Classroom management strategies

Cangelosi ffirs.tex V1 - 09/19/2013 1:14 P.M Page iv Cangelosi ffirs.tex V1 - 10/03/2013 12:25 A.M SEVENTH EDITION Classroom Management Strategies Gaining and Maintaining Students’ Cooperation JAMES S CANGELOSI Page i Cangelosi ffirs.tex V1 - 10/03/2013 12:25 A.M Vice President and Publisher: Jay O’Callaghan Executive Editor: Chris Johnson Assistant Editor: Brittany Cheetham Editorial Assistant: Kristen Mucci Photo Editor: MaryAnn Price Marketing Manager: Margaret Barrett Associate Production Manager: Joyce Poh Senior Production Editor: Tham Sin Chee Cover photos: CJames Cangelosi Designer: Kenji Ngieng This book was set in 10/12 New Caledonia by Laserwords Private Limited and printed and bound by Lightning Source The cover was printed by Lightning Source This book is printed on acid-free paper Founded in 1807, John Wiley & Sons, Inc has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support For more information, please visit our website: www.wiley.com/go/citizenship Copyright C 2014, 2008, 2004 John Wiley & Sons, Inc All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011, fax (201)748-6008, website http://www.wiley.com/go/permissions Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year These copies are licensed and may not be sold or transferred to a third party Upon completion of the review period, please return the evaluation copy to Wiley Return instructions and a free of charge return mailing label are available at www.wiley.com/go/returnlabel If you have chosen to adopt this textbook for use in your course, please accept this book as your complimentary desk copy Outside of the United States, please contact your local sales representative Library of Congress Cataloging-in-Publication Data Cangelosi, James S Classroom management strategies: gaining and maintaining students’ cooperation/James S Cangelosi —7th edition pages cm Includes index ISBN 978-1-118-54422-8 (pbk.) Classroom management—United States Teacher-student relationships—United States Rewards and punishments in education—United States I Title LB3013.C3259 2014 371.102’4—dc23 2013033543 Printed in the United States of America 10 Page ii Cangelosi To Beezus, Carly, Chilly, Cinnamon, Echo, Frodo, Harry, Honeybear, Jesse, Lucy, Snoopy, Wylie, & Zoey ffirs.tex V1 - 10/03/2013 12:25 A.M Page iii Cangelosi ffirs.tex V1 - 10/03/2013 12:25 A.M Page iv Cangelosi fpref.tex V2 - 09/14/2013 2:49 P.M Preface The most commonly expressed school-related concern of students, teachers, parents, and instructional supervisors involves students who are disengaged from planned learning activities or who disrupt the learning opportunities of others A tenth grader remonstrates, “School is a joke! I don’t learn anything because the teachers are so busy trying to keep order that they don’t take time to teach.” One seventh-grade teacher’s comment is indicative of the feelings of thousands of her colleagues: “I became a teacher because I love knowledge and I wanted to help children But these pupils don’t want my help! They won’t sit still long enough to learn anything—except how to drive me out of the profession!” “What am I supposed to do?” a social studies teacher asks, “Six of the 28 students in my fifth-hour class are classified as behavior disordered—and some of the others ought to be!” Another teacher’s lamentations are all too common: “I used to look forward to each school day Now, I start days hoping I can survive until school is out without being driven crazy, overly embarrassed, or physically harmed.” A parent expresses his dilemma: “My taxes go to support public education, but I had to find a private school for my child where teachers controlled students with good old-fashioned discipline.” A recent high school graduate suggests, “Teachers should exert more control I just played around in school—rarely paid attention or did homework Now I’m paying for my fooling around I wish my teachers had made me work and learn.” A school principal states emphatically, “The number one thing I look for when hiring a new teacher is the ability to maintain discipline and order What good does it teachers to know all the subject matter and pedagogy in the world if they can’t control the kids?” Not surprisingly, more than any other instructional variable, classroom observation instruments used in virtually every public school district for assessing teacher performance emphasize how teachers manage their students Some teachers may blame student inattentiveness, lack of effort, disruptive behaviors, and