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Classroom Management for Academic Success
This groundbreaking resource details the first management program designed to specifically address the first priority for today's educator: improving the achievement of all students. Go beyond simply managing student behavior to quickly and effectively establishing an environment that promotes academic success in your classroom from day one. Teacher-tested, research-based strategies create a classroom in which children learn free from the distraction of disruptive behavior.
Benefits
- Teach all students to behave from the first day of class by using comprehensive lesson plans in all classroom activities.
- Apply research-based instructional strategies that motivate students to stay engaged in all classroom activities.
- Build trusting relationships with all students and parents using teacher-tested strategies.
- Establish a positive climate in a disruptive classroom using the two-week turnaround program.
TABLE OF CONTENTS
Part 1: Overview of Classroom Management for Academic Success
Part 2: Empowering Beliefs and Expectations
Part 3: Teaching Responsible Behavior for Academic Success at the Beginning of the School Year
Part 4: The Behavior Management Cycle
Part 5: Building Trusting Relationships
Part 6: The 2-Week Turnaround Program
Part 7: Managing Instructional Activities to Promote Academic Success
Part 8: Managing Procedures for Academic Success
Part 9: Establishing Classroom Policies for Academic Success
Appendix: Overhead Transparencies
PRINTABLE REPRODUCIBLES
Chapter 7
- Typical Policies and Procedures
- Sample 2-Week Curriculum
- Teaching Responsible Behavior Daily Planning Sheet
- Teaching Responsible Behavior Lesson List
Chapter 13
Chapter 14
- Worksheet for Rules, Corrective Actions, and Positive Feedback
- Two-Week Turnaround Program Diagnostic Worksheet 1
- Two-Week Turnaround Program Diagnostic Worksheet 2
Chapter 35
- Beginning of the Day Routine: Planning Worksheet 1
- Beginning of the Day Routine: Planning Worksheet 2
- Beginning of the Day Routine: Planning Worksheet 3
Chapter 36
- End of the Day Routine: Planning Worksheet 1
- End of the Day Routine: Planning Worksheet 2
- End of the Day Routine: Planning Worksheet 3
Appendix
- Paying Attention
- During a Class Discussion
- Getting Ready to Go to the Rug
- Going to the Rug
- While on the Rug
- During Independent Work
- Working With a Partner (Pairing Off)
- Working With a Partner
- Moving Into a Small Group
- Working Independently at Your Seat
- Working With the Teacher in a Small Group
- When Your Group Activity Is Finished
- When Working in a Group
- Going to a Center
- When You Are at a Center
- When Moving From One Center to Another
- At the Attention-Getting Signal
- In-Seat Transitions (When Ending One Activity and Getting Ready for Another)
- In-Seat Transitions (When Given Directions to Begin a New Activity)
- Out-of-Seat Transitions (Before Moving to a New Location to Begin a New Activity)
- Out-of-Seat Transitions (When You Are Ready for the Next Activity)
- Out-of-Seat Transitions (When You Are Told to Go)
- Lining Up (When You Are Told to Get Ready to Line Up)
- Walking in Line (When Given the “Go” Signal)
- When Returning to Class After Recess or Lunch
- Leaving the Classroom to Go to Another Program
- Returning From Another Program
- When Distributing Papers
- When Collecting Papers
- When Attending an Assembly
- When You Hear an Emergency Signal
