Handbook of Classroom Management

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Contributors
Preface
Part I Introduction
1 Introduction to the Third Edition
The Transformation of the Teaching Force
The Importance of Effective Classroom Management
Classroom Management Versus Behavior Management
Proactive Classroom Management
Current Classroom Management and Its Social Context
Organization and Content of the Third Edition
Part II: Methods of Classroom Management
Part III: Context of Classroom Management
Part IV: Social Perspectives of Classroom Management
Part V: The Classroom Management and Student Type Interaction
Concluding Remarks
References
Part II Methods of Classroom Management
2 Effective Instruction as the Basis for Classroom Management
Introduction
Communicating Classroom Expectations
Clarity Through Contextualized Information
Clarity Through Example Selection and Sequencing
Engaging Students in Content
Relationships
Using Relationships to Facilitate Active Engagement
Providing Effective Instructional Feedback
Responding to Expected Behavior
Responding to Misbehavior
Summary
References
3 Prevention Strategies for Classroom Management
Antecedent Strategies
Classroom Space Structuring
Trauma Sensitive Spaces
Classroom Expectations
Building Relationships
Mind-Body Health Strategies
Circles
Relaxation and Guided Imagery
Gratitude Writing and Written Emotional Expression
Gratitude Writing
Written Emotional Expression
Culturally Sensitive Meditation and Yoga
Culturally Sensitive Meditation
Yoga
Brain Breaks and Movement Breaks
Conclusion
References
4 Restorative Practices in Schools
Introduction
What Are School-Based Restorative Practices?
Before the Umbrella: Restorative Justice (RJ) as a Root of Restorative Practices (RP)
Restorative Justice in K-12 Schools
Opening the Umbrella: The Pivot to Restorative Practices (RP)
Potential Benefits of RP
Quantitative Research Regarding the Effectiveness of Restorative Practices
Exclusionary Discipline and Student Misbehavior
Bullying
Impacts On Disparities in Discipline
Impacts On Attendance and Absenteeism
Impacts On School Climate and Safety
Impacts On Academic Outcomes
Limitations of the Literature Review
Final Thoughts On Restorative Practice Research
Policies to Help Restorative Practices Nurture Students and Communities
Commit to Culture Change
Empower Perseverance, and Preempt Caregiver Concerns
Close the Program/Practice Gap
Expand Access
Leverage RP in Unprecedented Times
Guide School Resource Officers Through Training, Trust, and Transformation
Conclusion
Note
References
5 First Step to Success: A Preventive, Early Intervention for Young Students With Disruptive Behavior Problems
Original First Step Program Reviews
First Step Program Foundations
First Step Goals
First Step Structure and Implementation Procedures
Development of the Original First Step Program
Revision of Original First Step and Creation of First Step Next
Trial Testing of First Step Intervention Components
Evaluation Research On Original First Step and First Step Next
First Step Efficacy and Effectiveness Studies
First Step Effectiveness Study
Synthesis of Original First Step and First Step Next Evidence From Randomized Controlled Trials
Research On the Sustainability of First Step Next Program Usage
Cost Analysis of First Step Next Implementation
Implications of First Step and First Step Next Findings for Classroom Management
Concluding Remarks
Note
References
6 Current Trends in Positive Behavioral Interventions and Supports: Implications for Classroom Management
Introduction
CWPBIS Current Research and Innovations
Data
Systems
Critical Issues and Future Research
Conclusion
References
7 Supporting Students’ Social, Emotional, and Behavior (SEB) Growth Through Tier 2 and 3 Intervention Within a Multi-Tiered System of Supports (MTSS) Framework
Introduction
SEB Support Within MTSS Framework
Tier 1: Universal SEB Support
Tier 2: Targeted SEB Support
Tier 3: Intensive and Individualized SEB Support
Issues, Trends, and Future Directions for Research and Practice
Understand Contextual Variation in Implementation
Enhance Equitable Implementation and Outcomes for All Subgroups of Students