general lack of cooperation on their students’ own flaws or on the lack of support provided by society, families, and school administrators Yet thousands of other teachers manage to overcome these seemingly impossible circumstances and elicit their students’ cooperation in the face of unfavorable student attitudes and school conditions These teachers orchestrate safe, productive classroom communities where students cooperate and enjoy learning How can you lead your students to willingly engage in the learning activities you plan for them and gain their cooperation? That is the question addressed by Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation (7th ed.) This text contains a wealth of information about classroom management strategies that teachers successfully use to lead students to be on-task and engaged in lessons The strategies are based on extensive school teaching experiences as well as on the findings of numerous studies in learning theory, social interaction, communication, developmental psychology, multicultural education, behavioristic psychology, motivation, student engagement, and violence prevention However, any strategy for maintaining students’ cooperation can be understood and applied only by teachers who are exposed to examples demonstrating how the strategy is used in everyday, realistic classroom situations Thus, this book not only explains such strategies but also brings them to life in 328 cases—327 of which are drawn from a v Page v Cangelosi vi fpref.tex V2 - 09/14/2013 2:49 P.M Preface wide range of actual elementary, middle, junior high, and senior high school teaching experiences as well as a few parent–child interactions The one fabricated case is Case 7.1 but all the others—even those that seem out of the ordinary—are taken from actual events The cases demonstrate the classroom management principles, as well as how teachers apply successful strategies and learn to modify strategies that are unsuccessful Numerous cases “get inside” teachers’ minds, following thought processes as solutions to discipline problems are formulated, revised, and fine-tuned to meet the needs of particular situations In this seventh edition of Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation, the practical orientation of prior editions is retained with its pedagogy that leads you—the preservice or in-service teacher—to discover how to apply research-based strategies in your own classroom You will be prompted to analyze, contrast, and compare the cases, leading you to develop strategies for (a) establishing safe, nurturing classroom communities; (b) efficiently managing classroom time; (c) fostering cooperative relationships and healthy productive interactions; (d) effectively communicating with students and their parents; (e) establishing and enforcing standards of conduct and procedures for classroom routines; (f) collaborating in the development and implementation of schoolwide safety and discipline policies; (g) working with individual differences among students; (h) accommodating students’ exceptionalities; (i) utilizing the diversity among students to build strong, productive classroom communities; (j) teaching students to productively manage conflict; (k) motivating students to engage in learning activities; (l) conducting engaging learning activities; (m) effectively teaching students to supplant off-task behaviors with on-task behaviors; and (n) effectively dealing with misbehaviors—both nonviolent and violent However, the seventh edition is a major refinement of the sixth: • Updated content is incorporated throughout that reflects advances in instructional technology and recently published research findings • Attention to legal implications of teachers’ choices of classroom management practices—especially teachers’ responses to students’ off-task behaviors—is more emphasized throughout the text than it was in the prior edition • Nineteen cases observed since the publication of the sixth edition have been incorporated, and some of the previous cases were deleted • To accommodate the new content without appreciably increasing the book’s length and to improve the pedagogy, the writing throughout has been edited so that the presentations are crisper and connections among various topics are more explicitly explained The book is presented in five parts with 12 chapters: • Part I: The Research-Based Art of Leading Students to Cooperate Chapter 1, “The Complex Art of Teaching,” introduces you to an advanced organizer that will help you