MyLab Education with Pearson eText -- Access Card -- for Comprehensive Classroom Management Creating Communities of Support and Solving Problems

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Practical advice and real-life examples help teachers understand and apply the principles of classroom management in their own classroom situations.
Comprehensive, based on the most current research, and supported through the examples of thousands of teachers already using these techniques, Comprehensive Classroom Management helps K-12 teachers implement effective classroom management methods. The emphasis is on creating safe, supportive classroom environments where students are motivated to learn, and where classroom behavior standards have been developed with and agreed upon by students. Through detailed case studies, examples, and descriptions of specific strategies, the text also examines instructional methods that support high rates of student engagement. The 12th Edition is updated throughout, including new material on supporting students who have experienced trauma, bullying, use of electronic devices, and new research and methods for creating teacher—student relationships that students view as caring and supportive.

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Vern Jones, Ph.D., has been a junior high school teacher, a junior high school vice principal, and a district coordinator for students with emotional and behavioral disorders. He is an emeritus professor of Teacher Education in the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Oregon, where he chaired and taught in the education department, directed the doctoral program in educational leadership, and taught in the school psychology department. He received his Ph.D. in counseling psychology from the University of Texas.

Dr. Jones’s other books include Adolescents with Behavior Problems (1980), Responsible School Discipline (1981), Creating Effective Programs for Students with Emotional and Behavior Disorders (2004), Practical Classroom Management (2011), and Effective Supports for Students with Emotional and Behavioral Disorders: A Continuum of Services (2016). He has written chapters in Helping Teachers Manage Classrooms (1982), Management of Disruptive Pupil Behaviour in Schools (1986), and Severe Behavior Disorders of Children and Youth (1987). He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education (1996). He also wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook of Classroom Management: Research, Practice, and Contemporary Issues (2006). Dr. Jones is coauthor of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students. Comprehensive Classroom Management has been translated into Korean, Chinese, Taiwanese, and Bahasa Indonesia.

From 1986 to 1989, Dr. Jones was co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. He won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than ten states and has consulted with school districts and staff in more than 25 states.

Louise Jones was a teacher in grades three through six for thirty-two years. She earned her master’s degree from Lewis & Clark College, where, after retiring from teaching, for three years, she coordinated cohorts of twenty graduate students simultaneously earning their master’s degrees and initial teaching licenses. Her graduate school teaching included courses on elementary school social studies methods, classroom management, and student teaching seminar. She has presented at regional and national workshops on creating positive classroom climates and has worked with school staff to develop schoolwide student management plans.

PART I: FOUNDATIONS OF COMPREHENSIVE CLASSROOM MANAGEMENT
1. Classroom Management in Perspective
2. Understanding Students’ Basic Psychological Needs

PART II: CREATING A SAFE AND SUPPORTIVE LEARNING COMMUNITY
3. Establishing Positive Teacher—Student Relationships
4. Creating Positive Peer Relationships
5. Working with Family Members
6. Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

PART III: INCREASING STUDENT MOTIVATION AND LEARNING BY IMPLEMENTING INSTRUCTIONAL METHODS THAT MEET STUDENTS’ ACADEMIC NEEDS
7. Enhancing Students’ Motivation to Learn

PART IV: WHEN PREVENTION IS NOT ENOUGH: METHODS FOR ALTERING UNPRODUCTIVE STUDENT BEHAVIOR
8. Responding to Behavior That Disrupts the Learning Process
9. Using Problem Solving to Resolve Behavior Problems