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Frustrated by ongoing difficult student behavior? You're not alone: classroom management issues are a leading cause of teacher burnout. But there is a solution. No More Taking Away Recess and Other Problematic Discipline Practices shows how to promote good behavior, address interruptions, and keep everyone moving forward.
"Management and control are not the same," write teacher and school leader Gianna Cassetta and noted researcher Brook Sawyer. If trying harder to exert control is sapping your energy, watch as they show how to transition away from the roles of disciplinarian or goody dispenser and toward an integrated, professionally satisfying model for classroom management. You'll find everything you need to get going, including:
- the rationale for abandoning rewards and consequence tactics
- research on more developmentally appropriate-and efficient-management
- a plan that integrates instruction and management to decrease interruptions
- specific strategies for addressing misbehavior and refocusing on learning goals
- ways to analyze problematic behaviors and help students connect and stay motivated.
Ease your frustration with classroom management and return dozens of hours lost each year to addressing problematic behaviors. Take a page from No More Taking Away Recess and Other Problematic Discipline Practices and turn your classroom into a community that helps students become their best selves-and helps you rediscover the joy of teaching.
About the Not This, But That Series
No More Taking Away Recess and Other Problematic Discipline Practices is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.
Read a sample chapter from No More Taking Away Recess and Other Problematic Discipline Practices.
- Sales Rank: #133938 in Books
- Published on: 2013-10-01
- Original language: English
- Number of items: 1
- Dimensions: 8.97" h x .20" w x 6.13" l, .32 pounds
- Binding: Paperback
- 96 pages
About the Author
Gianna Cassetta is coauthor of No More Taking Away Recess and Other Problematic Discipline Practices, part of the Not This, But That series. She is the author of a professional text entitled, Literacy Centers: a Standards Based Approach for Grades 3 and Beyond, and is featured in instructional videos on effective literacy practices, including Step into Guided Reading. She is currently working on a book about the relationship between classroom management approaches and the social efficacy of students. Gianna is an experienced classroom teacher, school leader, and consultant, and has worked as Director of Leadership Development for the Office of School Reform and Innovation at Denver Public Schools. Her passion for urban education led her to steer the effort to co-found Future Leaders Institute, a charter school in Harlem, New York City, and SOAR Schools in Denver, Colorado where she currently serves as Co-Executive Director.
Brook Sawyer is coauthor of No More Taking Away Recess and Other Problematic Discipline Practices, part of the Not This, But That series. Brook was a middle school language arts teacher and an elementary guidance counselor and is now an assistant professor in the College of Education at Lehigh University. Her research aims are interdisciplinary and center on promoting the development of young children who have disabilities or who are dual language learners (DLLs). Specifically, her work aims to support the development of preschoolers who are at risk for poor school performance by examining and enhancing the practices of teachers and teachers as well as by enhancing partnerships between educators and parents. She has published her work in numerous journals, such as Early Childhood Research Quarterly, Journal of Early Intervention, and Journal of Research in Reading. She has presented her work at national and international conferences.
Most helpful customer reviews
11 of 11 people found the following review helpful.
A concise, immensely helpful guide to effective discipline
By MargaretW
Gianna Cassetta and Brook Sawyer have written a very practical and powerful guide to help teachers effectively manage their classrooms so that students can thrive and learn. They have packed so much information into the book's 80-odd pages. They demonstrate what current research shows about discipline practices that are and are not effective. Then, they take those findings and demonstrate at a practical level how teachers can implement the recommended practices.
I especially appreciated the book's theme of "giving" versus "taking away." Too many discipline approaches work from a punitive model (what can I take away from these kids to make them behave?), but the authors show that by spending more time thinking about what children need to succeed in a given situation or what is getting in the way of their behavior, teachers can foster positive student behavior and help students succeed. As a result, they can create calmer, happier school climates for themselves and their students.
While some might think of this approach as "pie in the sky," the authors show that it can work even in the most challenging of school settings. The classroom scenarios and students they present are realistic and ones to which teachers can relate, and the approach they outline is one that all teachers would benefit from reading.
I have already recommended this book to many teachers and will continue to do so.
2 of 2 people found the following review helpful.
Right on!
By Amie L Schraeder
Easy read. Great and simple philosophy and practice backed by research. Definitely one I will share with my teachers.
1 of 1 people found the following review helpful.
Great look at classroom management
By Carrie
This book was great! I truly feel that every teacher should read it and reflect on his/her own ideas about classroom management. I appreciate how the authors give theory, show research, and use examples of possible class scenarios. I will be sharing this book with others at my school.
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