integrate techniques and suggestions presented in Chapters to 12 into your work as a classroom teacher Chapter 2, “Schools of Thought and the Research Bases for Classroom Management Strategies,” leads you to grasp some fundamental principles from Page vi Cangelosi fpref.tex V2 - 09/14/2013 2:49 P.M Preface vii the various academic areas of study that provide the research-based foundation for the classroom management strategies you will be developing in your work with Chapters to 12 • Part II: Fostering Cooperation and Preventing Discipline Problems Chapter 3, “Establishing a Favorable Climate for Cooperation,” leads you to develop strategies for establishing a classroom climate that is conducive to students’ cooperatively engaging in the business of learning Chapter 4, “Establishing Cooperative Relationships,” leads you to develop strategies for interacting and communicating with students and their parents in ways that foster productive, cooperative relationships Chapter 5, “Standards for Conduct, Routine Procedures, and Safe-School Policies,” leads you to develop strategies for establishing standards for classroom conduct, procedures for classroom routines, and schoolwide discipline and safety policies Chapter 6, “Working with Individual Differences among Students,” leads you to develop strategies for working with the individual characteristics of your students in ways that foster cooperation and engagement in learning activities Particular attention is paid to the inclusion and accommodation of students’ exceptionalities, working with students for whom English is not a first language, working with and including students with characteristics typically disdained by so-called mainstream society, and using the cultural diversity of students to enhance classroom cooperation and student engagement • Part III: Motivating Students to Engage in Learning Activities Chapter 7, “Conducting and Monitoring Engaging Learning Activities,” leads you to develop strategies for conducting and monitoring learning activities so that students willingly and enthusiastically engage in them Particular attention is paid to problem-based lessons as well as the following types of learning activities: lecture, cooperative learning, discussion, questioning, independent work, and homework • Part IV: Confronting and Solving Discipline Problems Chapter 8, “Approaching Off-Task Behaviors Systematically,” leads you to develop overall strategies for responding to students’ off-task behaviors Chapter 9, “Modifying Off-Task Behavior Patterns,” leads you to develop strategies for teaching students to supplant off-task behavior patterns with on-task behavior patterns Chapter 10, “Dealing with Nondisruptive Off-Task Behaviors,” leads you to develop strategies for constructively dealing with the following types of students’ off-task behaviors: mind wandering, daydreaming, refusing to participate in class activities, failing to complete homework assignments, failing to bring materials to class, being absent or tardy, and cheating on tests Chapter 11, “Dealing with Disruptive Behaviors,” leads you to develop strategies for constructively dealing with the following types of students’ off-task behaviors: interrupting, clowning, being discourteous, failing to Page vii Cangelosi viii fpref.tex V2 - 09/14/2013 2:49 P.M Preface • clean up, bullying, fighting, brandishing weapons, attacking teachers, and vandalizing Part V: Making Classroom Management Strategies Work for You Chapter 12, “Continuing to Build Your Classroom Management Talents,” heightens your awareness of the complexities of teaching and the need to use classroom experiences to further cultivate what you’ve learned from your work with this textbook Chapters begin with a goal defined by a set of objectives Embedded throughout chapters are prompts for you to engage in activities designed to enhance your talent for developing classroom management strategies Included at the end of each of the first 11 chapters are synthesis activities and a transitional activity The synthesis activities are designed to help you (a) bring together the various ideas to which you have been exposed throughout the chapter, (b) reinforce and extend what you have learned in the chapter, and (c) assess what you have gained from the chapter so that you can identify both your areas of proficiency and those areas you need to review The transitional activity sets the stage for the chapter that follows This textbook is designed for college- and university-level courses aimed at helping preservice