From the Back Cover
This comprehensive book presents a proactive behavior management system for decreasing behavior problems in the classroom and the school, plus a full range of strategies for correcting disruptive behavior once it has occurred. Coverage is based on the authors' belief that effective management strategies for any age or ability level must begin with an instructional analysis of the problem and be followed with a solution grounded in instructional principles and built on solid research. Featuring a research-based behavior management plan for an entire school year which illustrates the development of a proactive teaching plan, helps future teachers see how behaviors change over the course of a school year and how to adapt management to changing situations and needs.The research-based behavior management plan includes assessment, lesson plan creation, and a list of management strategies. Instructional examples throughout the material illustrate research-based guidelines for managing behavior in the classroom and school setting. Expanded list of reinforcement strategies includes strategies for use with learners of all ages and abilities. Chapter 7,Social Skills Instruction in the Classroomsets out a viable, research-based plan for both assessing and teaching critical social skills. Chapter 10,School-Wide Discipline and Instructional Classroom Managementpresents a proactive, research-based 180-day plan that can serve as a framework for a repertoire of strategies that will achieve discipline both in and out of the classroom.For future Special Education teachers.
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The second edition of Instructional Classroom Management: A Proactive Approach to Behavior Management continues to be about managing behavior from an instructional point of view. We are convinced more than ever that effective management strategies for all ages and ability levels must begin with an educational analysis of the problem, followed by a solution grounded in instructional principles. We discuss that students can best be taught academic, behavioral, and social skills through the use of research-based instructional procedures and intervention strategies. The design and philosophy of our approach helps teachers proactively manage their school and instructional environments.
The second edition was developed for classroom teachers, school administrators, school counselors and psychologists, and professionals charged with the responsibility of guiding educational programs for students. It is comprehensive in scope, presenting a proactive management system designed to decrease student behavior problems in schools. In addition, we provide a full range of strategies for teaching and correcting disruptive behavior once it occurs. The conceptual framework of the text and the intervention strategies presented are based on current research in the field. This edition integrates current research into a management plan that is effective for an entire school year. This plan includes assessment and instruction that allow the teacher to develop teaching plans to proactively reduce the occurrence of disruptive behavior in the classroom and the school. In addition, we have developed a more comprehensive list of reinforcement strategies to use with students of all ages and ability levels.
Dr. George Sugai of the University of Oregon and his colleagues have contributed two chapters to our text. First, Chapter 7 is about teaching students social skills. Sugai and his colleagues present a plan for teachers to both assess students' social skills and teach critical social skills. The techniques discussed in this chapter are research-based and organized so that teachers can effectively implement them with students in need of social skills instruction. In addition, Sugai and his colleagues have contributed Chapter 10 on school-wide discipline and instructional classroom management. This research-based school-wide discipline system is a proactive instructional approach organized around a 180-day plan that can be effectively implemented at the classroom and school level.
A NOTE TO THE READER AND INSTRUCTOR
In this edition, we have upgraded and expanded the pedagogical features to aid instruction and learning.
- We have increased the number of instructional examples in the text to provide the reader with a range of examples of teachers managing classroom behavior. These examples illustrate our research-based guidelines and philosophy for instructional classroom management and reflect the broad range of problems teachers face in classrooms today.
- Each chapter begins with an overview outlining critical concepts.
- Each chapter ends with a brief, succinct summary.
- We have included activities for students to translate research into practice.
- These activities were designed to enhance the understanding of the concepts discussed in the chapters. For example, students are asked to observe in classrooms to determine the type of management strategies teachers use with disruptive students.