Table of Contents

About The Book v

About The Author vii

Acknowledgments viii

PART 1 Assessing Where We Are and Making Sense of the Inner Workings of the Classroom 1

Chapter 1 Introduction to Transformative Classroom Management 3

Chapter 2 Classifying Approaches to Classroom Management and Moving Up the Teaching Style Continuum 13

PART 2 Exploring the Nature of Classroom Dynamics and Student Motivation 35

Chapter 3 Exploring the Fundamental Components of the Classroom Environment 37

Chapter 4 Promoting Clear and Shared Classroom Expectations: 59

The Cornerstone of the Effective Classroom

Chapter 5 Effective Technical Management: 81

Promoting a Culture of Listening, Respect, and Efficiency in the Classroom

Chapter 6 Examining Motivational Strategies 103

What Makes Your Students Care?

Chapter 7 Promoting a Success Psychology in Students 127

PART 3 Developing a Functional Democratic Classroom Society 143

Chapter 8 Creating Collective Classroom Bonds with a Social Contract 145

Chapter 9 Developing Logical and Related Consequences Within the Social Contract—and Why to Avoid the Use of Punishments 159

Chapter 10 Implementing the Social Contract and Promoting Student Responsibility 179

PART 4 Good Teaching Practices Lead to Good Management 199

Chapter 11 Transformative Classroom Instruction and the Pedagogy-Management Connection 201

Chapter 12 Effectively Managing the Cooperative Classroom 227

PART 5 Remediation without Coercion 253

Chapter 13 A Win-Win Approach to Conflict Resolution and Potential Power Struggles 255

Chapter 14 Changing the Negative Identity Pattern and Succeeding with More Challenging Student Behavior 271

PART 6 Adopting a Transformative Mind-Set 297

Chapter 15 The Transformative Classroom 299

Implementing a 1-Style Approach and Creating a Classroom Community

Chapter 16 The Transformative Mind-Set and Making Your Thinking an Ally 327

Appendix A: Questions and Answers on Transformative Classroom Management 343

Appendix B: Sound Versus Faulty assumptions 345

Appendix C: Examining the ‘‘It Works’’ Fallacy 347

Appendix D: Examining the Use of the Phrase the ‘‘Real World of School’’ 351

Appendix E: Common Sources of Classroom Drama 353

Appendix F: Transform Your School: A Schoolwide Student Discipline, Motivation, Character Building, and Peer Mediation Program 357

Appendix G: Classroom Management and Student Achievement 363

Index 366

About the Author

John Shindler, Ph.D., is associate professor at California State University, Los Angeles, the co-director of the Western Alliance for the Study of School Climate, and the chair of the American Educational Research Association (AERA) Special Interest Group for School Climate, Culture and Community. He is also a regular contributor to educational journals including Educational Leadership and National Forum of Teacher Education Journal.