and in-service teachers lead their students to choose cooperative, on-task, and prosocial behaviors For professors who incorporate this edition into their courses, an instructor’s manual is available from John Wiley & Sons, Inc The manual contains (a) suggestions for taking advantage of the book’s features in a variety of course structures, (b) a detailed sample syllabus, (c) a sample sequence of class-meeting agendas and activities for a semester-long course, and (d) sample unit, midterm, and final tests with scoring rubrics for each Reviewers whose valuable suggestions and insights have contributed to the development of this book are acknowledged here with gratitude: Byron Anderson—University of Wisconsin–Stout Dawn Behan—Mount Mercy University Barbara A Block—Florida Southern College Mary Anne Christenberry—College of Charleston Jurgen Combs—Shenandoah University Carla Crippen—California State University, Stanislaus Jane Diekman—California State University, Stanislaus John Donaldson—Liberty University Anne G Dorsey—University of Cincinnati Martha A Drobnak—West Chester University Kimberly Fields—Albany State University S Alfred Foy—William Carey College Elizabeth Grassi—Regis University Margaret Gray—Fontbonne University Nomsa Gwalla-Ogisi—University of Wisconsin–Whitewater Paul Hanna—Columbia College Page viii Cangelosi 386 c12.tex V2 - 08/23/2013 6:42 P.M Chapter 12 Continuing to Build Your Classroom Management Talents • • Mr Brown used a democratic process to determine a classroom procedure in Case 5.6 Perhaps a democratic process is too inefficient for you to use in establishing your own classroom procedures or standards of conduct Even if you choose not to follow Mr Brown’s example, your knowledge of what he did can give you ideas about things such as how to distinguish clearly for your students those times when the class is to focus on management matters from those times when the concern is on achieving some academic learning objective In Case 10.5, Mr Legget took some rather extraordinary steps to deal with the problem of students’ mind wandering and daydreaming Most teachers would not choose to try his elaborate scheme But his method illustrates some important strategies that can be incorporated into more conventional approaches It is inadvisable for you to try to revolutionize your teaching style all at once; new ideas and methods should be tried cautiously and conservatively But they should be tried if they have a documented record of success Those suggested by this book have such a success record for gaining students’ cooperation For some that you try, you can expect immediate success; others must be practiced before the benefits are enjoyed Please reread the first section of Chapter 1, “Teaching Experiences: Satisfying or Frustrating.” May your teaching career be dominated by satisfying experiences Page 386 Cangelosi bref.tex V2 - 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Principal, 76, 60–61 Page 393 Cangelosi bref.tex V2 - 08/26/2013 3:15 P.M Page 394 Cangelosi bindex.tex V1 - 08/20/2013 7:43 P.M Index Absences, student, 346–349 Accommodating individual students’ needs, 180–228 Action research, 385 Active listening See Communications, supportive replies See also Listening Adams, C., 271, 387 Administrative duties, teachers’, 79–80, 83 Aggression See Antisocial behavior See also Communications, hostile See also Violence Alberti, R., 115, 387 Alkin, M C., 390 Allen, A., 12, 391 Allen, L A., 276, 391 Allocated time See Time, allocated Alternative behavior patterns, principle of, 318–319 American Academy of Pediatrics, 307 American Federation of Teachers, 307 American Medical Association, 307 American Psychiatric Association, 210, 307, 387 American Psychological Association, 307 Anderman, E M., 37, 393 Andero, A A., 44, 307, 387 Anti-Defamation League, 189, 387 Antisocial behavior, 11–12, 37, 48–49 See also Bullying See also Fighting See also Violence and violence prevention Arciago, M., 162, 387 Argus, T., 155, 387 Armstrong, J J., 308, 387 Ashlock, R B., 268, 387 Assertiveness See Communications, assertive Assessing teaching, 384–385 Atmosphere and climate, classroom See Classroom, atmosphere and climate Attacks on teachers, 374–377 Attendance at school, students’, 20–27, 346–349 Attention deficit disorder See Learning disabilities, students with Austin, J., 155, 390 Aversive stimuli See Punishment Avery, N., 222, 387 Azrin, N H., 307, 387, 392 Balch, T J., 151, 391 Ballard, M B., 155, 387 Bandura, A., 307, 387 Banks, C., 222, 387 Banks, J., 