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Approaches to Behavior and Classroom Management
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Approaches to Behavior and Classroom Management
Integrating Discipline and Care



January 2009 | 320 pages | SAGE Publications, Inc
Approaches to Behavior and Classroom Management focuses on teaching readers how to use a variety of approaches in behaviour and classroom management in order to make good decisions when faced with the challenge of creating positive classroom communities. Today's classrooms often include children from a variety of backgrounds and with different needs - needs that must be met if these children are to thrive in school. This text will provide teachers and other educators with the historical and cultural framework necessary to understand approaches to behavior and classroom management, a deep understanding of each approach, and a tool belt of relevant methods from which to choose to meet the needs of various situations.
 
Foreword: David Elkind
 
Preface
 
PART I. INTRODUCTION
 
1. Introduction to Approaches and Methods
 
2. A Historical Perspective on Behavior and Classroom Management
 
PART II. RELATIONSHIP BUILDING
 
3. Building Positive Teacher-Student Relationships
 
4. Community Approaches
 
PART III. LEARNING AND DEVELOPMENT
 
5. Learning Approaches
 
6. Developmental Approaches
 
PART IV. ORGANIZATION
 
7. Organizational Approaches
 
8. The Classroom Systems Approach
 
PART V. ACCOMMODATING DIVERSITY
 
9. Cultural Approaches
 
10. The Medical Model and Organic Approaches to Behavior Management
 
Conclusion. Integrating Discipline and Care

"This work is a lucid approach to the pragmatic application of classroom management. It is a valuable tool in the classroom teacher's arsenal."

Dr. Michael J. Lynch, III
University of Arkansas at Pine Bluff
Adoption Review Card

"This book moves caring from being an object of study to being a professional practice. Thinking of classroom management in terms of relationships, learning, development, organization and accommodating diversity redefines discipline. No longer is it about rules and punishments--now it is about connections and meaning making. This is a book that a teacher can really do something with!"

George Noblit
UNC

"This wise and readily accessible book fills a gaping hole in the literature preparing teachers to address classroom management. A central message of the book is that methods are not approaches. Methods that work with middle class children may not work in the same way with inner city students, or children from other cultures. The dilemma facing many teachers is how to adjust methods and still maintain integrity and coherence in their teaching. Teachers are not technicians, and methods “cookbooks” won’t suffice. Effective classroom management and discipline requires self-awareness of one’s underlying approach in order to adjust methods to fit the needs of particular students and contexts. Thus, instead of promoting a particular set of methods, George Scarlett and his colleagues have a done a wonderful job of grouping existing approaches according to their underlying goals, basic assumptions and historical origins. To be sure, this book does have a point of view. Classroom management is not simply about control and efficiency, it is also a basic tool for social and emotional development and learning. Bringing these goals into balance is at the heart of this book. It is also at the core of what it means to be a teacher."

Larry Nucci
Graduate School of Education, University of California, Berkeley

"Scarlett and his colleagues write about that fertile middle ground between coercive control and hopeful laissez-faire that all good teachers must find, and they do so with a wisdom that comes from years of thinking about the dilemmas of teaching. In every chapter, the authors consider approaches to teaching children, and the range of methods supporting those approaches, through the uncommonly reasonable lens of respect--respect for the adults and the children in our schools. Their emphasis on the importance of caring, of building relationships, and on hearing the implicit and explicit messages we communicate to children, infuses every aspect of this deeply respectful introduction to the discipline of caring and caring about discipline. The authors suggest the power of reframing when we are responding to unwelcome behavior in a child, but they demonstrate the real power of reframing in their analyses of classroom management."

Laura Rogers
Department of Educaiton, Tufts University

"This book moves caring from being an object of study to being a professional practice. Thinking of classroom management in terms of relationships, learning, development, organization and accommodating diversity redefines discipline. No longer is it about rules and punishments—now it is about connections and meaning making. This is a book that a teacher can really do something with!"—George Noblit, University of North Carolina

George Noblit
University of North Carolina

"This wise and readily accessible book fills a gaping hole in the literature preparing teachers to address classroom management.  A central message of the book is that methods are not approaches. Methods that work with middle class children may not work in the same way with inner city students, or children from other cultures. Thus, instead of promoting a particular set of methods, George Scarlett and his colleagues have a done a wonderful job of grouping existing approaches according to their underlying goals, basic assumptions and historical origins. To be sure, this book does have a point of view. Classroom management is not simply about control and efficiency, it is also a basic tool for social and emotional development and learning. Bringing these goals into balance is at the heart of this book."—Larry Nucci, University of California, Berkeley

Larry Nucci
University of California, Berkeley

"Scarlett and his colleagues write about that fertile middle ground between coercive control and hopeful laissez-faire that all good teachers must find, and they do so with a wisdom that comes from years of thinking about the dilemmas of teaching. Their emphasis on the importance of caring, of building relationships, and on hearing the implicit and explicit messages we communicate to children, infuses every aspect of this deeply respectful introduction to the discipline of caring and caring about discipline."—Laura Rogers, Tufts University

Laura Rogers
Tufts University

"This title by Scarlett and Ponte and Singh is highly recommended for use as a textbook or a supplemental resource for classroom management courses."

P.S. Arter
Marywood University
CHOICE magazine

The activities and models in the text complemented my curriculum well.

Dr David Flynn
International Education, Framingham State University
March 3, 2015

The text is diverse enough for entry level teachers as well as experienced professionals.

Dr Rebecca Lawver
Agricultural Sys Tech Ed Dept, Utah State University
August 17, 2012

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Paperback
ISBN: 9781412937443
£69.00

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