This book is a must-read for administrators, staff developers, behavior specialists, and instructional coaches who work directly with teachers to improve classroom management and student behavior.
Coaching Classroom Management, 2nd ed. is filled with everything you need to implement effective behavioral coaching:
The new second edition adds to the toolkit with more detailed directions for data collection tools, tips for working with reluctant teachers, an analysis of reciprocity, and a sample model for coaching.
The tools in this book were designed and field tested to close the gap between the ideal of research-based practices and the actual implementation of positive classroom management. Administrators will find guidelines for setting expectations and assisting teachers in meeting them. Classroom coaches will discover how they can use the skills they already have to assist teachers in a non-evaluative context.
Coaching Classroom Management is the perfect companion to CHAMPs, Discipline in the Secondary Classroom, or any research-based approach to managing student behavior. The effective leadership of administrators, instructional coaches, master teachers, mentors, behavior specialists, school psychologists, department chairs, subject area specialists, and literacy coaches can help teachers create calm and productive classrooms.
Help teachers spend less time dealing with disruptions and more time engaged in the business of teaching. Work with teachers to implement proactive, positive, and instructional approaches, which research has demonstrated achieve results far superior to traditional authoritarian, punitive, or exclusionary models.
Coaching Classroom Management is the best resource for assisting teachers to implement proactive and positive classroom management strategies in their classroom. This resource gives staff developers, administrators, and instructional coaches the tools needed to help teachers take training to the application level. By focusing on increasing academic engagement and motivation while reducing misbehaviors, teachers are aware of the various instructional elements that will lead to enhanced student achievement.
—Susan Schilt, District Resource Teacher, Largo, FL