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Classroom Behavior Management for Diverse and Inclusive Schoolsreviewed by Carolyn Wemlinger — 2004 Title: Classroom Behavior Management for Diverse and Inclusive Schools Author(s): Herbert Grossman Publisher: Rowman & Littlefield, Lanham ISBN: 0742526550, Pages: 524, Year: 2004 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Carolyn Wemlinger
Dominican University
E-mail Author
DR. CAROLYN WEMLINGER was a third-year teacher when P.L. 94-142 and Section 504 were effected. She taught English/language arts, reading, and speech in diverse, inclusive middle and secondary level classrooms during her early years before becoming an administrator in diverse, inclusive high school. Currently, she teaches and advises graduate students who are returning to school to earn elementary or secondary teacher certification. Her teaching and in-service presentations focus on adapting instruction to meet individual student needs to give each child an opportunity to learn to the best of his or her ability. Candidates are asked to apply new knowledge about theories and concepts during field placements in diverse schools that practice inclusion. Among the courses she has taught are Teaching in Heterogeneous Classrooms, Curriculum Planning and Instruction, Tools and Techniques of Assessment and Introduction to Teacher. Recently, she revised program requirements for teacher certification by modifying program courses to stress performance assessment of candidate knowledge and skill development in adapting teaching for diverse settings and in inclusive schools. She has also developed a classroom management model to use in workshops with pre- and in-service teachers and school administrators to teach them that discipline is only a small part of classroom management; rather, good classroom management is a matter of teacher self discipline that requires planning instruction and structures to meet the needs of all students.
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