Customer Reviews

Rethinking Classroom Management: Strategies for Prevention, Intervention, and Problem Solving

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I am the co-author of this wonderful work and just want everyone to know that the paperback is exactly the same as the hardback, has an interesting, appealing cover design and costs much less.....This book is designed for veteran teachers and beginning teachers....Enjoy

I have been a presenter for Classroom Management using Pat Belvel's materials for the past five years. Previously we had used a manual with mostly the overheads of the content. The wonderful aspect of this book is that it provides insights and adecdotes to which we can all relate. In this way, teachers can understand the strategies without extensive workshops. Although workshops with follow-up coaching is ideal. I recommend this book to new teachers as well as experienced. Within the workshop series, I have had new teachers comment about how they had never really thought about all of what goes into managing a classroom. Experienced teachers have expressed gratitude in reminding them of what works!

As a parent, I was quite interested to see if this book would assist me with my recent career as a full-time mommy. From the first words, I could tell that this was a gem of a book full of stories, analogies and practical strategies for classroom teachers and parents. The first story is about an extrinsically motivated class who didnt "behave" for subs. I put myself in the shoes of that teacher and thought. How come my children behave differently for babysitters than me? Immediately I applied what this teacher learned to my home life. This book is also deemed worthy of being on a university campus as a required text. Thanks, Vonny (teacher, grad student, happy mom of two)

I'm sure that this book has several excellent qualitites, but I was introduced to it by a professor who used these strategies exactly as they were outlined in the book. I constantly felt micromanaged, controlled, and manipulated. When I read the book after it was recommended by the professor, I saw exactly where these strategies were coming from. Since I as a student didn't like them at all, I wouldn't inflict these same strategies on my own students. I am a fairly new teacher with only about 4 years of experience, but I still feel like I know the difference between pressuring my students to behave in a particular group pattern and teaching them to think for themselves. I felt like this book took that power away from both the students and the teacher.

As a 35-year career elementary teacher, I was surprised how often I turned to this book for help and advice. I did have the extra advantage of receiving training from the author herself. But the book, standing alone, is so clear and concise, with classroom anecdotes and other examples to make its points, that it is an invaluable resource for new and career teachers both. I recommend it to both new teachers and their administrators, as a blueprint for success in the difficult area of classroom management and student discipline.