An Interpersonal Approach to Classroom Management
Strategies for Improving Student Engagement
Heather A. Davis
- North Carolina State University, USA
Jessica J. Summers
- University of Arizona, USA
Purchase
Paperback
ISBN:
9781412986731
Available from
January 0001
Description
Presenting the psychology behind the best-managed classrooms
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
- Student behavioral, relational, and cognitive engagement in the learning process
- Classroom structures that contribute to student engagement
- The contribution of peer relationships to positive and negative behavior management
- Strategies that help children learn to manage their own behavior
- Connecting with students who are culturally and linguistically diverse
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction: What Are Your Implicit Theories of Classroom Management?
Introduction: What Are Your Implicit Theories of Classroom Management?
Part I. Management as a Function of Student Engagement
- 1. What Does It Mean for Students to Be Engaged?
- 2. How Do I Organize My Classroom for Engagement?
- 3. How Do I Create a Classroom Climate That Supports Engagement?
Part II. Management as a Function of Classroom Relationships
- 4. How Do I Model Caring in Relationships With Students?
- 5. How Can I Build Supportive Peer Relationships?
- 6. How Do I Connect With Diverse Students?
Part III. Management as a Function of Teacher Self-Regulation
- 7. What Does It Mean to Self-Regulate My Classroom Management Tasks?
- 8. How Can I Improve and Sustain Relationship Quality?
References and Further Reading
References and Further Reading
Index
Index
Additional materials
Description
Presenting the psychology behind the best-managed classrooms
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
- Student behavioral, relational, and cognitive engagement in the learning process
- Classroom structures that contribute to student engagement
- The contribution of peer relationships to positive and negative behavior management
- Strategies that help children learn to manage their own behavior
- Connecting with students who are culturally and linguistically diverse
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Authors
About the Authors
Introduction: What Are Your Implicit Theories of Classroom Management?
Introduction: What Are Your Implicit Theories of Classroom Management?
Part I. Management as a Function of Student Engagement
- 1. What Does It Mean for Students to Be Engaged?
- 2. How Do I Organize My Classroom for Engagement?
- 3. How Do I Create a Classroom Climate That Supports Engagement?
Part II. Management as a Function of Classroom Relationships
- 4. How Do I Model Caring in Relationships With Students?
- 5. How Can I Build Supportive Peer Relationships?
- 6. How Do I Connect With Diverse Students?
Part III. Management as a Function of Teacher Self-Regulation
- 7. What Does It Mean to Self-Regulate My Classroom Management Tasks?
- 8. How Can I Improve and Sustain Relationship Quality?
References and Further Reading
References and Further Reading
Index
Index
Additional materials
Reviews
An Interpersonal Approach to Classroom Management
Strategies for Improving Student Engagement
August 2012 | 256 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412986731 | $37.95 |
Presenting the psychology behind the best-managed classrooms
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student engagement, classroom relationships, and teacher self regulation. Both current and prospective teachers will find helpful tools for engaging difficult students, managing challenging relationships, and handling conflict. Key topics include:
- Student behavioral, relational, and cognitive engagement in the learning process
- Classroom structures that contribute to student engagement
- The contribution of peer relationships to positive and negative behavior management
- Strategies that help children learn to manage their own behavior
- Connecting with students who are culturally and linguistically diverse
Table Of Contents:
- Preface
- Acknowledgments
- About the Authors
- Introduction: What Are Your Implicit Theories of Classroom Management?
- Part I. Management as a Function of Student Engagement
- 1. What Does It Mean for Students to Be Engaged?
- 2. How Do I Organize My Classroom for Engagement?
- 3. How Do I Create a Classroom Climate That Supports Engagement?
- Part II. Management as a Function of Classroom Relationships
- 4. How Do I Model Caring in Relationships With Students?
- 5. How Can I Build Supportive Peer Relationships?
- 6. How Do I Connect With Diverse Students?
- Part III. Management as a Function of Teacher Self-Regulation
- 7. What Does It Mean to Self-Regulate My Classroom Management Tasks?
- 8. How Can I Improve and Sustain Relationship Quality?
- References and Further Reading
- Index
Recent Product Reviews:
"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms."
Hope Edlin, Teacher, Bethel Elementary School, Simpsonville, SC