Classroom Management

for Elementary Teachers

Third Edition

CAROLYN M. EVERTSON
Peabody College, Vanderbilt University

EDMUND X EMMER
The University of Texas, Austin

BARBARA S. CLEMENTS
Council of Chief State School Officers, Washington, D.C.

MURRAY E WORSHAM
Northeast Independent School District, San Antonio, Texas

ALLYN AND BACON

Boston / London / Toronto / Sydney / Tokyo / Singapore
 Contents

Preface Xll

CHAPTER 1
Organizing Your Classroom and Supplies

Four Keys to Good Room Arrangement 2

Suggestions for Arranging Your Classroom 4
Wall and Ceiling Space 4
Floor Space 5
Storage Space and Supplies 9

Suggested Activities 11
Checklist 1: Room Preparation 14

CHAPTER 2

Choosing Rules and Procedures 15

Preliminary Considerations 17
Definition of Terms 17
 CONTENTS

Identifying School Rules and Procedures 18

Planning Your Classroom Rules 20
Student Participation in Rule Setting 21

Planning Classroom Procedures 22

Procedures for Room Use 22
Procedures During Seatwork and Teacher-Led Activities 24
Transitions Into and Out of the Room 26
Procedures During Reading and Other Small-Group Activities 28
General Procedures 29

Suggested Activities 31
Case Study 2-1: Classroom Procedures and Rules in a Second-Grade Class 32
Case Study 2-2: Small-Group Procedures 33
Case Study 2-3: Using Centers in a Multitask Classroom 35
Checklist 2: Rules and Procedures 36

I CHAPTER 3 I
Managing Student Work 39
Clear Communication of Assignments and Work Requirements 41
Instructions for Assignments 41
Standards for Form, Neatness, and Due Dates 42
Procedures for Absent Students 42

Monitoring Progress On and Completion of Assignments 43

Monitoring Work In Progress 43
Monitoring the Completion of Assignments 44
Maintaining Records of Student Work 45

Managing the Paperwork 45

Feedback to Students 47
Suggested Activities 48
Case Study 3-1: Procedures for Monitoring Student Progress 49
 CONTENTS

Case Study 3-2: Keeping Students Involved During a

Combined Reading Group and Seatwork Activity 50
Case Study 3-3: Math Accountability Procedures in an
Intermediate Grade 51
Case Study 3-4: Poor Work and Study Habits in a
Fifth-Grade Class 52
Checklist 3: Accountability Procedures 53

1 CHAPTER 4
Getting off to a Good Start 55
Teaching Rules and Procedures 56
Planning for a Good Beginning 59
Important Considerations 59
Some Typical Activities 60
Communicating with Parents 65
Special Problems 66

Suggested Activities 69
Case Study 4-1: Beginning the School Year in an Intermediate Grade 70
Case Study 4-2: Beginning the School Year in a Primary Grade 77
Checklist 4: Preparation for the Beginning of School 85

CHAPTER 5
Planning and Conducting Instruction 87
Planning Instructional Activities 88
Type of Plan 89
Types of Instructional Activities 89
Arranging Activities within a Lesson 94
Planning for Clear Instruction 96
 CONTENTS

Kounin's Concepts for Managing Group Instruction 98

Preventing Misbehavior 99
Managing Movement 102
Maintaining Group Focus 102
Troubleshooting Common Problems in Conducting Instruction 105
Transitions 105
Clarity 107

Suggested Activities 109

Problem 5-1 109
Problem 5-2 no
Problem 5-3 no
Problem 5-4 no
Case Study 5-1: A Science Lesson in a Sixth-Grade Class 111
Checklist 5: Planning for Instruction 113

CHAPTER 6
Maintaining Appropriate Student Behavior 115
Monitoring Student Behavior 117
Consistency 119
Prompt Management of Inappropriate Behavior 120
Four Ways to Manage Inappropriate Behavior 121
Building a Positive Climate 122
Improving Class Climate through Incentives or Rewards 124
Symbols 124
Recognition 126
Activities 126
Material Incentives 127

Caution in the Use of Rewards 128

Suggested Activities 129
Problem 6-Ï; Misbehavior in a Third-Grade Class 132
 CONTENTS

CHAPTER 7
Communication Skills for Teaching 133
Constructive Assertiveness 135
Stating the Problem or Concern 137
Body Language 138
Obtaining Appropriate Behavior 138

Empathie Responding 139

Listening Skills 141
Processing Skills 141

Problem Solving 143

Suggested Activities 148

Activity 7-1: Developing Assertiveness Skills 148
Activity 7-2: Recognizing Listening Responses 149
Activity 7-3: Producing Empathie Responses 150
Activity 7-4: Problem-Solving Exercises 151
Activity 7-5: Dialogue Analysis 152
Vignettes 152
Dialogue 7-1: Brad 152
Dialogue 7-2: Alice and Alicia 153
Dialogue 7-3: Terrence 154

Assertiveness Assessment Scales 155

CHAPTER 8
Managing Problem Behaviors 157
What Is Problem Behavior? 158
Nonproblem 158
Minor Problem 159
Major Problem, but Limited in Scope and Effects 159
Escalating or Spreading Problem 159
Goals for Managing Problem Behavior 160
 CONTENTS

Management Strategies 160

Minor Interventions 162
Moderate Interventions 164
More Extensive Interventions 167

Special Problems 173

Tattling 174
Rudeness Toward the Teacher 174
Chronic Avoidance of Work 175
Fighting 176
Other Aggressive Behavior 177
Defiance or Hostility Toward the Teacher 177

A Final Reminder: Think and Act Positively 178

Suggested Activities 178

CHAPTER 9
Managing Special Groups 181
Assessing Entering Achievement 182
Identifying Special Groups 183
Strategies for Individual Differences 183
Team Teaching 183
Modifying Whole-Class Instruction 185
Supplementary (Pull-out) Instruction 187
Individualized Instruction 190

Working with Special Needs Students 195

Learning Disabled Students 195
Emotionally Disturbed Students 196
Attention-Deficit Hyperactive Disorder Students 197
Hearing Impaired Students 198
Students with Limited English Proficiency 198

Teaching Lower Achieving Students 199

Active Instruction 200
Organizing and Pacing Instruction 200
 CONTENTS

Remedial Instruction 201

Building Positive Attitudes 201

Working with Higher Ability Students 202

Suggested Activities 203
Case Study 9-1: Organizing Reading Group Activities
for Low Academic Level Students 204
Problem 9-1: Team Teaching 204
Problem 9-2: A Heterogeneous Class 205
APPENDIX: ANSWER KEYS FOR CHAPTER ACTIVITIES 207
REFERENCES AND FURTHER READINGS 219
INDEX 223