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Classroom management for secondary teachers / (Record no. 968)

MARC details
000 -LEADER
fixed length control field	04659cam a2200313 a 4500
001 - CONTROL NUMBER
control field	12658481
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20190830121339.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	020128s2003 maua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2002020535
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0205349951 (pbk.)
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Transcribing agency	DLC
Modifying agency	DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LB3013
Item number	.C53 2003
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	371.102 4 EMM
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Emmer, Edmund T.
245 10 - TITLE STATEMENT
Title	Classroom management for secondary teachers /
Statement of responsibility, etc.	Edmund T. Emmer, Carolyn M. Evertson, Murray E. Worsham.
250 ## - EDITION STATEMENT
Edition statement	6th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Allyn and Bacon,
Date of publication, distribution, etc.	c2003.
300 ## - PHYSICAL DESCRIPTION
Extent	xiv, 239 p. :
Other physical details	ill. ;
Dimensions	24 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references (p. 230-234) and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	Preface. <br/><br/><br/>1. Organizing Your Classroom and Materials. <br/><br/><br/>Five Keys to Good Room Arrangement.<br/><br/><br/><br/>Suggestions for Arranging Your Classroom.<br/><br/><br/><br/>If You Have to "Float."<br/><br/><br/><br/>Checklist 1: Room Preparation.<br/><br/><br/><br/>2. Choosing Rules and Procedures. <br/><br/><br/>Preliminary Considerations.<br/><br/><br/><br/>General Procedures.<br/><br/><br/><br/>Procedures during Seatwork and Teacher-Led Instruction.<br/><br/><br/><br/>Procedures for Student Group Work.<br/><br/><br/><br/>Miscellaneous Procedures.<br/><br/><br/><br/>Case Study 2.1: Rules and Procedures in an Eighth-Grade Class.<br/><br/><br/><br/>Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities.<br/><br/><br/><br/>Checklist 2: Rules and Procedures.<br/><br/><br/><br/>3. Managing Student Work. <br/><br/><br/>Your Grading System and Record Keeping.<br/><br/><br/><br/>Feedback and Monitoring Procedures.<br/><br/><br/><br/>Communicating Assignments and Work Requirements.<br/><br/><br/><br/>Case Study 3.1: An Accountability System in an English Class.<br/><br/><br/><br/>Case Study 3.2: Managing Student Work in a Math Class.<br/><br/><br/><br/>Case Study 3.3: Managing Long-Term Assignments.<br/><br/><br/><br/>Case Study 3.4: Poor Work and Study Habits in Mathematics.<br/><br/><br/><br/>Checklist 3: Accountability Procedures.<br/><br/><br/><br/>4. Getting Off to a Good Start. <br/><br/><br/>Perspectives on the Beginning of the Year.<br/><br/><br/><br/>Planning for a Good Beginning.<br/><br/><br/><br/>Activities on the First Day of Classes.<br/><br/><br/><br/>The Second Day of Classes.<br/><br/><br/><br/>After the Second Day.<br/><br/><br/><br/>Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Groups.<br/><br/><br/><br/>Case Study 4.2: Beginning the Year in a High School Biology Class.<br/><br/><br/><br/>Case Study 4.3: Beginning the Year in High School English Using Mastery Learning.<br/><br/><br/><br/>Case Study 4.4: Conduct Problems in a History Class.<br/><br/><br/><br/>Checklist 4: Preparation for the Beginning of School.<br/><br/><br/><br/>5. Planning and Conducting Instruction. <br/><br/><br/>Planning Classroom Activities.<br/><br/><br/><br/>Organizing Activities.<br/><br/><br/><br/>Kounin's Concepts for Managing Group Instruction.<br/><br/><br/><br/>Transition Management.<br/><br/><br/><br/>Instructional Management.<br/><br/><br/><br/>Case Study 5.1: Ms. Carpenter.<br/><br/><br/><br/>Case Study 5.2: Mr. Miller.<br/><br/><br/><br/>Case Study 5.3: Ms. Kendall.<br/><br/><br/><br/>Case Study 5.4: Kounin Concepts.<br/><br/><br/><br/>Case Study 5.5: A Science Lesson.<br/><br/><br/><br/>Checklist 5: Planning for Instruction.<br/><br/><br/><br/>6. Managing Cooperative Learning Groups. <br/><br/><br/>Research on Cooperative Learning.<br/><br/><br/><br/>Strategies and Routines That Support Cooperative Learning.<br/><br/><br/><br/>Monitoring Student Work and Behavior.<br/><br/><br/><br/>Interventions for Groups.<br/><br/><br/><br/>Effective Group-Work Skills.<br/><br/><br/><br/>Beginning the Use of Cooperative Learning Groups.<br/><br/><br/><br/>Checklist 6: Planning for Cooperative Group Instruction.<br/><br/><br/><br/>7. Maintaining Appropriate Student Behavior. <br/><br/><br/>Monitoring Student Behavior.<br/><br/><br/><br/>Consistency.<br/><br/><br/><br/>Prompt Management of Inappropriate Behavior.<br/><br/><br/><br/>Building a Positive Climate.<br/><br/><br/><br/>Improving Class Climate through Incentives or Rewards.<br/><br/><br/><br/>Case Study 7.1: Example of Incentives and Rewards.<br/><br/><br/><br/>8. Communication Skills for Teaching. <br/><br/><br/>Constructive Assertiveness.<br/><br/><br/><br/>Empathic Responding.<br/><br/><br/><br/>Problem Solving.<br/><br/><br/><br/>A Note on Parent Conferences<br/><br/><br/><br/>Assertiveness Assessment Scales.<br/><br/><br/><br/>Case Study 8.1: Three Dialogues.<br/><br/><br/><br/>9. Managing Problem Behaviors. <br/><br/><br/>What Is Problem Behavior?<br/><br/><br/><br/>Goals for Managing Problem Behavior.<br/><br/><br/><br/>Management Strategies.<br/><br/><br/><br/>Special Problems.<br/><br/><br/><br/>10. Managing Special Groups. <br/><br/><br/>Teaching Heterogeneous Classes.<br/><br/><br/><br/>Teaching Remedial Classes.<br/><br/><br/><br/>Students with Special Needs.<br/><br/><br/><br/>Case Study 10.1: Using Small Groups in English.<br/><br/><br/><br/>Case Study 10.2: An Inclusion Program in a Middle School.<br/><br/><br/><br/>Problem Scenarios.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Classroom management.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Education, Secondary.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Evertson, Carolyn M.,
Dates associated with a name	1935-
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Worsham, Murray E.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ocip
f	20
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Date acquired	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Dewey Decimal Classification			15/4	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	30/08/2019		371.102 4 EMM	12857	30/08/2019	30/08/2019	Stack text books