrees from the Graduate School of Education at Harvard University. For "bridging the gap between theory and practice in effective classroom management," she was awarded the "Outstanding Research Contribution Award" by the American Federation of Teachers. Viviana, Gena, Barbara, and Ken are outstanding elementary school teachers who teach in diverse environments, yet their classrooms share common characteristics—orderly, highly effective, filled with love and respect. Weinstein has been continuously observing the classrooms of these four teachers and has discovered the same underlying patterns behind their different management styles. This book reflects the latest academic advancements and current concerns in the field of classroom management, receiving praise from over 10 education scholars and numerous teachers, such as J. Cynthia McDermott from California State University and Don Weinhouse from Southern Illinois University. It has been selected as a textbook by more than a dozen teacher training institutions. As the authors hope, "It is helpful for teachers everywhere and a starting point for effective classroom management."