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The Classroom Teacherís Behavior Management


reviewed by Aslihan Unal - January 05, 2017

coverTitle: The Classroom Teacherís Behavior Management
Author(s): Roger Pierangelo & George Giuliani
Publisher: Information Age Publishing, Charlotte
ISBN: 1681234750, Pages: 104, Year: 2016
Search for book at Amazon.com


Researchers generally describe classroom/behavior management as the full range of teacher efforts to oversee classroom activities including learning, social interaction, and student behavior (Burden, 2005; Good & Brophy, 2006). Doyle (2006) believes classroom management revolves around teachers’ and students’ attitudes and actions influencing students’ behaviors in the classroom. Brophy (1986) also defines classroom management as a teacher’s efforts to establish and maintain the classroom as an effective environment for teaching and learning. Savage and Savage (2009) further define classroom management as two levels of management: (a) the prevention of problems and (b) responses when problems occur. Their focus is on preventing problems more because of previous research indicating that one of the key variables in successful classrooms is an emphasis on preventative, rather than reactive, management techniques (Emmer & Stough, 2001). Regardless of definitional differences, the value of classroom management knowledge for teachers has been consistently supported by research literature (Brophy & Evertson, 1976; Shinn, Walker, & Stoner, 2002; Wang, Haertel, & Walberg, 1993). Classroom management strategies have been referred to as “the most valuable skills set a teacher can have” (Landau, 2001, p. 4).


Research findings have continuously shown that one of the keys to achieving success in instruction is the teacher's ability to manage the classroom and organize instruction (Brophy, 1988; Cakmak, 2008; Emmer, Evertson, & Worsham, 2000). A meta-analysis of the past 50 years of classroom research identified classroom management as the most important factor affecting student learning, even above student aptitude (Wang, Haertel, & Walberg, 1993). For instance, classroom management continues to be identified by the American public as one of the top three problems facing public schools (Bushaw, & Gallup, 2008). Also, in three of the last six years, management has been ranked second only to funding as the biggest problem in schools (Bushaw & Gallup, 2008; Rose & Gallup, 2005). Classroom management is possibly the most difficult aspect of teaching for many teachers and experiencing problems in this area causes many people to leave the profession altogether (Johns, MacNaughton, & Karabinus, 1989).


The Classroom Teacher’s Behavior Management, by Roger Pierangelo and George Giuliani, focuses on practical and productive techniques for a variety of behavior crisis situations that could occur in a classroom.


The organization of the book is well thought out and its sections are separated along with issues related to behavior management. The text is divided into six sections. The first three provide definitions and symptoms of high-risk behaviors. For example, Section One defines high-risk behavior and provides guidelines in identifying the symptoms of these types of behaviors while Section Two explains how ego functions to impact a child’s behavior and compares healthy versus fragile egos. Section Three defines self-esteem and provides practical suggestions to improve it. The authors start the core of the book in Section Four where they provide behavioral crisis management tools they designed over the years and offer 16 examples of using them in classrooms with high-risk behavior students. These examples respond to very interesting high-risk behavior prevention techniques including, but not limited to, pre-empting behavior, proximity teaching, and using a forced choice technique. I like that the toolbox that is provided is written in a similar way to case studies where a classroom/behavior issue is provided in detail and the ideas, strategies, and solutions on what might work and what might not. The toolbox offers a way to link theory to practice and facilitate the development of teachers as decision-makers. In Section Five, the authors shift from negative high-risk behaviors and focus on positive behaviors. They talk about example strategies to increase positive behaviors and help students feel good about themselves through empowerment, hope, autonomy, resiliency, accomplishment, recognition, and perseverance. This shift is nicely done because it is widely known that behavior management not only focuses on solving negative behavior problems, but also focuses on increasing positive behaviors. This can help provide a safe learning environment where children can grow, learn, and feel great about themselves and their abilities.


Overall The Classroom Teacher’s Behavior Management adequately prepares preservice and inservice teachers for many of the challenges they will encounter when dealing with students. The precise structure and routine provided in the book make this topic easy for educators to implement from simply reading the text. The book’s content provides a marvelous blend of theory and practice, covering every aspect of behavior crisis tools. It serves as a wonderful guide for preservice and inservice teachers including faculty in teacher education programs. The text is well written, easy to read, clearly explained, and relevant to all who are interested in best practices in behavior management. I would recommend this book to any person who is challenged by behavior management issues.

 

On the other hand, one recommendation for improving this text for the next edition is that the authors focus more on the toolbox than detailed definitions and descriptions, etc. It seems that the authors used many of the initial pages (e.g., the first three sections) on definitions and lose readers’ attention until Sections Four and Five where the toolbox is provided. Also, Section Five completely changes the format of the book and provides do this, do that short statements on increasing positive behavior. I believe that shortening or eliminating Sections One through Three, expanding Section Four, and re-formatting Section Five along the toolbox format would make The Classroom Teacher’s Behavior Management an even more valuable resource.

 

References

 

Brophy, J. E. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182–194.

 

Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education. 4(1), 1–18.

 

Brophy, J. E., & Evertson, C. M. (1976). Learning from teaching: A developmental perspective. Boston: Allyn & Bacon.

 

Burden, P. R. (2005). Powerful classroom management strategies: Motivating students to learn. Thousand Oaks, CA: Corwin Press.


Bushaw, W. J., & Gallup, A. M. (2008). Americans speak out. Are educators and policy makers listening? The 40th annual poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 90(1), 9–20.


Cakmak, M. (2008). Concerns about teaching process: Student teachers’ perspectives. Educational Research Quarterly 31(3). 57–77.


Doyle, W. (2006). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York, NY: Simon & Schuster.

 

Emmer, E. T., & Stough, L. (2001). Classroom management: A critical part of educational psychology with implications for teacher education. Educational Psychologist, 36, 103–112.

 

Emmer, E. T., Evertson, C., & Worsham, M. E. (2000). Classroom management for secondary teachers. (5th ed.). Boston, MA: Allyn & Bacon.

 

Good, T. L., & Brophy, J. E. (2006). Looking in classrooms (8th ed.). New York, NY: Longman.


Johns, F. A., MacNaughton, R. H., & Karabinus, N. G. (1989). School discipline guidebook: Theory Into Practice. Boston, MA: Allyn & Bacon.


Landau, B. M. (2001, April). Teaching classroom management: A stand-alone necessity for preparing new teachers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.


Rose, L., & Gallup, A. (2005). The 37th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 87(1), 41–63.


Savage, T. V. & Savage, M. K. (2009). Successful classroom management and discipline. Teaching self-control and responsibility. (3rd ed.) Thousand Oaks, CA: Sage.


Shinn, M. R. Walker, H. M., & Stoner, G. (2002). Interventions for academic and behavior problems:  Preventive and remedial approaches. Silver Springs, MD: National Association of School Psychologists.


Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.




Cite This Article as: Teachers College Record, Date Published: January 05, 2017
https://www.tcrecord.org ID Number: 21780, Date Accessed: 5/25/2022 8:58:30 PM

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About the Author
  • Aslihan Unal
    Georgia Southern University
    E-mail Author
    ASLIHAN UNAL is Assistant Professor at the Department of Teaching and Learning in College of Education at Georgia Southern University. She earned her masters degree from University of Missouri-Columbia, and doctorate degree from Florida State University in Elementary Education. Dr. Unal currently teaches trends and issues regarding assessment in education. Her areas of research are assessment, parental involvement, educational technology, and classroom management.
 
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