35 Classroom Management Strategies

35 Classroom Management Strategies : Promoting Learning and Building Community

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This text is designed to challenge student and experienced teachers alike to weave techniques for developing good decision-making skills throughout the curriculum. By being given challenging daily curriculum, students will become engaged in their own learning and accomplishments. When students begin to experience the excitement of personal accomplishment, they will be more focused on active participation in their classroom community. 35 Classroom Strategies: Promoting Learning and Building Community is organized into sections related to the important themes in creating a community of learners. Within each section, strategies are explained and steps in implementing the strategies are given. Two classroom examples are provided for each strategy in order to show how use of the strategies will differ according to the ages of the learners and the content of the curriculum.
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Product details

  • Paperback | 256 pages
  • 213.4 x 271.8 x 15.2mm | 635.04g
  • Prentice-Hall
  • Harlow, United Kingdom
  • English
  • 0130990760
  • 9780130990761

Back cover copy

With today's schools increasing in diversity, Fifty Strategies for Teaching English Language Learners is an excellent resource for preservice teachers as well as for inservice teachers in their own linguistically diverse classrooms. With close alignment to the TESOL standards, the text offers a wealth of practical strategies in a clear, step-by-step procedural format, illustrated by scenarios showing their use in a classroom context. After a concise theoretical overview, the book provides strategies for enhancing student instruction through planning, supporting student involvement, building vocabulary and fluency, and building comprehension.

New to the Third Edition:

Video of Classroom-Based Strategies on DVD packaged in the back of the text contains classroom-basded video clips illustrating 13 of the strategies in action. Added strategy on Interactive Comprehension Building uses technology to build students' background knowledge. Developmental profile of English language development is included in the text for you to use as an assessment tool. Connections between theory and practice are included in each strategy to show the supporting research. Suggestions for technology integration are highlighted throughout the text.

Also Available from Merrill Education:

Words Their Way with English Learners: Word Study for Spelling, Phonics, and Vocabulary Instruction, Donald R. Bear, Lori Helman, Marcia Invernizzi, Shane R. Templeton, Francine Johnston, ISBN: 0-13-191567-3 Multicultural Education in a Pluralistic Society and Exploring Diversity Package, Seventh Edition, Donna M. Gollnick and Philip C. Chinn, ISBN: 0-13-155518-9 Choosing Democracy: A Practical Guide to Multicultural Education, Third Edition, Duane E. Campbell, ISBN: 0-13-098745-X A Casebook for Exploring Diversity, Third Edition, George L. Redman, ISBN: 0-13-170806-6
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Table of contents

SECTION I An Introduction to Classroom Management and Discipline SECTION II Strategies for Setting Up and Environment that Supports Engagement in Active Learning 1 Arranging furniture to encourage collaboration. 2 Accessible resources and materials. 3 Providing time to work, explore, interact. 4 Setting up the structure for in-depth studies and ongoing research. 5 Providing opportunitiesfor pursuing personal interests. SECTION III Strategies for Establishing a Classroom Management System Built on Mutual Respect and Caring 6 Modeling and building mutual respect. 7 Establishing routines and transitions. 8 Individual conferences and goal setting. 9 Using contracts to build intrinsic motivation. 10 Implementing class meetings. SECTION IV Strategies for Building Responsibility for Their Own Actions and Words in the Members of the Learning Community 11 Using words positively. 12 Avoiding power struggles in the classroom. 13 Empowering students to resolve conflicts. 14 Eliminating bullying in schools. 15 Troubleshooting problem areas: Identifying and responding to student needs. 16 When and how to ask for help with difficult students. SECTION V Strategies for Integrating Active Learning Experiences, Authentic Practice and Assessment 17 Relating new skills to prior experiences. 18 Using the learning cycle to enhance academic success. 19 Building resources for using manipulative, realia, and visuals. 20 Using simulations in the classroom. 21 Documenting learning. 22 Establishing and maintaining reading and writing workshops. 23 MI Centers. 24 Designing effective homework assignments. 25 Making connections to the arts. 26 Using technology to support learning. SECTION VI Strategies for Building Community Through Collaboration 27 Teaching classroom behaviors and routines that encourage collaboration. 28 Training students to recognize and respond to the needs of the group. 29 Establishing the rules and expectations for cooperative groupwork. 30 Insuring that all students are active participants in cooperative activities. 31 Intervening to support total participation by all members of the groups. SECTION VII Strategies for Building a Support System: Celebrations and Parent Involvement 32 Scheduling celebrations during the day. 33 Using space in the room to celebrate learning. 34 Setting up web pages, newsletters, and newspapers to document and celebrate learning. 35 Involving parents in their child's education. SECTION VIII Establishing Schoolwide Collaboration Structures Teacher Resources
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About Adrienne L. Herrell

Adrienne L. Herrell has recently retired from California State University, Fresno where she was a professor of reading/language arts and taught classes in early literacy, assessment, and strategies for English learners. 35 Classroom Management Strategies: Promoting Learning and Building Community is her tenth book for Merrill/Prentice Hall. Her previous books include Camcorder in the Classroom with Joe Fowler, Fifty Strategies for Teaching English Language Learners with Michael Jordan, Reflective Planning, Teaching, and Evaluation: K-12 with Judy Eby and Michael Jordan, and TeachingElementary Schoolwith Judy Eby. Dr. Herrell's writing and research are built on her experiences teaching in Florida's public schools for 23 years and teaching and supervising student teachers in California for fifteen years. She and Dr. Jordan (co-author) are currently engaged in research in public schools in California and Florida. She teaches part-time for her alma mater, Florida State University in Panama City, Florida where she now resides. Michael L. Jordan has also recently retired from California State University, Fresno where he was an associate professor in the Department of Curriculum and Instruction and taught classes in curriculum, classroom management, and social foundations. He has taught primary grades through high school in Georgia, Alabama, Florida, and California. Dr. Jordan is also an actor, musician, and former B-52 pilot. His work in live theatre is dedicated to providing access to the arts to children and youth. He and Dr. Herrell incorporate many dramatic reenactment strategies into their joint research working with English learners. This is Dr. Jordan's fifth book for Merrill/Prentice Hall.
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