Invest in Systems to Support, Sustain, and Scale Educators’ Implementation of Classroom Practices
Summary
Notes
References
8 Adapting Classroom Management for Delivery Across Contexts: A Focus On Urban, Rural, and Online Settings
Important Role of Classroom Management
Contextual Influences On Teachers’ Use of Classroom Management Strategies
Adapting Classroom Management Practices
A Focus On Three School Contexts: Rural, Urban, and Remote Learning Environments
Challenges Faced in Rural Settings
Adapting Strategies for Rural Schools
Challenges Faced in Urban Settings
Teacher Knowledge, Beliefs, and Emotions
Program and Model Evaluation and Assessment
Teacher Learning and Teacher Education
Double Check Student Engagement and Culturally-Responsive Practices Framework
Challenges Faced in Online Settings
Online Tier 1 Support
Professional Development to Implement and Adapt Classroom Management Across Contexts
Professional Development Content
Multi-tiered Support for Professional Development in Classroom Management
Tier I Training Supports
Tier II Training Supports
Tier III Training Supports
Methods for Providing Classroom Management Professional Development
Conclusion
Note
References
9 Classroom Management in “No-Excuses” Charter Schools
Introduction
Charter School Heterogeneity and Classroom Management
Background On “No-Excuses”
The Backlash: No-Excuses Falling Out of Favor?
Pushing Back: The Politics of Race and Disciplinary Change
What Does Classroom Management in “No-Excuses” Charter Schools (NECSs) Look Like?
The Four “C’s:” Comprehensiveness, Clarity, Consequences, and Consistency
Proponents of No-Excuses Discipline: The Allure of Order
Critiques of No-Excuses Discipline: Ignoring Race, Structural Inequality, and Racism
Evidence On Teacher and Student Perceptions of No-Excuses Discipline
Future Directions for Policy, Practice, and Research
References
10 Emerging Issues in School Bullying Research and Prevention
Introduction
Definition of Bullying and Peer Victimization
Prevalence of Bullying and Peer Victimization
Bias-Based/Identity-Based Victimization
Bullying, Peer Victimization, Academic Achievement, and Engagement
Etiology of Bullying and Peer Victimization: Social-Ecology Perspective
Family Characteristics
Peers Characteristics
What Works in Bullying Prevention?
Bullying Prevention and Intervention: Moving the Field Forward
References
Part III Context of Classroom Management
11 Teacher Stress and Classroom Management
Introduction
Theoretical Perspectives On Teacher Stress, Coping, and Well-Being
Teachers’ Appraisals and the Stress Process
Negative Consequences of Stress for Teachers
Student Factors Associated With Classroom Management Stress
Student Behaviors Associated With Teacher Stress
Students With Trauma Histories and Teacher Stress
Teacher- and School-Related Contextual Factors
Teacher Personality
Teacher (And Student) Race, Ethnicity, and Gender
Teacher Autonomy
Teacher Efficacy
Teacher Well-Being as a Resource for Effective Classroom Management
Coping Strategies for Addressing Classroom Management
Resources That Promote Teacher Well-Being and Effective Classroom Management
Social Support and Mentoring as a Protective Factor
Trauma-Informed Schools as a Resource for Teachers
Mindfulness Based Stress Reduction as Resource for Teachers
Future Directions and Conclusions
References
12 The New Jim Crow in School: Exclusionary Discipline and Structural Racism
Introduction
What Is Structural Racism?
Emerging Awareness of Structural/Systemic Racism in Public Discourse
Dimensions of the Terms Structural and Systemic Racism in Published Research
School Discipline as a Central Component of Structural Racism
Interlocking Constellation
Both Institutional and Individual
Historical and Adaptive
Maintains a Racialized Hierarchy of Human Value Based On Skin Color
School Policing and Other Manifestations of Structural Racism
Color Blindness
Features of Color Blindness
The Strategy of Removing Race
Color Blindness as an Identity
Color Blindness as a Strategy to Sustain Privilege: Examining Discipline Practices
What Is the Evidence On Interventions to Reduce Disciplinary Disparities?
