This guide includes straightforward, feasible, and evidence-based strategies designed to prevent behavior problems in K-5 classrooms.
With an exclusive classroom focus, this guide encourages teachers to be proactive in classroom management. Its emphasis on preventing behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing students learning. Chapters are devoted to organization and structure, effective instruction, prevention and intervention techniques, responding to student misbehavior and relationship building. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive classroom environments.
Chapter 1 Preventing Behavior Problems:The Foundation for Classroom Management
Chapter 2 Creating a Positive Classroom Environment (with T. Rowand Robinson)
Chapter 3 Structuring and Organizing the Classroom
Chapter 4 Understanding and Fostering Teacher–Student Relationships to Prevent
Behavior Problems (Christopher L. Van Loan and Mike Marlowe)
Chapter 5 Conducting Meetings in the Classroom
Chapter 6 Preventing Problem Behavior Through Effective Teaching (with R. Allan Allday)
Chapter 7 Using Specific Prevention and Intervention Techniques
Chapter 8 Responding to Problem Behavior in the Classroom
Chapter 9 Providing Students with Skills to Independently Make Wise Behavioral Choices
(with Erika Nicsinger)
Chapter 10 Putting It All Together
Focuses on preventing behavior problems in grades K-5 using straightforward, evidence-based strategies.
Helps teachers learn to manage classes more smoothly, experience less frustration, and increase student learning using easy-to-implement and prevention-based management techniques.
Chapter 5 is devoted to effective instruction and how these principles can be used to prevent problem behavior.
Chapter 8 equips teachers with proven techniques for responding to problem behaviors when they do occur.
Each chapter begins with a simple list of goals that functions as an advanced organizer and provides a roadmap for upcoming chapter content.
Chapter-opening scenarios highlight common mistakes to avoid by showing what can happen when teachers don't use prevention techniques in the classroom.
Questions and Answers which are located strategically throughout the book, encourage readers to participate in chapter content.
Dr. Mitchell Yell is the Fred and Francis Lester Chair and a Professor in the Programs in Special Education at USC. Dr. Yell received his Ph.D. degree in 1992 from the University of Minnesota in Special Education with an emphasis in emotional and behavior disorders and Special Education Administration. Prior to going to the University of South Carolina, Dr. Yell was a public school teacher in Minnesota for 16 years. At the University of South Carolina he has directed the teacher preparation program in high-incidence disabilities and has over 18 years experience supervising field experiences and preparing preservice teachers on the elementary and secondary levels. In 2010 Dr. Yell received the Outstanding Leadership Award from the Midwest Symposium for Leadership in Behavior Disorders. Dr. Yell has published over 100 articles in peer-reviewed journals and is the author of two textbooks on legal issues in special education (The Law and Special Education, 3rd edition; No Child Left Behind: A guide for practitioners, both published by Pearson/Merrill Education. Dr. Yell is also the first author of a methods textbook for preparing teachers to work with students with emotional disabilities, Evidence-based Practices for Educating Students with Emotional and Behavioral Disorders, which was published by Pearson/Merrill Education.
Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches graduate courses in special education and research and has conducted multiple federally funded investigations of effective behavior management techniques. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Research Foundation Professor. He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children.