The SAGE Encyclopedia of Classroom Management

W. George Scarlett

• Publisher: SAGE Publications, Inc
• Year: 2015
• Print ISBN: 9781452241395
• eBook ISBN: 9781506314556
• Edition: 1
• Topic: Education
• Subtopic: Education General

A teacher's ability to manage the classroom strongly influences the quality of teaching and learning that can be accomplished. Among the most pressing concerns for inexperienced teachers is classroom management, a concern of equal importance to the general public in light of behavior problems and breakdowns in discipline that grab newspaper headlines. But classroom management is not just about problems and what to do when things go wrong and chaos erupts. It's about how to run a classroom so as to elicit the best from even the most courteous group of students. An array of skills is needed to produce such a learning environment. The SAGE Encyclopedia of Classroom Management raises issues and introduces evidence-based, real-world strategies for creating and maintaining well-managed classrooms where learning thrives. Students studying to become teachers will need to develop their own classroom management strategies consistent with their own philosophies of teaching and learning. This work aims to open their eyes to the range of issues and the array of skills they might integrate into their unique teaching styles.

Key Features:

• 325 signed entries organized in A-to-Z fashion across two volumes
• Reader?s Guide grouping related entries thematically
• References/Further Readings and Cross-References sections
• Chronology in the back matter
• Resource Guide in the appendix

This encyclopedia is an excellent scholarly source for students who are pursuing a degree or position in the field of education. The SAGE Encyclopedia of Classroom Management is an ideal source for all academic and public libraries.

Index

• AAIDD (American Association for Intellectual and Developmental Disabilities), 2:736
• ABA. See Applied behavior analysis
• ABC (Antecedent-Behavior-Consequence) model, 2:651–652
• ABE. See Anti-bias education
• Ability grouping, 1:1–4, 2: 484
• Abstractness level, tiered assignments and, 2: 838
• Academic, Social, and Emotional Learning Act (2013), 1: 165
• Academic achievement
  • Asian American students and, 1: 42
  • IEP and, 1: 409
  • norm-referenced standardized tests of, 1:54, 55
• Academic benefits, associated with recess, 2: 641
• Academic controversy models, 1:229, 232
• Academic development of middle school students, 2: 511
• Academic disciplinary practices, 1:4–5
• Academic discussion, class meetings and, 1: 142
• Academic Engaged Time code, 1:101, 102
• Academic environment, conditions for learning and, 1:174–175
• Academic expectations, warm demanders and, 2:870. See also Expectations: teachers' expectations of students
• Academic failure
  • engagement and, 1: 340
  • students with disabilities and a history of, 1:257–258
• Academic impact of language disorders, 2: 461
• Academic learning time, 1: 8
• Academic outcomes, related to teaching styles, 2: 793
• Academic problems, using self-regulation to address, 2:727
• Academic success
  • providing tools for in high school, 1: 373
  • screening and monitoring for, 2:715–716
  • self-regulation and, 2:720–723
  • social skills and, 2:756–757
• Academic tasks, programs of action and, 1: 292
• Academic warmth, 2: 872
• Academic work
  • communication of positive expectations for, 1: 92
  • framing and, 2: 649
  • initial, 1:91–92
  • Response to Intervention and, 2: 597
  ...