The Need for Race-Conscious Programmatic Interventions
Conclusions and Recommendations
Recommendations and Future Directions
Conclusion
Notes
References
13 Why Effective Classroom Management Depends On Teachers’ Abilities to Engage Families
Barriers to Developing Teachers’ Social Competence
Aligning Home and School: Two Ways That Families Influence Classroom Management
Family Processes That Align Home and School: Academic Socialization
How Academic Socialization Shapes Classroom Interactions
Defining Teacher Social Competence
Teacher Social Competence in the Context of Classroom Management
Teacher Social Competence in the Context of Family Engagement
Promising Efforts to Support Teachers’ Social Competence Family Engagement
Conclusion
References
14 Teacher Training and Classroom Management
Introduction
The Need for Classroom Management Training
Pre-service Teacher Preparation
Issues Within Classroom Management Preparation
Recent Developments in Classroom Management Preparation
Classroom Management Framework for Teacher Educators
In-Service Teacher Professional Development
Need for Ongoing Training
Key Components of Professional Development
Evidence-Based Approaches
Special Issues in Classroom Management Training
Training for Inclusive Classrooms
Training in Culturally Responsive Classroom Management
Integrating Current Research Into Past Findings
Conclusion
Acknowledgments
References
15 School Administration and Classroom Management
Introduction
Classroom Management and Instructional Supervision
Principal Support for Effective Classroom Management
Teacher Induction Systems
Classroom Strategies
Data Analysis and Student Engagement
The Principal’s Role in Redressing Inequities Caused By Poor Classroom Management
Understanding Bias
Cultural Competencies
Restorative Practices
Limitations of Principals’ Supervision of Teachers’ Classroom Management Performance
Conclusion
References
16 The Contribution of School and Classroom Disciplinary Practices to the School-To-Prison Pipeline
Factors Affecting Development and Outcomes
Schools as Creators, Amplifiers, and Buffers of Risk
Schooling Processes and the School-To-Prison Pipeline
Community, Neighborhood, and School Factors
The Role of Schools
School Leadership, Policy, and Practice
“Hardening” and Exclusionary Discipline
Addressing Exclusionary Discipline
Schoolwide Support for Classroom Practices That Reduce the Pipeline
Restorative Practices
Classroom Policy, Practice, and Interpersonal Relationships
Environment, Relationships, and Classroom Management
Supportive Classroom Conditions
Poor Conditions for Learning and Engagement
Improving Academic Engagement
Supporting Teacher Capacity
Positive Behavioral Approaches
Social and Emotional Learning
Conclusion
Note
References
17 Rethinking K-12 Disciplinary Policies and Practices in Virtual School Settings: Initial School Responses to the COVID-19 Pandemic
Introduction
Sources of Law
Constitutional Law
Statutory Law
Case Law
Student Due Process Protections in the School Disciplinary Process
Procedural Due Process: The Right to Fair Procedures in the Disciplinary Process
Substantive Due Process: The Right to Reasonableness in the Disciplinary Process
Specific School Disciplinary Issues Arising From the COVID-19 Pandemic
A Student’s Right to Privacy in Virtual School Settings: The Case of Ka’Mauri Harrison
The Increasing Adoption of Virtual Student Disciplinary Codes of Conduct
School Mask Requirements During COVID-19: Implications for School Discipline
The Call for More Equitable Approaches to Student Discipline During the Pandemic
Adopting Clear School District Disciplinary Policies and Procedures, Including Virtual School Environments
Conclusion
References
18 Using Multimedia to Support Teacher Candidates’ Knowledge and Use of Evidence-Based Classroom Management Practices
Introduction
Content Acquisition Podcasts
Use of CAPs in Teacher Education
Simulations in Teacher Preparation
History of Simulations in Teacher Education
Current Use of Simulations for Teacher Candidates
Video Reflection
Video Reflection of Others and Self
Video Reflection Plus Feedback
Where Do We Go From Here?
