1、Classroom Management,Chapter Eleven,The Big Picture,How can the sciences of educational psychology help teachers manage their classrooms? How can good planning prevent classroom problems? What rules, regulations, policies, and procedures do expert teachers use to manage their classrooms? Should a te

2、achers management goals and strategies vary, depending on the age of the student?,The Big Picture,What are the characteristics of teachers who are especially effective at classroom management? How can the use of effective communication strategies assists teachers in becoming good classroom managers?

3、 How can a teacher create a classroom environment that is orderly and appropriate for learning, when students place little value on school and seem not to care about learning?,Classroom Management,Classroom Management Discipline,Changes in Our Society and in Our Schools,Families and Attitudes Increa

4、se in Violence,Goals of Classroom Management,Allocated versus Engaged Time Allocated Time Engaged Time Self-Management,How Effective Teachers Manage Their Students,“With-it-ness” Coping with Numerous Situations Creating Momentum and Smooth Transitions Involving Every Student Generating Enthusiasm Cr

5、iticizing Students Constructively,Additional Findings Regarding Classroom Management,Be Well Prepared Initially Work with the Whole Group,The Role of Good Planning,Students Developmental Age and Maturity Level The High School Environment Student Characteristics and Histories,Importance of Effective

6、Classroom Design,Procedures and Rules,Procedures Rules School Rules Classroom Rules,Responding to Broken Rules,Graduated System Additional Help Calling Parents,Responding to Student Misbehavior,“I” Messages Assertive Discipline Who Owns the Problem Active Listening Paraphrase rule,Behavioral Influence Techniques,Supporting Self-Control Situational Assistance Time Out Reality and Value Appraisal,Special Approaches to