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Classroom Behavior Management for Diverse and Inclusive Schools

reviewed by Carolyn Wemlinger - 2004

coverTitle: Classroom Behavior Management for Diverse and Inclusive Schools
Author(s): Herbert Grossman
Publisher: Rowman & Littlefield, Lanham
ISBN: 0742526550, Pages: 524, Year: 2004
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Herbert Grossman’s research-based Classroom Behavior Management for Diverse and Inclusive Schools (Third Edition) covers three major concepts focused on helping teachers adapt to the needs of their students and provides the pros and cons of a plethora of theories and strategies for teachers to implement to meet the needs of diverse and included P-12 students in a collegial manner.  The Preface briefly explains each topic and provides a summary of the realities of teaching and classroom management in the United States and throughout the world and the role of the educator in classroom management.  Throughout, the book reminds us that it is the responsibility of the teacher to change if students’ behaviors are to change.  Caveats are frequent so as to dissuade the reader from thinking the text provides a magic wand or cookbook for resolving classroom management problems.  Rather, it provides the basics and useful techniques to develop and implement an approach to a multitude of classroom management situations to bring about change. The text is divided... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2381-2384
https://www.tcrecord.org ID Number: 11322, Date Accessed: 8/2/2021 2:59:04 AM

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About the Author
  • 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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