222, 387 Beginning a new year or school term, 20–27, 59–74 Behavioral disorders, students with, 212–215 See also Antisocial behavior Behavioristic psychology, 37–45 Behavior modification, 37, 318–333 See also Patterns, behavior Bender, L., 153 Berliner, D C., 393 Bilingual education, 217 See also English as a second or other language (ESOL) Black, S., 222, 387 Bodine, R J., 161, 387 Body language See Communications, body language Bogacki, D F., 308, 387 Bongiovanni, A F., 307, 387 Boredom, student See Engagement See also Motivation, student Botelho, G., 48, 387 Bowers, C A., 28, 31, 387 Boyle, M H., 390 Brendtro, L., 153, 154, 167, 387 Brock, S E., 154, 172, 173, 387 Brown, D., 153, 387 Brown, J H., 153, 387 Bucher, K T., 172, 387 Bullying, 154, 155, 173, 189, 366–368 See also Antisocial behavior See also Violence and violence prevention Burgoon, J D., 155, 392 Bushway, A., 352, 387 Businesslike atmosphere, 57–59, 111 Cahen, L S., 393 Caldwell, J., 189, 388 Cameron, J., 48, 387 Candiotti, S., 48, 387 Cangelosi, B R., 121, 122, 129, 202, 387 Cangelosi, J S., 3, 5, 12, 20, 28, 31, 34, 48, 79, 87, 105, 117, 125, 135, 147, 151, 162, 174, 175, 187, 240, 262, 263, 266, 307, 315, 352, 353, 382, 384, 385, 388, 389 Canter, L., 34, 112, 175, 302, 303, 388 Canter, M., 34, 112, 175, 302, 303, 388 Cazden, C G., 31, 388 Center for Effective Discipline, 306, 307, 388 Centers for Disease Control and Prevention, 48, 388 Characterizing students See Communications, judgmental Charles, C M., 12, 19, 388 Charney, R., 155, 388 Cheating on tests, 349–355 Christie, J., 392 Clancy, J., 3, 388 Classroom arrangement and design, 271–280 Classroom atmosphere and climate, 57–228 Cleaning up after learning activities, 42–43, 365–366 Clowning, student, 361–363 Cochran, K M., 155, 392 Cohen, E G., 89, 388 Coleman, P T., 392 Collaboration among teachers, 149, 302–303, 382–385 Colvin, G., 162, 366, 393 Communication impairments, students with, 192–204 395 Page 395 Cangelosi 396 bindex.tex V1 - 08/20/2013 7:43 P.M Index Communications, 34, 90, 94–135 assertive, 115–129, 166, 306–308 body language, 102–106, 238 descriptive, 90, 94–99, 187–189 hostile, 115–121, 304 judgmental, 94–98 parents, with, 63–67, 96, 130–135, 302–304 passive, 115–121, 303–305 privileged, 134–135 supportive, 108–110, 167 Community, learning, 87–88, 168–178 See also Classroom atmosphere and climate Conflict management and resolution, 155–161, 174 Contingency contracts and proclamations, 321, 336–335 Cook, G., 366, 388 Cooper, H., 12, 391 Cooper, J M., 393 Cooperative learning See Learning activities, cooperative learning sessions Cooperative relationships, establishing, 94–135 Corcoran, T B., 382, 388 Corporal punishment See Punishment, corporal Council for Exceptional Children, 307 Craig, D., 352, 388 Crawford, D K., 156, 162, 387, 392 Cues, 83–84, 323 Cundiff, G., 331, 389 Curwin, R., 34, 391 Cyberbullying, 172 Cybercheating, 350, 353 Daraz, U., 44, 391 Daydreaming, 79, 253, 331–333 DeBaca, T C., 36, 388 Delgado, J M., 307, 388 Denham, C., 393 Descriptive language See Communications, descriptive Deutsch, M., 156, 388, 392 Developmental psychology studies, implications for classroom management, 34–37 Dewey, J., 331, 388 Dill, V S., 167, 168, 174, 388 Direct instructional strategies, 20–27 Directions, giving See Learning activities, directions for Disabilities, students with See Exceptionalities, student Discipline policies See Standards for conduct See also Schoolwide discipline policies Discrimination, principle of, 324–326 Discussion sessions See Learning activities, discussion sessions Dishaw, M M., 393 Dishion, T J., 162, 165, 388 Disruptive behaviors, 9–16 79, 111, 182–185, 284–311, 357–378 See also Bullying See also Clowning, student See also Interruptions, student See also Language, offensive See also Rudeness See also Talking, disruptive student See also Temper tantrums See also Violence Diversity among students See Students, individual differences among See also Multicultural education Doorlag, D H., 211, 390 Doyle, P H., 71, 390 Dreikurs, R., 34, 43, 388 Drug and substance abuse, students’, 37, 165, 185–186, 341–346 Dugan, T J., 13, 390 Duku, E K., 390 Dunlap, K., 37, 388 Dunn, M J., 155, 388 Dunne, M., 48, 388 Dupper, D R., 153, 366, 393 Eating disorders, 187–188 Edwards, K., 48, 390 Eilam, B., 34, 388 Elder, L., 13, 391 Ellis, B J., 36, 388 Emmons, M., 115, 387 Emotional or behavioral disorders (EBD), students with, 208–216 Engagement, student, 9–16, 231–282 English as a second or other language (ESOL), 36–37, 217–221 