From Discipline to Culturally Responsive Engagement: 45 Classroom Management Strategies

by Laura E. Pinto

Overview

The forward-thinking techniques you need to manage today’s diverse classrooms

Contemporary educators know that discipline-based classroom management is less effective in today’s schools. Evidence shows that a strategy of culturally responsive engagement is essential to giving students the best education, whatever their background. In a readable and compelling text, Laura E. Pinto outlines:

• Keys to developing the cultural fluency necessary to prepare all students for success.
• Exercises for teachers to reflect deeply on how they manage their classrooms, and identify areas for improvement.
• 45 easy strategies—including many that support the Common Core—for boosting engagement and cultural responsiveness in the classroom

Product Details

ISBN-13:	9781452285207
Publisher:	SAGE Publications
Publication date:	06/05/2013
Sold by:	Barnes & Noble
Format:	eBook
Pages:	232
File size:	7 MB

About the Author

Learn more about Laura Pinto's PD offerings

Consulting Description: Common Core
Consulting Description: Classroom Management


Award-winning researcher and educator Dr. Laura Elizabeth Pinto is currently an Assistant Professor at the University of Ontario Institute of Technology and Associate Member of the Graduate Faculty, Department of Theory & Policy Studies in Education, University of Toronto. She has been teaching in faculties of education for the past decade, and working with new and seasoned members of the teaching profession with an eye to applying evidence and promising practices to their work. Dr. Pinto began her career as a school teacher, which led her to write curriculum policy for the government of Ontario. Before long, she became a policy analyst and policy manager prior to commencing her doctoral studies. She is also a Past President of the Ontario Business Educators’ Association. She received the prestigious Canadian Governor General’s Gold Medal in 2009 for her research, as well as the Odyssey Award, among other honors. She has received and been involved in large-scale research supported by sought-after Social Sciences & Humanities Research Council grants, for a decade. Dr. Pinto co-authored three Canadian textbooks and related teachers’ guides: Insights (Irwin), Business Technology Today (Nelson), and Business Connections (Prentice-Hall) and authored Curriculum Reform in Ontario: ‘Common Sense’ Policy Processes and Democratic Possibilities (University of Toronto Press). She has authored and co-authored dozens of articles in academic and professional journals. She has co-written provincial curriculum policy, and continues to provide advice to various governments on matters of education policy. She regularly delivers papers and workshops at scholarly and professional conferences both locally and internationally. Dr. Pinto is deeply committed to democracy in education, and education for critical-democracy, and is particularly interested in the role of politics, policy production, and critical thinking to democracy.

 

Table of Contents

Preface
Acknowledgments
About the Author
PART 1: Foundations of Classroom Management and Culturally Responsive Practice
1. Revising Classroom Management With Fresh Eyes
2. Cultural Responsiveness as Key to Classroom Management
3. The Classroom Management Spectrum
PART 2: 45 Practical Strategies for Classroom Management
4. Comfortable Learning Cribs: The Physical Environment and Routines
5. Here’s the Deal…Laying Out Expectations and Rules
6. Excuse Me? Strategies for Immediate Actions in Response to Students
7. Let’s See What You’ve Been Up To: Tracking Student Behavior
8. Pay It Forward: Rewards Systems in Your Classroom
9. Welcome Mom and Dad: Enhancing Parent-Teacher Collaboration and Communication
10. What’s the Buzz? Student-Teacher and Class-Teacher Communication
11. Everybody In! Strategies for Group Communication and Engaged Learning
PART 3: Professional Learning Communities
12. Professional Learning Community Guide to Culturally Responsive Classroom Management
References
Index

Editorial Reviews

"Where the heck was this book when I needed it?! I've been teaching for 25 years and the methods you need now are vastly different from the methods you needed when I started my career. This book supplies many choices, some old tried and true but presented in a different way, and some out of the box choices that make good sense. There are many methods, Love and Logic, PBS, etc. that work, but don't work for all students and when your school has adopted a method and you are expected to follow it, you can feel lost when you encounter the times that the method doesn't work because you have no other tricks to use. This book will fill your bag of tricks."

Linda Sarver

"It is comprehensive, well thought-out, and covers areas about classroom management and discipline that I don't normally see in educational references. The author addresses the classroom management challenges facing teachers today as they deal with the many cultural, ethnic, and diverse backgrounds of our students. It makes a strong contribution into understanding the problematic and ever changing world of educational discipline in the classroom. The strategies provide teachers with very good ideas that can be used to deal with classroom management focusing on cultural differences and the diversity we now see in classrooms across the country."

Ken Klopack

"This quick-format reference book will assist any teacher, new or seasoned, in establishing and/or enhancing their classroom management systems in respect to cultural responsiveness."

Gary L. Willhite

"Classroom management is an especially important topicfacing teachers and administrators. The author'sapproach to blending in a culturally responsive perspective to the research base is both timely and necessary. The book creates a type of neural pathway between classroom management and the nature of relationship building, that is grounded by culturally responsive practice. Incorporating the relationship and significance of the common core only adds to the development of teacher capacity and efficacy development. What is particularly helpful is the emphasis on evidence, which allows the reader tothink self-reflectively about their practice."

Deborah Childs-Bowen