Q & A Collections: Classroom Management Advice
I'll begin posting new questions and answers in late August, and during the summer will be sharing thematic posts bringing together responses on similar topics from the past four years. You can see all those collections from the first three years here.
Today's theme - the first one in this summer series - is on classroom management. You can see the list following this excerpt from one of them:
Educators Bryan Harris, Marcia Imbeau, Pernille Ripp, Gianna Cassetta, Brook Sawyer and Julia Thompson share their advice in this post.
Kelly Bergman, Patty O'Grady, ReLeah Lent, Barry Gilmore, and Bethany Bernasconi share their thoughts here.
Educators Dr. Debbie Silver, Richard L. Curwin, and Marcia L. Tate provide guest responses.
This post features two special contributions: one from well-known educator (and regular contributor to this column) Suzie Boss, who talks about the tricky subject of classroom management specifically during Project-Based Learning lessons; and the other from ASCD author Jane Bluestein. In addition, I include multiple comments from readers.
Assistant Principal Jim Peterson and author Jim Anderson share their suggestions. Jim's downloadable instructions for conducting "walk-and-talks" with students seemed to particularly strike a chord with readers.
Dr. Marvin Marshall and I share practical positive -- not punitive -- classroom management strategies.
My colleague and co-author (The ESL/ELL Teacher's Survival Guide) Katie Hull-Sypnieski and I share even more positive classroom management ideas.
Nine experienced educators, including Nancy Gardner from the Teacher Leaders Network and David B. Cohen from Accomplished California Teachers, discuss the role of relationships and respect in the classroom.
Teachers Jane Ching Fung, Mathew Needleman, and Tom Hobson write about the particular classroom management issues of very young students and how best to respond to them.
Author/Educators Annette Breaux, Roxanna Elden, Harry Wong, and Gary Rubinstein contribute their thoughts in this column.
Professor and author Roy F. Baumeister discusses his research on self-contol as a resource that can be depleted -- and then needs to be replenished. I share my experiences applying his research findings in the classroom.
Several of my friends and colleagues, including a California Teacher of the Year and an administrator who I consider my mentor in classroom management, contribute what they've learned through their experiences.