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Foreword by Thomas O Erb `Through fourteen case studies of exemplary teachers, Glenda Beamon Crawford showcases adolescent classroom management at its best. Teachers can draw from this rich store of individual tips, secrets, and procedures and adapt these management solutions immediately. Along with these variations on classic elements of success, the author also provides many new entry points for new and experienced teachers to improve their own management. Reflective chapter questions and discussion prompts make this a productive resource for study groups and mentors as well as classroom…mehr

Produktbeschreibung
Foreword by Thomas O Erb `Through fourteen case studies of exemplary teachers, Glenda Beamon Crawford showcases adolescent classroom management at its best. Teachers can draw from this rich store of individual tips, secrets, and procedures and adapt these management solutions immediately. Along with these variations on classic elements of success, the author also provides many new entry points for new and experienced teachers to improve their own management. Reflective chapter questions and discussion prompts make this a productive resource for study groups and mentors as well as classroom teachers. Good classroom management is a high challenge aspect of teaching, daunting to beginners but the quid pro quo without which learning cannot take place. No where is this more true than with adolescents, where students occupy a special middle place on the developmental scale, launching out of childhood and into adulthood, swinging between the two, often bewildering themselves and their teachers. This book is based on the premise that good adolescent classroom managers structure the learning with intentional regard for young adolescent development Within this context, students' physical, social, emotional and intellectual needs are met, self-efficacy is enhanced, and self-regulation is promoted. This book will be a boon to mentors of new teachers and teachers who seek new ways to improve their management for the sake of their students' learning.
Autorenporträt
Glenda Beamon Crawford¿s experiences with young adolescent learners span nearly thirty years. She has taught in grades 4¿12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10¿14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.