Managing 21st Century Classrooms: How Do I Avoid Ineffective Classroom Management Practices?

Managing 21st Century Classrooms: How Do I Avoid Ineffective Classroom Management Practices?

Managing 21st Century Classrooms: How Do I Avoid Ineffective Classroom Management Practices?

Managing 21st Century Classrooms: How Do I Avoid Ineffective Classroom Management Practices?

Synopsis

Classroom management may be the hardest part of being a teacher: fraught with power struggles, it often leaves teachers feeling stressed and drained and students feeling mutinous or powerless. Most familiar classroom management practices reflect a dissonance between the rapid pace of change in our culture and the decades-old instruction and management techniques that still form the foundation of our educational system.

According to award-winning author and classroom management expert Jane Bluestein, it's long past time for our strategies to catch up to the kids we're teaching. In Managing 21st Century Classrooms, she

• Identifies seven of the most prevalent classroom management misconceptions.

• Discusses the tried-but-not-so-true practices that result from them.

• Offers positive, research-based alternatives that take into account how students learn today.

This timely, practical publication, which is perfect for novice and veteran teachers alike, also includes a quick-reference chart contrasting ineffective, destructive approaches with effective, proactive strategies.

Excerpt

Rules are such a sacred cow in education that we rarely bother to question their existence, much less their effectiveness. I suspect that at some point early in all our careers, teachers are encouraged to make classroom rules and post the list on the wall. Although this is a common and familiar practice—I don’t think I’ve ever seen instructions for the first day of school that did not include “go over the rules”—they aren’t especially useful in terms of classroom management. They rarely vary from one classroom to the next, tend to be expressed negatively (except when phrased as generic . . .

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