An Interpersonal Approach to Classroom Management

Heather A. Davis - North Carolina State University, USA
Jessica J. Summers - University of Arizona, USA
Lauren M. Miller

Series:
Classroom Insights from Educational Psychology

Other Titles in:
Learning & the Brain | School Counselling

October 2012 | 256 pages | Corwin

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for exploring their beliefs, motivating students, and responding to conflict. Key topics include:

Student behavioral, relational, and cognitive engagement in the learning process

Classroom structures that contribute to student engagement

The contribution of peer relationships to positive and negative behavior management

Strategies that help children learn to manage their own behavior

Connecting with students who are culturally and linguistically diverse

This practitioner-friendly guide takes you on an enlightening journey that will help you manage by design rather than by default. The results—improved relationships and enhanced learning—will not just make a difference; they will make all the difference.

Preface

Acknowledgments

About the Authors

Introduction: What Are Your Implicit Theories of Classroom Management?

Part I. Management as a Function of Student Engagement

1. What Does It Mean for Students to Be Engaged?

2. How Do I Organize My Classroom for Engagement?

3. How Do I Create a Classroom Climate That Supports Engagement?

Part II. Management as a Function of Classroom Relationships

4. How Do I Model Caring in Relationships With Students?

5. How Can I Build Supportive Peer Relationships?

6. How Do I Connect With Diverse Students?

Part III. Management as a Function of Teacher Self-Regulation

7. What Does It Mean to Self-Regulate My Classroom Management Tasks?

8. How Can I Improve and Sustain Relationship Quality?

References and Further Reading

Index

"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms."

Hope Edlin, Teacher

Bethel Elementary School, Simpsonville, SC