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Classroom Management for Middle-Grades Teachers
C. M. Charles, Emeritus, San Diego State University
Marilyn G. Charles, Cajon Valley Schools, California

ISBN-10: 0205361285
ISBN-13:  9780205361281

Publisher:  Allyn & Bacon
Copyright:  2004
Format:  Paper; 312 pp
Published:  04/15/2003
Status: Instock


Suggested retail price: $72.40
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This practical text will help middle-grades teachers understand and work effectively with early adolescents by describing teaching and management techniques that help adolescent students prosper.

The text describes the nature of early adolescent students, their needs and interests, what they like and dislike in schools and teachers, and explains how teachers can work together with students most effectively. Special attention is given to working with parents and with students from various cultural, ethnic, and linguistic backgrounds.

Considerable attention is also given to behavior management that works through respect, personal attention, democratic decision-making, and working collaboratively with students. Coverage also includes routine management matters, such as organizing the physical environment, arranging student seating and traffic patterns, handling materials of instruction, collecting and dealing with written work, and managing homework. How well teachers discharge these and similar tasks determines whether the class promotes learning in a milieu of good will, or declines into boredom, lethargy, and conflict.

  • Written by well-known expert Carol Charles and his daughter, Marilyn Charles, who has taught at the Middle School level for more than 20 years, this text offers practical strategies balanced with sound scholarship, presented in a reader-friendly style.
  • Pedagogical components, including chapter previews, numerous scenarios and examples, field applications, end-of-chapter questions, and end-of-chapter activities help students interpret information and apply their knowledge in realistic contexts.
  • Presents principles of working effectively with middle-grades students, summarized in 13 operating principles that characterize high-quality classrooms.
  • Provides suggestions for establishing relations and working effectively with parents and community to produce better learning, better attitudes toward school, and increased support for teachers.
  • Presents recommended guidelines for preparing teachers for middle-level education and shows how the guidelines are related to professional practice (Ch. 5).
  • Presents strategies for promoting desirable behavior in the classroom (Ch. 7).
  • Addresses issues of cultural, ethnic, linguistic, and economic diversity (Ch. 10), working with students who require special accommodations or management (Ch. 11), and making good use of computer technology in the educational program (Ch. 12).

Classroom Management for Middle-Grades Teachers.

Preface.

1. The Purpose and History of Middle-Level Education.

Remembering Your Middle School Years.

Mrs. Amaro and Miss Amaro at School.

The Purpose of Today's Middle-Level School.

How Middle-Level Schools Evolved.

Junior High Schools Appear.

Early Efforts Toward Middle-Level Education.

Recent Efforts in Middle-Level Education.

Defining Characteristics of Quality Middle-Level Schools.

Special Challenges in Middle Level Education Today.

Future Directions in Middle Level Education.

2. The Nature and Needs of Middle-Grades Students.

What You Need to Know About Students' Nature and Needs.

The Nature of Middle-Grades Students.

A Need for Teacher Sensitivity.

Predominant Psychological Pushes.

Predominant Changes in Social Behavior.

The Needs of Middle-Grades Students.

Eight Psychological Needs.

How We Can Help Students Meet Their Needs.

Summary Reminders.

3. Principles of Working with Middle-Grades Students.

Knowledge for Working with Middle-Grades Students.

Brief Review of Nature, Needs, and Interests of Middle-Grades Students.

What Middle-Grades Students Strongly Dislike in Schools and Teachers.

What Middle-Grades Students Like in Schools and Teachers.

In Students' Own Words.

Attitudes for Working with Middle-Grades Students.

Skills for Working with Middle-Grades Students.

Establishing a Basis of Respect for All.

Comprehending Students' Perspectives of Reality.

Enhancing Personal Relations.

Troublesome Errors in Interpersonal Relations.

Communicating Effectively.

Thirteen Operating Principles That Lead to High-Quality Classrooms.

4. Establishing Sound Relations with Parents, Families, and Community.

Tradition of Parent, Family, and Community Involvement in Education.

Implications for Teachers and Schools.

Elora Taylor's Transformation.

Why Parental Involvement is Important.

Steps Toward Parent Involvement.

Principles of Involvement.

Presenting Yourself and Communicating.

Venues for Communication.

Concerning Increasing Parental Involvement.

When Things Don't Go Well.

5. Professional Preparation and Instructional Practice.

Desirable Preparation for Teaching.

National Forum to Accelerate Middle-Grades Reform: Policy Statement.

NCATE Accreditation of University Programs.

Understanding the Interplay of Instruction, Management, and Discipline.

Understanding the Traits of Middle-Grades Students.

Considerations in Planning Instruction.

What Do We Try to teach?

How Do We Organize Instruction?

How Do We Attempt to Instruct?

Teachers' Personal Qualities That Attract Students.

Procedures in Conducting Lessons.

Initiating the Lesson.

Attending to Motivation.

Providing Informational Input.

Making the Information Usable.

Strengthening Learning.

Providing Helpful Support.

Maintaining a Positive Atmosphere.

Constantly Assessing Lesson Effectiveness.

Evaluating Student Progress and Keeping Records.

Reflecting on Your Teaching.

A Final Note About Charisma.

6. Managing Arrangements, Routines, and Incidentals of Teaching.

The Importance of Classroom Management in Teaching.

Organizing the Physical Environment.

Needs Associated with Roaming.