Ethical and legal concerns, Teachers’, 132–135, 185–192, 298–299, 302–310 Evaluation of student achievement, communicating, 121–132, 353–355 See also Monitoring students’ learning and behavior formative, 121–131, 353 summative, 122, 125, 129, 354 Evans, E D., 352, 388 Evans, W J., 151, 391 Evertson, C M., 12, 389 Exceptionalities, students’, 37, 189–216 Extinction, principle of, 316–318 Extrinsic rewards See Motivation, extrinsic Faircloth, S., 306, 388 Fear of trying, students’, 87–88 Feelings, accepting See Communications, supportive Fighting, 368–374 See also Violence Figueredo A J., 36, 388 Filby, N N., 393 Fisher, C W., 12, 87, 254, 389 Fixed schedules of reinforcement, 320–322 Flannery, M E., 3, 389 Fleming, J E., 390 Fleming, J S., 48, 389 Flinders, D J., 28, 31, 387 Flipped classroom, 252 Formative evaluation See Evaluation of student achievement, communicating, formative Franklin, J., 222, 389 Gabel, D L., 392 Gallard, A J., 392 Gang activity at school, reducing, 162–166 Garbarino, J., 154, 389 Gardner, G., 341, 389 Page 396 Cangelosi bindex.tex Index Garrison, R., 173 Generalization, the principle of, 324–326 Gheen, M H., 37, 393 Ginott, H G., 19, 34, 89, 94, 95, 112, 136, 389 Glasser, W., 34, 36, 112, 297, 389 Gluckman, I B., 308, 393 Goals, learning See Teaching cycles model Gold, S R., 331, 389 Goodwin, B., 252, 389 Gordon, T., 34, 108, 112, 389 Gottfried, A E., 48, 389 Gottfried, A W., 48, 389 Grading, 130 See also Evaluation of student achievement, communicating Graffiti, 164 See also Vandalism Greene, T., 48, 390 Grossman, H., 342, 389 Grouping, intraclass, 86, 254–260 Grunwald, B., 43, 388 Guanci, J A., 162, 389 Guerrero, A., 154, 389 Gump, P V., 71, 390 Haberman, M., 167, 168, 174, 388 Habits See Patterns, behavior Haefner, J., 28, 98, 389 Hagin, R A., 20, 392 Hake, D G., 307, 387 Hallahan, D P., 208, 211, 389 Harrington, R G., 12, 390 Hearing impairments, students with, 192–203 Hennemann, T., 189, 389 Herreid, C F., 252, 389 Heward, W., L., 34, 191, 205, 210, 389 Hinchey, P H., 307, 389 Hinson, S L., 35, 89, 391 Holub, L., 390 Homework assignments See Learning activities, homework assignments Honemann, D H., 151, 391 Hostility See Antisocial behavior See also Violence See also Communications, hostile Humphreys, S., 48, 388 Hussain, M., 44, 391 Hutchinson, R R., 307, 387 Hyman, I A., 44, 307, 387, 389 Hyperactivity See Learning disabilities, students with Iannotti, R., 366, 393 Impoliteness See Rudeness Incentives See Positive reinforcers See also Motivation Inclusion of special populations See Exceptionalities, student Inclusion of students who are marginalized by ‘‘mainstream’’ society, 185–189 Independent work sessions See Learning activities, independent work sessions Individual differences among students, 180–228 Individualized Education Program (IEP), 189–216 Individuals with Disabilities Education Act (IDEA), 189–192 Inquiry instructional strategies, 20–27, 248–262 See also IRE cycles Intermittent schedules of reinforcement, 320–322 Interrupting speakers, students’, 360–361 Intraclass grouping See Grouping, intraclass Intrinsic rewards See Motivation, student, intrinsic Intruders on the school campus, 175–177 IRE cycles (Initiate-respondevaluate), 28–34, 98, 188, 260, 360 Isolated behaviors, 38–39, 296 Jansen, A., 187, 389 Jewett, P., 382, 389 Johnson, D W., 154, 155, 156, 162, 389 Johnson, J R., 227, 389 Johnson, L S., 298, 389 Johnson, R T., 154, 155, 156,162, 389 V1 - 08/20/2013 7:43 P.M 397 Jones, E., 162, 387 Jones, F., 12, 34, 87, 102, 103, 238, 266, 389 Jones, L., 12, 390 Jones, V., 12, 390 Judgmental language See Communications, judgmental Kahn, W., 44, 391 Karen, R., 153, 390 Kauffman, J M., 208, 210, 211, 389, 390 Kaukiainen, A., 153, 392 Kealey, K., 153, 155, 392 Keith, S., 172, 390 Kenney, M J., 390 Kerr, M M., 208, 211, 308, 390 Khan, Q., 44, 391 Khisty, L L., 218, 390 Kinnard, K Q., 308, 392 Klinger, E., 331, 390 Knipper, K J., 13, 390 Koblinsky, S A., 153, 391 Koebbe, J., 389 Kohut, S., 307, 390 Kondrasuk, J N., 48, 390 Kounin, J., 34, 59, 71, 74, 103, 185, 390 Krasner, L., 387 Krisberg, B., 155, 390 Krumboltz, H B., 323, 390 Krumboltz, J D., 323, 390 Kumarakulasingam, T., 12, 390 Labeling students See Communications, judgmental Language, offensive, 145–146, 170–171 Language usage See Communications Lavoie, R D., 208, 228, 390 Leach, F., 48, 388 Learning activities, 20–27, 231–282 alternative, 301–302 cooperative learning sessions, 5–7, 254–258 directions for, 80–84, 236–240 See also Procedures, routine classroom discussion sessions, 