About The Book v
About The Author vii
Acknowledgments viii
PART 1 Assessing Where We Are and Making Sense of the Inner Workings of the Classroom 1
Chapter 1 Introduction to Transformative Classroom Management 3
Chapter 2 Classifying Approaches to Classroom Management and Moving Up the Teaching Style Continuum 13
PART 2 Exploring the Nature of Classroom Dynamics and Student Motivation 35
Chapter 3 Exploring the Fundamental Components of the Classroom Environment 37
Chapter 4 Promoting Clear and Shared Classroom Expectations: 59
The Cornerstone of the Effective Classroom
Chapter 5 Effective Technical Management: 81
Promoting a Culture of Listening, Respect, and Efficiency in the Classroom
Chapter 6 Examining Motivational Strategies 103
What Makes Your Students Care?
Chapter 7 Promoting a Success Psychology in Students 127
PART 3 Developing a Functional Democratic Classroom Society 143
Chapter 8 Creating Collective Classroom Bonds with a Social Contract 145
Chapter 9 Developing Logical and Related Consequences Within the Social Contract—and Why to Avoid the Use of Punishments 159
Chapter 10 Implementing the Social Contract and Promoting Student Responsibility 179
PART 4 Good Teaching Practices Lead to Good Management 199
Chapter 11 Transformative Classroom Instruction and the Pedagogy-Management Connection 201
Chapter 12 Effectively Managing the Cooperative Classroom 227
PART 5 Remediation without Coercion 253
Chapter 13 A Win-Win Approach to Conflict Resolution and Potential Power Struggles 255
Chapter 14 Changing the Negative Identity Pattern and Succeeding with More Challenging Student Behavior 271
PART 6 Adopting a Transformative Mind-Set 297
Chapter 15 The Transformative Classroom 299
Implementing a 1-Style Approach and Creating a Classroom Community
Chapter 16 The Transformative Mind-Set and Making Your Thinking an Ally 327
Appendix A: Questions and Answers on Transformative Classroom Management 343
Appendix B: Sound Versus Faulty assumptions 345
Appendix C: Examining the ‘‘It Works’’ Fallacy 347
Appendix D: Examining the Use of the Phrase the ‘‘Real World of School’’ 351
Appendix E: Common Sources of Classroom Drama 353
Appendix F: Transform Your School: A Schoolwide Student Discipline, Motivation, Character Building, and Peer Mediation Program 357
Appendix G: Classroom Management and Student Achievement 363
Index 366
John Shindler, Ph.D., is associate professor at California State University, Los Angeles, the co-director of the Western Alliance for the Study of School Climate, and the chair of the American Educational Research Association (AERA) Special Interest Group for School Climate, Culture and Community. He is also a regular contributor to educational journals including Educational Leadership and National Forum of Teacher Education Journal.
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