Conclusion and Future Directions
Using the Research to Build a Stronger Foundation in Classroom Management Practices
Contrast With Previous Reviews
Summary and Next Steps
References
19 International Research On the Foci and Effectiveness of Classroom Management Programs and Strategies
Introduction
Method
Results
Overview of the Included Papers
Incredible Years Teacher Classroom Management
Program Description
Classification
Effect Studies
Teacher-Child Interaction Training
Program Description
Classification
Effect Study
Adler-Dreikurs Classroom Management Techniques
Program Description
Classification
Effect Studies
Irie Classroom Toolbox
Program Description
Classification
Effect Study
Promoting Alternative Thinking Strategies
Program Description
Classification
Effect Studies
PAX Good Behavior Game
Program Description
Classification
Effect Studies
Second Step
Program Description
Classification
Effect Studies
Insights
Program Description
Classification
Effect Studies
Class-Wide Function-Related Intervention Teams
Program Description
Classification
Effect Studies
Conclusions
References
Part IV Social Perspectives of Classroom Management
20 Transformative Social-Emotional Learning and Classroom Management
Introduction
Introduction and Overview of the Transformative SEL Literature
Transformative SEL Implemented Systematically Across a Multi-Tiered System of Support (MTSS) Framework
Area 1: Build Foundational Support and Plan for SEL
Area 2: Strengthen Adult SEL Competencies and Capacities
Area 3: Promote SEL for Students
Area 4: Reflect On Data for Continuous Improvement
Integrating Data From Multiple Stakeholders to Inform TSEL
The Connection Between TSEL and Classroom Management
Strategies in TSEL for Classroom Management and Restorative Justice
Next Steps
References
21 Classroom Management at Different Timescales: An Interpersonal Perspective
Introduction
Concepts and Mechanisms
Interpersonal Theory
Social Dynamic Systems: Behavior, Interaction, and Relationships
Teacher-Student Interactions
Measurement and Representation
The General Classroom Climate and the Nature of Classroom Interaction
Adaptation of Teacher and Student Behavior
Teacher-Student Adaptation and Interpersonal Complementarity
Teacher-Student Adaptation: Who Is Following Who?
Context and Teacher-Student Interaction
Outcomes and Teacher and Student Interaction
Student Behavior
Teacher Emotional Responses
Culture and Classroom Interaction
Interaction in Multicultural Classrooms
Teacher-Student Relationships and the Classroom Social Climate
Measurement
Teacher and Student Outcomes and Teacher-Student Relationships
Student Variables
Class Variables
Teaching and Teacher Variables
Reflections On Teacher-Student Relationships Studies
Changes in Teacher-Student Relationships Over Time
Teacher Interpersonal Style During the Professional Life
Conclusion and Future Research
Note
References
22 Teacher Aggression and Classroom Management
Introduction
Defining Teacher Aggression
Teacher Verbal Aggression
Philosophies of Teacher Aggression
Teacher Aggression: Professional Development, Bystanders, and Acceptable Behaviors
Teacher Corporal Punishment as Aggression
Conclusion
Note
References
23 An Equity-Driven Behavior Management Approach to Close the Discipline Gap
Introduction
The Challenges of Teaching
The Discipline Gap: An Urgent Problem
Contributors to Racial Disparities and Pathways Forward
Student Social-Emotional Competencies and Behavior
Teacher Behavior Management Training and Support
Implicit Racial Bias and Negative Teacher-Student Interactions
Conclusion
References
Part V The Classroom Management and Student Type Interaction
24 Critical Race Theory Insights On Issues of Classroom Management
Introduction
Critical Race Theory: A Brief Overview
An Imminent Threat to US Democracy?