258–260 Page 397 Cangelosi 398 bindex.tex V1 - 08/20/2013 7:43 P.M Index Learning activities (continued) homework assignments, 20–27, 267–270, 290–292, 338–340 independent work sessions, 86–87, 103–104, 265–267 lecture sessions, 248–254 questioning sessions, 260–265 Learning disabilities, students with, 204–208 Learning theory, implications for classroom management strategies, 20–27 Lecture sessions See Learning activities, lecture sessions Lee Canter & Associates, 162, 163, 165, 166, 173, 174, 368, 373, 390 Legal and ethical concerns, Teachers’, 132–135, 185–192, 298–299, 302–310 Lessons See Learning activities Levin, J., 211, 390 Levy, D., 153 Lewis, R B., 211, 390 Lewis, S., 154, 387 Lieberman, A., 393 Limited English proficiency (LEP), 217–221 Lindahl, A., 389 Lindquist, B., 155, 390 Listening in the classroom, 98–109, 271–273 See also Communications, supportive Long, N., 153, 154, 167, 387, 390 Lotan, R A., 89, 388 Louglin, C E., 271, 390 Lyerly, K Z., 331, 390 MacMillan, H L., 307, 390 MacPhee, D., 382, 389 Mainstreaming, See Exceptionalities, student Manning, M L., 172, 387 Marco, T., 189, 391 Maring, E F., 153, 391 Marliave, R., 393 Martign, C., 187, 389 Martin, G., 321, 391 Martin, M E., 172, 390 Marty, M., 154 Maslow, A., 89, 391 Mayer, G R., 307, 392 McCabe, D L., 352, 391 McCormick, C B., 28, 31, 391 McCray, S., 166 Mendler, A., 34, 391 Mentor teacher See Supervision, instructional Midgley, C., 393 Mignano, A., 12, 393 Miller, A., 352, 391 Miller, K., 252, 389 Mind-wandering, 253, 331–333 Misbehavior See Off-task behaviors Modeling, 111, 169, 186, 326–327 Molnar, A., 155, 390 Monitoring students’ learning and behavior, 71–72, 244–252, 315–316 See also Teaching cycles model See also Withitness Morgan, D L., 321, 391 Motivation, student, 46–48, 235–287 See also Positive reinforcement extrinsic, 46–48 intrinsic, 46–48, 235–240 Mueller, R., 389 Multicultural education, 34–37, 217–227 Munger, L., 153, 155, 392 Nash, W., 352, 387 National Association for Elementary School Principals, 307 National Association for Multicultural Education, 222 National Center for Educational Statistics, 217, 391 National Council on Crimes and Delinquency, 154 National Dissemination Center for Children with Disabilities, 191, 391 National Education Association, 307 National Institute on Drug Abuse, 341, 391 National School Safety Center, 172, 391 Naz, A., 44, 391 Nederkoorn, C., 187, 389 Negative reinforcement, 5–8, 45 Nelson, C M., 208, 211, 308, 390 Nelson, S E., 162, 388 Norris, M., 189, 391 Nyak-Rhodes, A., 48, 390 Obenchain, K M., 10, 391 Obscenity See Language, offensive Off-task behaviors, 6–16, 285–378 Olivia, P F., 382, 391 On-task behaviors, 9–16, 19 See also Engagement, student Ormrod, J E., 19, 34, 35, 36, 38, 48, 89, 96, 186, 342, 391 Paolucci, E O., 307, 391 Parents, students’ See Communications, with parents Parsons, R D., 35, 89, 391 Passive See Communications, passive Patall, E., 12, 391 Patterns, behavior, 38–39, 300–301, 314–329 Patton, D M., 276, 391 Paul, R., 13, 391 Pawlas, G E., 382, 391 Pear, J., 321, 391 Peebles-Wilkins, W., 222, 391 Peer acceptance See Social acceptance Peer mediation, 155–162 Pepper, F., 43, 388 Permissiveness See Communications, passive Petersen, M L., 202, 387 Peterson, R., 155, 392 Physical impairments, students with, 192–204 Pierce, W D., 48, 387 Pope, K S., 394 Positive reinforcers, 39–42, 88–89 destructive, 40–41, 88–89, 186–188 schedules for, 320–322 Postholm, M B., 382, 391 Powell, J., 389 Poyas, Y., 34, 388 Praise See Communications, judgmental Page 398 Cangelosi bindex.tex Index Preservice teacher education, 181–185 Pressley, M., 28, 31, 391 Privileged information See Communications, privileged Problem-based learning, 48, 231–236 Procedures, routine classroom, 142–144 See also Learning activities, directions Prosocial behavior, 11–12 Public Law 94–142 See Individuals with Disabilities Education Act (IDEA) Pulaski, M A S., 353, 391 Punishment, 42–44 contrived, 42–43, 309 corporal, 44, 309–314 destructive, 44, 186, 309–313 naturally occurring, 42–43, 309 unwittingly administered, 44 Pysch, R., 36, 391 Questioning sessions See Learning activities, questioning sessions Quina, J., 252, 253, 391 Ramsey, E., 162, 366, 393 Randall, D., 306, 391 Range, D G., 307, 390 Redl, F., 34, 391 Refusing to participate, students’, 301–303, 333–341 Reid, K S., 189, 391 Reifman, A., 352, 391 Remley, T P., 155, 387 Research bases for classroom management strategies, 18–53 Responsibility for one’s own conduct, 112–115 Rewards See Positive reinforcers