Table of contents

• Cover
• Half Title
• Editorial Board
• Title Page
• Copyright Page
• Contents
• Publisher Note
• About the Editor
• Contributors
• Introduction Classroom Management—Embracing Complexity
• A
• Ability Grouping
• Academic Disciplinary Practices
• Active Listening and I-Messages
• Active Student Responding
• ADHD
• African American Styles of Teaching and Disciplining
• Age and Classroom Management
• American Individualisms
• American Sign Language
• Anti-Bias Education
• Antisocial Behavior
• Application of Positive Behavioral Interventions and Supports to Schoolwide and Classroom Settings
• Applied Behavior Analysis
• Approaches to Classroom Management: Types
• Art: Studio Approaches to Learning Environments
• Arts for Learning Environments
• Asian American Students
• Asian Americans as Model Minority
• Assessing and Promoting Treatment Integrity
• Assessing Classroom Management
• Assessment of Students
• Assessment of Teacher–Student Relationships
• Assessment of Tests and Exams
• Assistive Technology
• Attachment Theory
• Attachment to Teachers
• Attention Deficit Hyperactivity Disorder
• Attribution Theory
• Authority, Children’s Concepts of
• Authority and Classrooms
• Autism and Inclusion in Classrooms
• Autism Spectrum Disorders
• B
• Beginning Teachers and Classroom Management
• Beginning the School Year
• Behavior Disorders
• Behavior Support Plans
• Behavioral Approaches, Foundations of
• Behavioral Online Screening for School Settings
• Behavioral Supports for Secondary Education Classrooms
• Beliefs About Discipline Inventory
• Bilingual Education
• Bilingualism and Students With Disabilities
• Boundaries
• Brophy, Jere
• Bullying, Gender Differences in
• Bullying and Bullying Prevention
• Bullying and the Law
• C
• Caring Approaches
• CASEL
• Character Education
• Cheating
• Check In/Check Out
• Chinese Model of Classroom Management
• Choral Response
• Class Meetings
• Classroom Management and Maslow’s Humanist Psychology
• Classroom Management Consultation Strategies
• Classroom Organization and Management Program
• Classwide Peer Tutoring
• Climate: School and Classroom
• Clocklight
• Cogenerative Dialogue and Urban Classrooms
• Collaborative Approach to Classroom Management
• Collaborative for Academic, Social, and Emotional Learning
• Community Approaches to Classroom Management
• COMP
• Computer-Assisted Instruction
• Conditions for Learning
• Conduct Disorder
• Conflict Management
• Constructivist Approaches
• Consulting With Teachers
• Cooperation and Competition
• Cooperative Learning Groups
• Corporal Punishment
• Co-Teaching for Inclusive Classrooms
• Council for Children With Behavioral Disorders
• Creativity and Classroom Management
• Cultural Diversity
• Culturally Different Students in Gifted Education
• Culturally Pluralistic Classrooms
• Culturally Responsive Classrooms
• Culturally Responsive Classrooms for African American Students
• Curriculum and Classroom Management
• Curriculum Compacting
• Cyberbullying
• D
• Deaf Students
• Definitions of Classroom Management
• Democratic Meetings
• Democratic Practices in Classrooms and Schools
• Desists
• Detention
• Developmental Approaches
• Developmental Discipline
• Developmentally Appropriate Practice
• Diagnostic and Statistical Manual (DSM)
• Differential Treatment and Reinforcement
• Differentiated Instruction
• Digital Technology and Classroom Management
• Disabilities and Classroom Management
• Discipline, School and Classroom
• Discipline Codes of Conduct
• Discipline Gap
• Disruptive Behaviors, Positive Approaches to
• Documentation and Classroom Management
• Dropout Prevention
• Drugs and Alcohol
• Dynamic and Relational Systems Theory
• Dysfunctional Classroom Systems
• Dyslexia: Individualizing Instruction
• E
• Early Childhood Education and Classroom Management
• Ecological Approaches
• Educational Reform and Teacher Effectiveness
• Elementary Education and Classroom Management
• Emergency Procedures and Students With Disabilities
• Emotion Regulation
• Engaging Students Through Opportunities to Respond
• English Language Learners and Classroom Behavior
• English Learners
• Ethics, Power, and Classroom Management
• Evertson, Carolyn
• Evidence-Based Classroom Management
• Executive Function and Behavior Problems
• Exemplary Teachers
• Expectations: Teachers’ Expectations of Students
• Extinction
• F
• Facilitated Social Learning Groups
• Feminist Perspectives on Classroom Management
• Field Trips
• Field Trips, Legal Requirements for
• Fostering Classroom Engagement
• Functional Analysis
• Functional Behavioral Assessment
• G
• Gender and Classroom Management
• Gifted Students and Effective Classroom Practices
• Glasser, William
• Good Behavior Game
• Gordon, Thomas
• Government Policy and Classroom Management
• Guns: History, Policy, Consequences
• H
• Haitian Students
• Help-Seeking Methods
• High School and Classroom Management
• High-Stakes Testing
• History of Classroom Management
• Home–School Connections
• Home–School Connections With Latino Families
• Homework
• Homophobia
• Human Rights Education
• Humor
• I
• Identity
• Immigrant Children and Families
• Impulse Control
• Inclusive Classrooms
• Individualized Education Programs
• Individuals with Disabilities Education Act
• Ineffective Methods for Managing Behavior and Classrooms
• Inequities and Class Discussions
• Inservice Teacher Education
• Institutional Racism
• Instruction and Cognitive Load
• Instructional Rounds
• Intellectual Disabilities (Mental Retardation)
• Intelligence
• Interactive Teaching
• Interdisciplinary Team Teaching
• Interpersonal Attribution Theory and Classroom Management
• Interpersonal Systems and Problem Behavior
• J
• Japanese Model of Classroom Management
• Jones, Fred
• Just Community
• K
• Kindergarten and Classroom Management
• Kohlberg, Lawrence
• Kounin, Jacob
• L
• Language Differences
