Principles of Classroom Management: A Professional Decision-Making Model - Softcover

Classroom Management for every teacher. Classroom Management for all students.

Every child is unique in their abilities and challenges. Every teacher has their own style and persona in the classroom. At some point, the classroom environment will be faced with challenges—some minor, others more difficult and ongoing. Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition, is an effective and engaging, concise and compelling guide for classroom management that will inform and empower its readers with choices in the strategies that fit a myriad of belief systems on teaching and learning; and a variety of principles and potential approaches for preventing, coping with, and solving classroom management problems.

On Principles of Classroom Management:  A Professional Decision-Making Model

“The cases in each chapter provide interesting points for discussion and . . . [t]he end-of –chapter exercises . . . would be very helpful. . . . I really like the inclusion of the ‘DPAI’ inventory in the Appendix that is designed to help the reader reflect on each chapter.  [And] I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels.”

—Eleanor Wilson, University of Virginia

“The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen.”

—Marilyn Howe, Clarion University of Pennsylvania

On MyEducationLab for Classroom Management

“I find the case studies and videos contained in MyEducationLab effective for further explanation of coursework. The strengths are that they provide hands-on, realistic ideas that can be applied in classroom settings. The questions posed are helpful in understanding what students have learned from watching the videos or doing case studies. Students’ skills can be assessed through the assessment modules. . . . The activities assist students in gaining a better understanding of problems encountered in classrooms and approaches for dealing with these. The key strength is allowing for further practice in practical settings.”

—Beverly Doyle, Creighton University

Dr. James Nolan served as an elementary teacher, a secondary German teacher, and secondary teacher and a secondary guidance counselor in Pennsylvania schools. Currently he is the Hermanowicz Professor of Teacher Education and Professor in Charge of Elementary and Secondary Field Experiences.  For the last 15 years he has been working with an elementary level professional development school partnership between Penn State University and the State College Area School district. His scholarship focuses on classroom management, teacher supervision and evaluation, and teacher education and professional development.

Dr. James Levin is recently retired Director of Academic Advising, Eberly College of Science and Associate Professor of Education in the Graduate School at Penn State University. Dr. Levin has consulted with hundreds of school districts, alternative schools and treatment centers on the topic of working successfully with students who display disruptive behavior. He has taught both graduate and undergraduate courses and secondary math and science in inner city and suburban schools and residential cites for adjudicated youth. He has co-authored three other texts on modifying behavior, self-esteem and motivation. Dr. Levin’s research interests include classroom management, science education, and academic advising.