So, What Is Critical Race Theory, and Is That Even the Question to Be Asking?
Central Concepts and Themes of CRT
CRT’s Basic Tenets
Making Space for Analysis of Race in a Nice Field Like Education
Classroom Management Through the Lens of Critical Race Theory
Getting a Handle On What Is (Implied By) Classroom Management
A Coded Race Discourse Around Classroom Management?
In Search of Explicit Deployment of CRT in Classroom Management Scholarship
CM Through the Lens of CRT
Defining CM Through the Lens of CRT
Deploying CRT in CM Discourse
Prominent CRT Tenets and Concepts in CM Discourse
Unreality Around the Reality of Race
Conclusion: Critical Race Analysis of Classroom Management in an Age of Racial Retrenchment
Notes
References
25 Classroom Management Instruction in Teacher Education: A Culturally Responsive Approach
Introduction
The Changing Demographic Profile of US Schools
Racial Incongruence
Linguistic Incongruence
Racial and Ethnic Disparities in Education
Standardized Tests
Gifted and Special Education
School Discipline
Culturally Responsive Practices: Instruction and Classroom Management
Instruction
Gloria Ladson-Billings’ Culturally Relevant Pedagogical Framework
Geneva Gay’s Culturally Responsive Teaching Framework
Classroom Management
Weinstein and Colleagues’ CRCM Framework
Implications of Culturally Responsive Instruction and Classroom Management
Academic and Behavioral Effects
Teacher Education and Traditional Classroom Management
Culturally Responsive Classroom Management Instruction
Proposing the Integration of Promising CRCM Practices Into the Curriculum
Restorative Discipline
Culturally Responsive Positive Behavior Interventions and Supports
Mindfulness
Anti-Racism
Conclusion
References
26 Classroom Management to Support Students With Disabilities: Empowering General and Special Educators
Introduction
Challenging Behavioral Characteristics: The Impact of Behavioral Support
Challenging Behavioral Patterns
Consequences of Poor Behavior Management
Historical Context: A Shift From Reactive to Proactive Approaches
The Shift to Comprehensive Approaches to Preventing Challenging Behaviors: Integrated Instruction Within and Beyond Integrated Tiered Systems
Low-Intensity, Teacher-Delivered Strategies to Increase Engagement and Decrease Disruption
Behavior-Specific Praise
Precorrection
Active Supervision
Increasing Opportunities to Respond
Instructional Choice
Comprehensive, Integrated Use of Low-Intensity Supports
Culturally Responsive Practices in Integrated Tiered Systems
Identity
Voice
Supportive Environment
Situational Appropriateness
Data for Equity
Considerations
References
27 Students With Autism and Classroom Management
Introduction
Educational Service Delivery for Students With ASD
Support Needs Among Students With ASD
Behavior
Classroom Management for Students With ASD
Research On Classroom Management and Students With ASD
Social Behavior Research and Classroom Management
Social Stories™ and Students With ASD
Self-Monitoring and Self-Management Research and Classroom Management
Classroom Management and Behavioral Compliance of Students With ASD
Additional Concerns Related to Classroom Management of Students With ASD
Reframing Challenging Behavior
Developmentally Appropriate Practice and Curriculum as CM
Systemic Inequities and Biases: Barriers to Equitable CM
Conclusions
References
28 Classroom Management in Early Childhood Education
Introduction
CM in an ECE Context
Frameworks for Understanding and Enacting Equitable CM in ECE Settings
Critical Awareness of Context and Commitment to Promoting Equity in CM
Community
Relationships as a Foundation for Community Building
Key Strategies and Applications of Classroom Management
An Inclusive and Culturally Sensitive Environment
Routines and Structure to Facilitate Classroom Management
Creating Clear and Reasonable Expectations
Understanding Strengths, Needs, and Behavior in Context
Responding to Behavior: Genuine Feedback and Community Problem Solving
Challenges and Supports for EC Educators
Conclusion
References
Index