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Provides new real-life examples, intervention techniques, and ready-to-use worksheets for addressing potential problems before learning is disrupted and demonstrates ways to foster student leadership in your classroom.
- Sales Rank: #782933 in Books
- Brand: Corwin
- Published on: 2009-12-07
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .70" w x 8.40" l, 1.50 pounds
- Binding: Paperback
- 248 pages
- Provides an interactive process that allows teachers to foster leadership in themselves and their students
- Includes classroom connections, personal connections, examples, checklists, and reflective
- Title - Rethinking Classroom Management
- Sub-Title - Strategies for Prevention, Intervention, and Problem Solving
- Editor - Patricia Sequeira Belvel
Review
"Many of today’s discipline problems are student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed.” (Dutchess Maye, Fellow for Instructional Design 2009-07-23)
“For the past twenty years, I have used the tenets of Rethinking Classroom Management to support new teachers and work as a teacher on special assignment and later as an administrator. In my current role, I consistently refer principals to the RTI strategies found in Belvel’s work. Ultimately these strategies lead to strengthened relationships and positive social behaviors. Students problem solve solutions that guide them to make constructive behavior choices so they can focus on academics.” (Fran Johnson, Administrative Leadership Coach 2009-07-24)
"Provides classroom teachers with a framework of techniques and strategies―anchored in prevention, intervention, and problem solving―that develop engaged, self-directed students with the social and critical thinking skills for the world ahead. The format is user-friendly and the scenarios and examples are excellent tools for exploring beliefs and management style, a first step in creating a positive learning environment where the teacher is a leader and facilitator of learning rather than a manager and controller.” (Andrea Lichter, Director 2009-07-24)
“This teacher guidebook gracefully weaves together theory, practice, and common sense about creating positive classrooms where students are active participants in their own learning and where teachers lead their students in developing academic and social skills for school and for life. It connects classroom management and instructional design, demonstrating that students attend to learning when they are engaged and when classroom rules and procedures are well established, make sense, and reflect both teacher and student desires for a nurturing and productive learning environment.” (Deborah Walker, President & CEO, Collaborative for Teaching and Learning 2009-07-24)
“I have used these strategies for nearly twenty years as a speech-language therapist, GATE teacher, and professional developer presenting the strategies to teachers. Recently, I have been working with colleagues in broadening my understanding and application of Response to Instruction and Intervention (RTI2), which is a framework and philosophy that can help in assisting Program Improvement Schools and Districts. Rethinking Classroom Management is a perfect match with RTI2 in both academic and behavioral realms. I would highly recommend this book to any school or district needing to enhance and strengthen RTI2.” (Liz Talbot, Director, Special Programs 2009-07-24)
“As a university instructor, I found Rethinking Classroom Management to be one of the best resources for preservice teachers. This book guides teacher candidates to solidify their values and beliefs about classroom management. They begin their teaching career with a solid foundation on how to develop a positive classroom learning environment.” (Ruth Ann Costanzo, Director of Clinical Work K-12 2009-08-18)
About the Author
Patricia Sequeira Belvel is a mother, teacher, educational consultant, and leadership coach for teachers and families. As founder and president of Training & Consulting Institute, Inc., Belvel's mission is to promote leadership skills that will impact and shift management strategies from those that rely on the motivation of reward and punishment to those that invite internal control. She has been leading classroom leadership and family leadership workshops for the past 30 years, encouraging educators to initiate and support a learning environment (both at home and at school) that invites young people to become responsible, caring, peaceful leaders. She is well known for her compassionate, no-blame approach in working with teachers and students. Currently, she contracts with school districts and individual school sites to support teachers' use of these strategies in their classrooms. She is also an adjunct faculty member, lecturer, and supervisor of student teachers at San Jose State University in California. Educators from many cultures and districts endorse her work because of the positive impact of the workshop and follow-up coaching sessions for both students and teachers. She holds a BA from Holy Names University in Oakland, California, and an MA from the University of Santa Clara, California. You can contact Pat through her Web site at www.trngedu.com.
Most helpful customer reviews
5 of 6 people found the following review helpful.
not my style of management
By A Customer
I'm sure that this book has several excellent qualitites, but I was introduced to it by a professor who used these strategies exactly as they were outlined in the book. I constantly felt micromanaged, controlled, and manipulated. When I read the book after it was recommended by the professor, I saw exactly where these strategies were coming from. Since I as a student didn't like them at all, I wouldn't inflict these same strategies on my own students. I am a fairly new teacher with only about 4 years of experience, but I still feel like I know the difference between pressuring my students to behave in a particular group pattern and teaching them to think for themselves. I felt like this book took that power away from both the students and the teacher.
1 of 1 people found the following review helpful.
Classroom Strategies That Make Sense
By Elizabeth P. Talbot
I have been a presenter for Classroom Management using Pat Belvel's materials for the past five years. Previously we had used a manual with mostly the overheads of the content. The wonderful aspect of this book is that it provides insights and adecdotes to which we can all relate. In this way, teachers can understand the strategies without extensive workshops. Although workshops with follow-up coaching is ideal. I recommend this book to new teachers as well as experienced. Within the workshop series, I have had new teachers comment about how they had never really thought about all of what goes into managing a classroom. Experienced teachers have expressed gratitude in reminding them of what works!
1 of 1 people found the following review helpful.
A Must Read!
By LoveThyNeighbor
As a parent, I was quite interested to see if this book would assist me with my recent career as a full-time mommy. From the first words, I could tell that this was a gem of a book full of stories, analogies and practical strategies for classroom teachers and parents. The first story is about an extrinsically motivated class who didnt "behave" for subs. I put myself in the shoes of that teacher and thought. How come my children behave differently for babysitters than me? Immediately I applied what this teacher learned to my home life. This book is also deemed worthy of being on a university campus as a required text. Thanks, Vonny (teacher, grad student, happy mom of two)
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