• Language Disorders
• Law and Classroom Management
• Learning Contracts
• Learning Disabilities
• Learning Styles
• Lesson Planning and Classroom Management
• Lessons and Lesson Planning
• Limits and Limit Setting
• Linguistic Diversity and Classroom Management
• Locus of Control
• M
• Management of Student Grouping
• Managing Classroom Discussions
• Managing Groupwork
• Materials in Early Childhood Classrooms
• Medication for Emotional and Behavioral Problems
• Mental Hygiene Movement
• Mental Retardation
• Methods, Ineffective
• Methods for Managing Behavior: Types and Uses
• Middle School and Classroom Management
• Milieu Management for Students With Emotional and Behavioral Special Needs
• Mindfulness Practices for Teachers
• Mindfulness-Based Approaches to Classroom Management
• Monitoring
• Montessori and Classroom Management
• Moral Development Theories
• Motivating Students
• Motivation, Intrinsic and Extrinsic
• Multisensory Instruction
• Music, School, and Classroom Climate
• Muslim Students and Classroom Management
• N
• National Board for Professional Teaching Standards
• Native American Students
• Negative Reinforcement
• New Teachers in Diverse Classrooms
• No Child Left Behind Act
• O
• Occupational Therapy and Classroom Management
• Office Referrals
• Off-Task Behavior
• Open Circle
• Operant Conditioning
• Oppositional Defiant Disorder
• Order, Meanings and Methods for Maintaining
• Organization of Classrooms: Space
• Organization of Classrooms: Time
• P
• Parent–School Collaboration
• PBIS
• Peer Mediation
• Peers and Peer Relations
• Physical Contact and Classroom Management
• Physical Education and Classroom Management
• Piaget, Jean
• Planned Ignoring
• Play, Learning, and Classroom Management
• Points of Entry and Classroom Supports
• Policy: Early Childhood Education
• Policy, Government
• Policy, Teachers, and Young Children
• Positive Behavioral Interventions and Supports
• Positive Youth Development and Schooling
• Power and Classroom Management
• Praise and Encouragement
• Preventing Antisocial Behavior at the Point of School Entry
• Preventing Behavior Problems
• Proactive Classroom Management
• Program of Action
• Progressive Education
• Promoting Purpose and Learning Environments
• Prosocial Behavior
• Proximity: Meaning and Uses
• Punishment
• Q
• Quaker Education and Classroom Management
• Quantitative and Qualitative Studies
• R
• Reading, Language Arts, and Classroom Management
• Reading Specialists and Classroom Management
• Recess
• Redl, Fritz
• Reflective Practice
• Reframing
• Reinforcement
• Relationship-Based Approaches to Classroom Management
• Religious Diversity and Classroom Management
• Reminders
• Reprimands
• Research-Based Strategies
• Resilience
• Respect
• Responsive Classroom Approach
• Restraint and Seclusion Policy
• Rewards and Punishments
• Routines
• Rules and Expectations
• Rural Schools
• S
• Safety, Policies for Ensuring
• Schedules and Scheduling for Secondary Schools
• School Administration, Emerging Trends in
• School Climate: Assessing and Improving
• School Discipline
• School Psychologists
• School Restructuring
• School-Based Occupational Therapy
• Schoolwide Discipline Policies
• Schoolwide Positive Behavior Supports
• Screening and Classroom Management
• Screening and Monitoring for Academic Success
• Self-Determination Theory
• Self-Management
• Self-Regulated Learning
• Self-Regulation and Sensory-Affective Co-Regulation
• Self-Regulation to Solve Problems
• Sensory Integration
• Service Learning
• Service Learning and Special Education
• Severe Disabilities and Classroom Management
• Sexual Harassment, School-Based Peer
• Sexual Orientation and Classroom Management
• Sharing Authority
• Social and Emotional Learning
• Social and Emotional Learning for Young Children
• Social Problem Solving
• Social Skill Instruction for Latino Students
• Social Skills: Meanings, Supports, and Training for Developing
• Sociocultural Theories and Classroom Management
• Socioeconomic Status
• Space: Elementary and Secondary Classrooms
• Spaces for Young Children
• Spatial Activities and Manipulatives for Early Education Classrooms
• Special Education and Hispanic Students
• Special Education and Peer Support Strategies
• Special Education Laws
• Spiritual Supports for Students With Disabilities
• Story Writing
• Stress
• Student Anxiety and Classroom Management
• Student Interest, Stimulating and Maintaining
• Students With Hearing Impairments
• Styles of Teaching
• Suspension and Expulsion
• Systematic Approaches to Problem Behavior
• T
• Target Behaviors
• Teacher Education and Classroom Management
• Teacher Knowledge, Beliefs, Attitudes
• Teacher Self-Awareness
• Teacher Self-Efficacy
• Teacher Teaming and Professional Development
• Teacher–Parent Partnerships
• Teachers and Families of Children With Special Needs
• Teachers’ Language to Motivate Effort
• Teachers-in-Training
• Teacher–Student Relationships
• Teacher–Student Relationships and Behaviorally At-Risk Students
• Teaching as Researching
• Teaching Philosophies and Approaches
• Technology for Struggling Readers
• Tiered Assignments
• Time-Out
• Token Economies
• Transitions, Managing
• Treatment Integrity
• Trust, Building
• U
• Underachievement and African American Students
• Underachievement and Culturally Different Students
• Universal Screening
• Urban Schools
• V
• Video-Aided Instruction
• Vygotsky, Lev
• W
• Warm Demanders
• Warmth and Classroom Management
• Welcoming Greetings at the Beginning of the School Year
• Whole-Class Measurement of Disruptive Behavior
• Whole-Class Methods
• Writing and Classroom Management
• Z
• Zone of Proximal Development
• Appendix A Classroom Management in the United States A Chronology of Key Persons, Events, and Movements
• Appendix B Organizations and Publications Providing Resources for Classroom Management
• Index