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Classroom management in teacher education programs
Series Foreword; Acknowledgments; Contents; List of Tables; Chapter 1: Introduction: The Problem of Integrating Classroom Management into the Lives of Those Learning to Teach; Defining the Problem; The Lack of Classroom Management Courses in Teacher Preparation Programs1; Why Classroom Management Is Not Taught in Teacher Preparation Programs; The Importance of Classroom Management in Teacher Preparation Programs; The Challenge of Integrating Classroom Management Coursework into Teacher Preparation Programs; Framing the Book's Research Questions; A Brief Preview of the Book; References
Chapter 2: Teaching without Classroom Management Coursework: A Case Study-Methods II into Student TeachingIntroduction to the Control Cohort's Methods Course at Public University; Introduction to the Control Students; Dana's Road to Teaching; Conrad's Road to Teaching; Robyn's Road to Teaching; The Methods Course: From Beginning to End; Expectations for Methods II; End of the Course: A Lack of Practical Strategies; Frustration with the Course Textbook; In-Class Teaching Experience; Fieldwork; Reflecting on Methods II: Changed Expectations and Fears and Hopes for Student Teaching
One Month into Student TeachingOverview of Schools; Dana's Student Teaching Setting; Conrad's Student Teaching Context; Robyn's Student Teaching Context; Initial Teaching Challenges with Classroom Management; Initial Teaching Successes; Usefulness of Methods II Course in Initial Student Teaching; Perception of Classroom Management After One Month of Student Teaching; References; Chapter 3: Teaching without Classroom Management Coursework: A Case Study Continued-After Student Teaching into Teaching; After Completing Student Teaching
Defining Classroom Management After Completing Student TeachingUsefulness of Methods II Course After Completing Student Teaching; Struggles with Classroom Management; Classroom Management Strategies that Worked; Classroom Management Growth and Anticipated Changes to Help with Classroom Management; One Semester into Teaching; Overview of Schools; Robyn's School Context; Conrad's School Context; Dana's School Context; Defining Classroom Management After Teaching Their Own Class; Usefulness of Methods II Course After Teaching Their Own Class; Struggles with Classroom Management
Classroom Management Strategies that WorkedClassroom Management Growth and Anticipated Changes to Help with Classroom Management; Concluding Thoughts; References; Chapter 4: The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses; A New Way of Thinking About Classroom Management; Framework for the Dynamic Classroom Management Approach; Principles of the Asset Model; Dynamic Classroom Management Approach (DCMA) Domains; Domain 1: Flexibility and Adaptability in One's Management Style; Domain 2: Diversity in Context
Includes bibliographical references and index.