Reynolds, M C., 393 Robert, H R., 151, 391 Rogoff, B., 353, 391 Rose, T L., 307, 391 Roy, L., 306, 307, 392 Rudeness, students’, 363–365 Rules for conduct See Standards for conduct Rust, J O., 308, 392 Ryan, A M., 37, 393 Safe school policies and plans, 151–179 Sakamoto, W., 162, 387 Sallery, R D., 307, 387 Salmivalli, C., 153, 155, 392 Sandavol, J., 154, 387 Sandy, S V., 155, 392 Santrock, J W., 35, 46, 342, 392 Sardo-Brown, D., 35, 89, 391 Satiation, principle of, 327–328 Schedules of reinforcement See Positive reinforcers, schedules for Schiller, N A., 252, 389 Schrumpf, E., 156, 392 Self-confidence, 35 Self-concept and self-esteem, See Social acceptance Setati, M., 222, 392 Sexual orientation, students’, 185–189 Shanken-Kaye, J M., 211, 390 Shaping, principle of, 319–320 Shaprio, J P., 155, 392 Shaw, T., 86, 392 Shelly, L., 366, 392 Sherman, L., 71, 390 Shoptaugh, C., 352 391 Shorr, P W., 86, 392 Silver, A A., 205, 392 Singer, E., 189, 396 Singer, J L., 394 Skemp-Arit, K M., 187, 392 Skiba, R., 155, 392 Skinner, B F., 37, 392 Smeets, T., 187, 389 Smith, M S., 382, 392 Smith, P K., 366, 392 Social acceptance, 88–90, 95–98, 185–189, 206 Social interaction and communications studies, implications for classroom management strategies, 27–34 Socratic method See Learning activities, questioning sessions Soltis, J., 307, 392 V1 - 08/20/2013 7:43 P.M 399 Southern Poverty Law Center, 189, 368, 392 Spears, B A., 155, 162, 392 Special needs, students with See Exceptionalities, student Stainburn, S., 188, 392 Standards for conduct, 140–153, 182–185, 188–189 Steffenhagen, J., 153, 392 Stevahn, 153, 155, 392 Stewart, A., 44, 307, 387 Stokley, A, 307, 392 Strike, K., 307, 392 Struyk, L R., 12, 87, 384, 392 Student court, 162 Substance abuse See Drug and substance abuse Sulzer-Azaroff, B., 307, 392 Summative evaluation See Evaluation of student achievement, communicating, summative Supervision, instructional, 382–385 Supplies, students’ failure to bring, 340–341 Supportive replies See Communications, supportive Syllabus, course, 73–78 Talking, disruptive student, 156, 357–361 Tardiness, student, 20–27, 346–349 Taylor, S S., 10, 391 Teaching cycles model, 4–9, 60, 72–73, 121, 148, 285–291 Teaching students to communicate assertively, 103–111, 138 Technology for classroom management and school safety, 67, 70, 85–86, 175–178 Time allocated, 9–16, 78–81 engaged See Engagement, student saving, 74, 78–81 transition, 9–16, 74, 78–79 Tippins, D J., 392 Tobin, K., 262, 392 Torok, W C., 165, 392 Trentacosta, J., 394 Page 399 Cangelosi 400 bindex.tex V1 - 08/20/2013 7:43 P.M Index True dialogues, 28–34 Trump, K S., 165, 392 Ullman, L P., 387 Ulrich, R E., 307, 393 Underwood, J., 189, 393 United States Department of Education, 210, 392 United States Department of Health and Human Service, 155, 393 United States Department of Special Education, 190, 393 Urdan, T., 37, 393 Usadel, H., 156, 392 Vandalism, 163–166, 377–378 VanDeWeghe, R., 13, 393 Van Horn, K L., 95, 393 Velez, H., 189, 393 Violato, C., 307, 391 Violence and violence prevention, 48–49, 87–88, 153–178, 182–185, 366–378 See also Antisocial behavior See also Bullying See also Punishment, corporal Voeten, M., 153, 392 Voice tone, 105–106 Waggoner, J., 48, 390 Wait time See Learning activities, questioning sessions Walker, H M., 162, 366, 393 Walsh, C A., 390 Wang, J., 366, 393 Watkins, T., 48, 387 Watson, J B., 37, 393 Watson, R., 152, 171, 172, 173, 393 Wattenberg, W., 34, 391 Weapons at school, 48 See also Fighting See also Attacks on teachers Weber, W A., 43, 393 Weinstein, C S., 12, 393 Weiss, K J., 308, 387 Welker, C J., 155, 392 Welsh, R S., 307, 393 Whitted, K S., 153, 366, 393 Wilson, B., 308, 393 Wise, J H., 44, 307, 387, 389 Withitness, 34, 71–72, 103, 244–252 See also Monitoring students’ learning and behavior Wong, M Y., 390 Wooldridge, J., 352, 391 Woolfolk, A E., 12, 393 Yasui, M., 162, 388 Zero-reject implications, 191–192 Zirkel, P A., 308, 393 Page 400 ... question addressed by Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation (7th ed.) This text contains a wealth of information about classroom management strategies that... James S Classroom management strategies: gaining and maintaining students’ cooperation/James S Cangelosi —7th edition pages cm Includes index ISBN 978-1-118-54422-8 (pbk.) Classroom management? ??United... attacking teachers, and vandalizing Part V: Making Classroom Management Strategies Work for You Chapter 12, “Continuing to Build Your Classroom Management Talents,” heightens your awareness of