Laying Out the Semester or Year.

The Calendar.

Plans for First Day and First Week.

Planning Lessons.

Handling Routine Matters.

Managing Instruction.

Dealing with Emergencies.

Making Visits Outside the Classroom.

Receiving Visitors to the Class.

Preparing for Guest (Substitute) Teachers.

Dealing with Completed Work.

Managing Homework.

Absent Students and Makeup Work.

Dismissing the Class.

Assessment and Evaluation.

Grading.

7. Promoting Desirable Behavior in Your Classroom.

Extent and Effects of Student Misbehavior.

The Meanings of Undesirable Behavior, Desirable Behavior, Discipline, and Behavior Management.

What Effective Behavior Management Accomplishes.

Strategies Used in Behavior Management.

Preventing Misbehavior.

Attending to Student Needs.

Addressing Catalysts of Misbehavior.

Dealing with Catalysts That Originate in Class Peers and Groups.

Dealing with Catalysts That Originate in Instructional Environments.

Dealing with Catalysts That Originate in School Personnel.

Attending to Your Own Misbehavior.

Emphasizing Student Dignity.

Enhancing Personal Relations.

What, Specifically, We Should Make Sure Not to Do.

When Are Personal Relations Skills Best Learned and Practiced?

8. Managing Misbehavior in a Positive Manner.

Undesirable Behavior Will Occur in Your Class.

Supportive Tactics for Benign Misbehavior.

Positive Intervention Techniques for Misbehavior.

Development of Behavior Management in the Past Half Century.

Developing Your Approach to Behavior Management.

School-Wide or Individual-Teacher Approach?

Establishing Your Personal Approach.

Formalizing a Behavior Management Plan for Your Class.

Reminders Concerning Interventions.

9. Improving Behavior by Strengthening Class Character.

Caveat: “Character Education” May Be a Sensitive Topic.

Class Character and Why It Is Considered Important.

The Nature and Role of Character Education.

Successes in Character Education.

Character Education Is Not Easy.

Are Teachers Prepared for Character Education?

How to Proceed in Character Education.

Desirable Character Traits.

Effective Teaching Strategies.

Assessing Your Efforts in Character Education.

Assessing Support for Your Program.

Other Support and Resources in Character Education.

10. Addressing Issues of Diversity: Cultural, Ethnic, Linguistic, and Economic.

The Numbers of Students from Diverse Backgrounds.

Preparing Teachers to Work with the Culturally Diverse.

Working with Immigrant Students.

Working with Specific Ethnic and Racial Groups.

African American Students.

American Indian/Alaska Native Students.

Asian American Students.

Hispanic American Students.

Working with Economically Disadvantaged Students.

11. Working with Students Who Require Special Accommodations or Management.

Students Who Are Gifted or Talented.

Students Who Have Disabilities.

Students Who Are Behaviorally At-Risk of Failure.

Students Diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD).

Students Who Abuse Drugs and Alcohol.

Students Prone to Violence, Vandalism, and Bullying.

12. Using Computer Technology to Enhance Your Program.

Education and Information Technology.

Cautions About Computer Technology.

Two Different Approaches to Teaching.

Using Computer Technology with Middle-Grades Students.

Using Computers for Communication.

Establishing Electronic Portfolios for Students.

Using Computers for Distance Education.

Future Prospects for Computers in the Classroom.

Internet Resources to Add Verve to Your Program.

For Users New to the Web.

Search Engines.

Sites for New Teachers.

Tips on Teaching and Related Matters.

Lessons, Units, and Projects.

Museums and Exhibitions.

Online Journals and Magazines.

Professional Organizations.

Federal and State Departments of Education.

State Departments of Education.

13. Legal, Ethical, Professional, and Personal Considerations for Teachers.

Legal Requirements and Responsibilities in Teaching.

Student Safety and Well-Being.

Sex Equity and Physical Contact with Students.

Family Privacy.

Students with Disabilities.

Record-Keeping.

Cautions About Copyright.

What Constitutes Negligence.

Guarding Against Negligence.

Ethical Considerations for Teachers.

Professionalism and Professional Conduct.

Teacher Rights and Protections.

Personal Considerations for Teachers.

Bibliography.

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.

Written by well-known expert Carol Charles and his daughter Marilyn Charles who has taught at the Middle School level for over 20 years, this text offers practical strategies balanced with sound scholarship, presented in a reader-friendly style. This new first edition text will help middle-grades teachers understand and work effectively with early adolescents by describing teaching and management techniques that help students at this level prosper.

Classroom Management for Middle Grades Teachers addresses the nature of early adolescent students, their needs and interests, what they like and dislike in school and explains how teachers can work together with students most effectively. The authors incorporate community relations and working effectively with parents to produce better learning, better attitudes toward school, and increased support for teachers. This text also integrates issues of cultural, ethnic, linguistic, and economic diversity, working with students who require special accommodations or management and making good use of computer technology in the educational program.

Special Features

  • Pedagogical components, including chapter previews, numerous scenarios and examples, field applications, end-of-chapter questions, and end-of-chapter activities to help students interpret information and apply their knowledge in realistic contexts.
  • Helps teachers by presenting principles of working effectively with middle-grades students, summarized in 13 operating principles that characterize high quality classrooms.
  • Presents recommended guidelines (Ch. 5) for preparing teachers for middle-level education and shows how the guidelines are related to professional practice.

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