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You Can't Teach Until Everyone Is Listening


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Table of Contents

Foreword by Bruce A. Marlowe Preface Acknowledgments About the Author Introduction 1. The Critical Beginning: Knowing and Using Students' Names Barry Knowing and Using Students' Names Your Number 1 Classroom Management Tool Student Teachers and Interns Novice and Experienced Elementary Teachers An Easy Strategy Other Approaches Back to Barry Summary: Step 1 What Comes Next? 2. Avoiding Anonymous and Dangling Questions Dave Types of Questions Teachers Ask Levels of Questions Teachers Ask Dangling Questions: What Are They and What Was Dave Doing Wrong? Students Left in the Dark Worse Consequences What Can You Do? The Problems With Hand Raising A Better Way An Old Teacher's (or Is It Researcher's) Tale The Results of These Better Strategies Anonymous Questions: What Are They? What's Wrong With These Questions? How Can a Teacher Fix This? Did Dave Recover? The Experiment The Results Summary: Step 2 What's Next? 3. Choosing and Using Words Wisely Mariah Mariah's Goal What's in a Word? The Importance of Tight and Professional Language What Are Filler Words? What Happens When You Use Filler Words? An Unprofessional Word Mariah's Transformation Terry And Danae Using Words of Civility in the Classroom The Common Thread Three Other Powerful Hints About Language Making These Language and Tone Changes in Your Classroom Summary: Step 3 Coming Attractions 4. Avoiding Confusion When Giving Directions Elizabeth Clarifying Directions The Results A Pilot Project: A Different Story Chris What Are We Supposed to Do? Giving Instructions That Don't Lead to Disruption Why It's Important for Students to Re-explain Back Up! We Are Missing Two Preliminary Steps Chris' Plan The Results Summary: Step 4 What's Next? 5. Attending to Civility With Reminders and Cues Seventh Period: A Special Ninth-Grade Class The First Day of School What Happened With This Class? Mrs. Watkins' Advice The Problem With Classroom Rules Simple Expectations of Civility Jeannie Reminders and Cues How Often Do You Have to Give Reminders or Cues? Jeannie's Approach The Results The Bottom Line Summary: Step 5 Coming Next 6. Upgrading Interactions: Can You Feel the Heartbeat? The Title Julia Moving to a Higher Level Challenging Julia The Results Two Challenges for You How to Begin What Can Go Wrong Here? Subtle Classroom Disorder Jake Shy Students Detached Students National History Day Phil The Contest The Points of This Story The Results The Ultimate Goal Summary: Step 6 Now What? 7. Harry and Clara Reclaim Their Classes Harry Harry's Mistake: An Ultimatum Harry's Meltdown and Recovery The Letter The Students' Responses The Results Streamlining Harry's Format Clara Clara's Approach The Results A Bonus: You Learn More Than You Think From Student Letters or Student Drawings Your Turn 8. Making This Happen Beginning Teacher Preparation Courses and Preservice Teachers University Professors Student Teachers Novice Teachers Experienced Teachers Bon Voyage Appendix: Handling Unwanted and Inappropriate Responses Examples References Index

About the Author

Marilyn Page is author (with Bruce Marlowe) of Creating and Sustaining the Constructivist Classroom (Corwin Press, 1998, 2005) and Creating the constructivist classroom, a six part video series for grades K-12 (The Video Journal of Education, 1999). She began her career in education as a high school social studies and Spanish teacher and has taught in every grade 7 through 12, at every academic level, in rural, suburban, and urban school systems in different parts of the United States. She has taught at the university level and worked with pre- and in-service teachers, grades K-12, for 20 years. She also directed a major and complex research project for the development of K-12 professional certification requirements in the State of Washington. In addition to full time university teaching responsibilities, she has been the technology coordinator for education programs at two universities and developed the first Middle School Teacher Preparation programs in the Vermont State College System. She earned her EdD from the University of Massachusetts in Amherst in Instructional Leadership and in Educational Media and Instructional Technology. She consults on novice teacher, reform, classroom management, and technology issues in education. She lives in State College, Pennsylvania.


"Page's book is a jewel and of real benefit to the experienced or beginning teacher. Her advice is wise, sound, realistic, and very practical, and the book's main thesis should serve as a focal point of teacher preparation programs." -- Robert Di Giulio, Professor of Education, Johnson State College
"Management isn't magic-it can be mastered. Page's commonsense strategies are sound in practice and needed by teachers in the field." -- Marsha Alibrandi, Assistant Professor of Curriculum and Instruction
"Discusses the practical and easy steps to classroom discipline. This wonderful book distills much of what I spend time trying to teach the new teachers I mentor."
-- Devona Rowe, Teacher
"Covers the fundamentals sometimes overlooked or learned the hard way. Although it is great for student teachers and mentoring of beginning teachers, it is also appropriate for seasoned teachers." -- Gail McGoogan, Third-Grade Teacher
"A lot of books about classroom management exist, but many of those just offer utopian solutions that do not work in real classrooms. This book provides very solid examples and detailed practices that will not only inspire and prepare new teachers, but also help veteran teachers increase their effectiveness. A must-have reference for all teachers." -- Alper Kesten, Assistant Professor of Education
"Page is a breath of fresh air, reminding us that the soul of teaching is working with kids. This handbook provides a perfect blend of practical advice, research, modeling, and examples to rethink what happens and what needs to happen in classrooms." -- Daniel K. Thompson, Assistant Professor
"Offers six steps for more effecitve classroom management and comes from a teacher who uses years of research and experience to support the presentation of these steps. From establishing a foundation as a classroom leader to building student trust and encouraging cooperative behavior patterns, this book is a top pick." -- California Bookwatch, August 2008

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