As teacher educators, we strive to create learning experiences that can best prepare preservice teachers for the complexities they will face when entering classrooms today. Providing authentic learning experiences for teacher candidates is imperative to building their skills to handle challenging situations, and at the same time, build a positive learning community. Through this book, teacher candidates will engage in thoughtfully constructed scenarios and activities crafted by teachers based on actual experiences in the classroom. Classroom Management provides a foundation of classroom management and engages teacher candidates in activities to have them construct their own philosophy for establishing a learning community. Through this book, teacher candidates will start to become professionals who intellectualize teaching rather than just try to master a practice.
Jacqueline G. Van Schooneveld, Ed.D, Professor of Teacher Education, West Chester University
Michael G. Ryan, Ph.D, Associate Professor of Education, Delaware State University
TABLE OF CONTENTS
Chapter 1: Building Your Philosophy
Chapter 2: Engaging & Motivating Learners
Chapter 3: Rules and Discipline
Chapter 4: Procedure
Chapter 5: Designing the Physical Space
Chapter 6: Collaborating with Families
Chapter 7: Self Care - Managing Yourself
If you are passionate about being a successful teacher and seek long-term effective classroom management best practices, then Classroom Management: Authentic Experiences in Classroom Teaching should be at the top of your must-read list. It is a clearly written, comprehensive collection of research-based methods offering numerous skills and techniques, pragmatic guided activities, personal stories offering advice, and opportunities to develop philosophies and practices. No matter how many years of experience in teaching, this book will offer a new idea, or several, to consider and immediately implement.
If you want to build and sustain relationships with students, start with Classroom Management: Authentic Experiences in Classroom Teaching. Chock full of logistical application, Ryan and Van Schooneveld's text disrupts the theory/practice divide by sharing practical activities and techniques backed by a solid research base and from teachers' actual classrooms. As a school leader and teacher educator, I'm excited to share this book with pre-service and in-service teachers alike.
As a former teacher education student and now novice teacher, this course was paramount in shaping my pedagogy on classroom management. The framework from this book challenged me to reflect on various techniques and practices that are essential when developing an effective and culturally responsive classroom. From learning how to cultivate a welcoming environment to establishing positive relationships with families, this book will solidify confidence in your abilities as a novice teacher to ensure a successful school year for your students and yourself.
The authors' choice to use a conversational tone in their work effectively supports the instructional nature of their book, making it a worthy addition to the existing volumes on classroom management. Each chapter begins with an overview of foundational research on a specific subtopic before moving into multiple case studies, each with guiding questions that can be responded to individually or in small professional development groups. Perspectives from a variety of practitioners sharing their experiences and pedagogical decisions are included to increase conversational possibilities. The final stage of each chapter is the authors’ challenge activities for improving one’s own classroom management. The final two chapters are on areas not covered deeply enough in most texts on classroom management: collaborating with families and self-care. Learning to communicate effectively with students’ family members, in person and through email, and collaborate with them as volunteers is as vital as having a plan to lessen stress and avoid burnout. Overall, this text can be used as a professional development guide for early-career teachers or as a literature review for more experienced teachers looking to deepen their understanding. Highly recommended. Advanced undergraduates, graduate students, and practitioners.