Principles of Classroom Management, Canadian Edition, 4th edition

James Levin Pennsylvania State University
James F. Nolan Pennsylvania State University
James W. Kerr Brock University
Anne E. Elliott Brock University
Mira Bajovic Brock University

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For classroom management and general methods courses.

A practical decision-making model prepares teachers to make effective decisions that promote positive classroom behavior

Principles of Classroom Management, Canadian Edition, focuses on the teacher's role as a professional decision-maker in creating positive learning environments that help influence students to behave productively and strive for academic success, rather than focusing on rewards and punishments. Grounded in both theory and practice, it provides teachers with a very practical system to guide their decision-making process and foster supportive classroom environments. Principles, theoretical perspectives, and empirical findings provide a foundation for teachers to confidently make professional decisions with respect to classroom behavior issues. An array of decision-making options guide teachers in thinking about how to approach specific classroom management situations and choose from a range of strategies designed to prevent disruptive behavior and influence appropriate behavior.

Hallmark features of this title

Kaleidoscope Case Studies described through the eyes of all participants in each scenario that reflect real issues in Canadian schools
Model of Strategies that allow educators to deal with any and all management issues
Coverage of Current Issues in today's classrooms such as cyberbullying, technology, and the effect of violent media
Updated Content on recent trends in education nation-wide such as a new chapter on bullying, which has become a national focus for Canadian educators.
The adjustment of classroom management theories to reflect the focus on the evolving use of language in the teaching profession, such as the reconstruction of the four types of “power” to the four types of “authority”.

New and updated features of this title
NEW model of sequential strategies for managing inappropriate classroom behaviours.
NEW chapter on bullying
NEW content on differentiating instruction, Marzano's recent work on assessment and feedback
NEW Canadian references to reflect current research, recent responses to change, and best practices across the country

The Foundations
Nature of Behavioural Problems
Understanding Why Children Misbehave
Bullying and Cyberbullying Implications for the Classroom
Philosophical Approaches to Classroom Management Iterative Case Study Analysis Second Analysis
The Professional Teacher
Structuring the Environment Iterative Case Study Analysis Third Analysis
Managing Common Misbehaviour Problems Nonverbal Interventions
Managing Common Misbehaviour Problems Verbal Interventions and Use of Logical Consequences
Classroom Interventions for Chronic Behaviour Problems
Seeking Outside Assistance Iterative Case Study Analysis Fourth Analysis

James Levin is a faculty member in the Graduate School of Education at Pennsylvania State University where he has taught science and mathematics education and classroom management courses for twenty years. Prior to that, he taught as a secondary mathematics and science teacher in both urban and suburban schools in the Philadelphia, PA area. He is currently The Director of Advising and the Division of Undergraduate Studies Program Coordinator for the Eberly College of Science. His current research interests are directed towards students' persistence and success in science.

James F. Nolan is the Hermanowicz Professor of Education and the Co-Coordinator of the Elementary Professional Development School Partnership between Penn State University and the State College Area School District. His research interests include reflective supervision, professional development, and classroom management. He currently serves as Editor of The Pennsylvania Teacher Educator.

James W. Kerr is a retired Associate Professor from the Faculty of Education at Brock University.

Anne E. Elliott is a Professor in the Faculty of Education at Brock University and Chair of the Pre-service Program. She continues to teach a teaching methods course and supervises teacher candidates in their field placements. She also contributes to the on-going development of the Critical Literacy Centre at Brock. She earned her Bachelors and Masters degrees from Brock University, and her PhD from the University of Toronto.

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