Classroom Management

for Elementary Teachers

EIGHTH EDITION

Carolyn M. Evertson
Peabody College, Vanderbilt University

Edmund T. Emmer
University of Texas, Austin

Upper Saddle River, New Jersey

Columbus, Ohio
 Contents
Preface xv

Organizing Your Classroom and Supplies 1

Four Keys to Good Room Arrangement 3
Suggestions for Arranging Your Classroom 4
Wall and Ceiling Space 4
Floor Space 6
Storage Space and Supplies 12
Further Reading 14
Suggested Activities 15
Checklist 1: Room Preparation 18

Establishing Classroom Rules and Procedures 19

What Is an Effectively Managed Classroom? 20
Preliminary Considerations 21
Definition of Terms 21
Identifying School Rules and Procedures 22
Planning Classroom Rules 23
Student Participation in Rule Setting 25
Planning Classroom Procedures 26
Procedures for Room Use 26
Procedures for Individual Work and Teacher-Led Activities 28
Transitions into and out of the Room 30
Procedures for Small-Group Instruction 31
General Procedures 33
Further Reading 35
vii
viii Contents

Suggested Activities 36
Case Study 2.1: Classroom Rules and Procedures
in a Second-Grade Class 37
Case Study 2.2: Using Centers in a Multitask
Classroom 38
Checklist 2: Classroom Rules
and Procedures 39

Procedures for Managing Student Work 43

Clear Communication of Assignments and Work Requirements 45
Instructions for Assignments 46
Standards for Form, Neatness, and Due Dates 46
Procedures for Absent Students 47
Monitoring Progress on and Completion
of Assignments 48
Monitoring Work in Progress 48
Monitoring the Completion of Assignments 50
Maintaining Records of Student Work 50
Managing Student Portfolios 51
Managing the Paperwork 51
Feedback to Students 52
Further Reading 54
Suggested Activities 55
Case Study 3.1: Managing Student Work 55
Case Study 3.2: Keeping Students Involved
During Center Activities 56
Case Study 3.3: Using Technology in an Upper
Elementary Grade 57
Case Study 3.4: Poor Work and Study Habits
in a Fourth-Grade Class 58
Checklist 3: Student Work Accountability
Procedures 59
 Contents lx

Getting Off to a Good Start 61

Creating a Positive Climate in Your Classroom 62
Teaching Rules and Procedures 63
Teacher Authority 65
Planning for a Good Beginning 66
Planning for the First Days of School 67
Some Typical Activities 67
Communicating with Parents and Guardians 72
Special Problems 75
Preparing for a Substitute 78
Further Reading 78
Suggested Activities 80
Case Study 4.1 : Beginning the Year in a Literature-Based
Primary Classroom 80
Case Study 4.2: Beginning the Year in a Sixth-Grade
Math Class Using Cooperative Learning 87
Checklist 4: Preparation for the Beginning of School 93

Planning and Conducting Instruction 95

Planning Instructional Activities 97
Types of Planning 97
Types of Instructional Activities 98
Arranging Activities within a Lesson 103
Planning for Clear Instruction 105
Technology in the Classroom 107
Kounin's Concepts for Managing Whole-Group
Instruction 108
Preventing Misbehavior 110
Managing Movement 111
Maintaining Group Focus 111
Contents

Common Problems in Conducting Instruction 112

Transitions 112
Clarity 114
Further Reading 114
Suggested Activities 115
Problem 5.1: 116
Problem 5.2: 116
Problem 5.3: 116
Case Study 5.1 : Unclear Procedures 117
Case Study 5.2: A Science Lesson in a Sixth-Grade Class 117
Checklist 5: Planning for Instruction 118

Managing Cooperative Learning Groups 121

Research on Cooperative Learning 122
Examples of Group Activities 124
Strategies and Routines That Support Cooperative Learning 125
Room Arrangement 125
Talk and Movement Procedures 125
Group Attention Signals 127
Promoting Interdependence within the Group 128
Individual Accountability 128
Monitoring Student Work and Behavior 129
Interventions for Groups 131
Effective Group Work Skills 131
Social Skills 131
Explaining Skills 132
Leadership Skills 133
Beginning the Use of Cooperative Learning Groups 133
Room Arrangement 134
Procedures and Routines 134
Forming Groups 134
 Contents xl

Initial Group Tasks 135

Teaching Group Skills 136
Student Goals and Participation 137
Using Group and Individual Rewards 138
Further Reading 139
Suggested Activities 140
Checklist 6: Planning for Cooperative Group Instruction 141

7
Maintaining Appropriate Student Behavior 143
Monitoring Student Behavior 145
Consistency 147
Management of Inappropriate Behavior 149
Building a Positive Climate 150
Improving Class Climate through Incentives
and Rewards 151
Recognition 152
Activities 152
Symbols 153
Material Incentives 154
Caution in the Use of Rewards 155
Further Reading 156
Suggested Activities 157
Problem 7.1: Misbehavior in a Third-Grade Class 159

8
Communication Skills for Teaching 161
Constructive Assertiveness 164
Stating the Problem or Concern 165
Body Language 165
Obtaining Appropriate Behavior 166
Xll Contents

Empathie Responding 166

Listening Skills 168
Processing Skills 168
Problem Solving 170
Talking with Parents 174
Further Reading 174
Suggested Activities 175
Activity 8.1 : Developing Assertiveness Skills 175
Activity 8.2: Recognizing Listening Responses 177
Activity 8.3: Producing Empathie Responses 177
Activity 8.4: Problem-Solving Exercises 178
Activity 8.5: Dialogue Analysis 179
Vignettes 179

Managing Problem Behaviors 183

What Is Problem Behavior? 185
Nonproblem 185
Minor Problem 185
Major Problem but Limited in Scope and Effects 186
Escalating or Spreading Problem 186
Goals for Managing Problem Behavior 186
Management Strategies 187
Minor Interventions 188
Moderate Interventions 190
More Extensive Interventions 193
Special Problems 199
Bullying 200
Tattling 201
Chronic Avoidance of Work 202
Fighting 203
Power Struggles 204
 Contents xiil

A Final Reminder: Think and Act Positively 205

Further Reading 206
Suggested Activities 207

10
Managing Special Groups 209
Assessing Entering Achievement 210
Identifying Special Groups 211
Strategies for Individual Differences 211
Team Teaching 212
Modifying Whole-Class Instruction 213
Supplementary Instruction 215
Individualized Instruction 218
Additional Strategies 221
Working with Students with Special Needs 222
Students with Learning Disabilities 223 1
Students with Emotional or Behavioral Problems 223
Students with Serious Social Deficits
(Autism Spectrum Disorders) 225
Students with Attention Deficit
and Hyperactivity 226
Students Who Are Deaf or Hearing Impaired 227
Students Who Have Visual Impairments 228
Students with Limited English Proficiency 229
Students Living in Extreme Poverty 230
Teaching Lower-Achieving Students 232
Active Instruction 232
Organizing and Pacing Instruction 233
Remedial Instruction 233
Building Positive Attitudes 234
Teaching Higher-Achieving Students 235
Further Reading 236
Suggested Activities 237
Contents

Case Study 10.1: Organizing Reading Instruction for

Low-Academic-Level Students 238
Case Study 10.2: Supporting Students with Auditory
Disabilities in the Classroom 239
Case Study 10.3: Teaching Students in a
Third-Grade Inclusion Class 240
Problem 10.1: Team Teaching 240
Problem 10.2: A Heterogeneous Class 241

Appendix: Answer Keys for Chapter Activities 243

References and Further Readings 253
Index 259