Effective classroom management is the key to truly inclusive education
Teachers who excel at classroom management have students who are more engaged, less disruptive, and more likely to achieve academically. What can you do to confront behavior challenges, both in-person and virtually, and set your classroom on a positive course?
Reclaim Your Challenging Classroom guides new and veteran teachers alike in developing effective classroom management techniques, with a particular focus on students with emotional or behavioral disorders. Addressing six interrelated topics—student perceptions of you as teacher, room arrangement, classroom expectations, consequences to encourage appropriate behavior, student lesson engagement, and classroom community—this step-by-step guide empowers teachers to create a positive and effective learning environment that is grounded in the student-teacher relationship. Each chapter includes:
• Vignettes inspired by real classrooms and students
• Ideas and techniques for successfully addressing common problems
• A ‘What Research Tells Us’ feature that relates current research findings to the effective management of inclusive classrooms
• Self-assessment inventories linked to each topic, plus more than 50 activities to guide teachers in applying key concepts and strategies in their own classroom
Now is the time to alter the course of your classroom! Effective, relationship-based behavior management keeps students on track and makes your classroom a better place to teach and to learn.
Table des matières
Why This Book
Questions You Might Have Before You Begin
Introduction
Area One: Students’ Perceptions of You as Their Teacher
Area Two: Physical Arrangement of the Classroom and Materials
Area Three: Expectations and Procedures by Which Your Classroom Runs
Area Four: Consequences You Choose to Use to Encourage Appropriate Behavior
Area Five: Students’ Engagement in Academic Lessons
Area Six: Classroom Climate and Communication
Appendices: Charts, Resources, Reproducibles, and Keys of Possible Answers
References
A propos de l’auteur
Justin D. Garwood, Ph D, is a current university faculty member in the College of Education and Social Services at the University of Vermont and is active with the Council for Exceptional Children (CEC) across multiple divisions, including the Council for Children with Behavioral Disorders (CCBD), Division of Learning Disabilities, Division for Research, and Teacher Education Division. Within CCBD, he serves as secretary (a nationally elected position) on the executive board. Justin routinely presents at the CEC national conference as well as at the annual conference for Teacher Educators for Children with Behavior Disorders. In his role as university professor, he teaches courses at the undergraduate and graduate levels focused on behavior management, academic intervention, and inclusion.An author of more than 40 peer-reviewed journal articles, Garwood’s research has received national accolades. In 2018, he was awarded the CEC Early Career Publication Award for his research focused on behavior management of youth with emotional and behavioral disorders (EBDs). In 2019, he received the Research Article of the Year Award from the American Council on Rural Special Education for his study of burnout among educators serving youth with disabilities. Justin has served as an expert witness before a US Commission on Civil Rights hearing regarding appropriate approaches to disciplinary practices in schools. Currently, and with support from the US Department of Education, he is studying burnout among special education teachers serving students with EBDs.
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