"Many of today's discipline problems result from student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed."
-Dutchess Maye, Fellow for Instructional Design
North Carolina Teacher Academy, Morrisville, NC
A classroom leadership model of prevention, intervention, and problem solving for both teachers and students!
Emphasizing a leadership model for effective classroom management rather than relying on strategies for compliance and control, this updated edition of the bestseller describes a comprehensive approach that encourages teachers to reevaluate their beliefs, roles, and practices and engages students as partners in creating a powerfully supportive learning environment.
Offering a unique perspective on classroom leadership that helps teachers address potential problems before learning is disrupted, this resource shows how integrating leadership into daily classroom life enhances learning by strengthening students' autonomy, self-esteem, and connectedness with others. Reflecting the author's years of experience and filled with more real-life examples, new techniques, and ready-to-use worksheets, the book:
- Provides an interactive process that allows teachers to foster leadership in themselves and their students
- Includes classroom connections, personal connections, examples, checklists, and reflective questions
With its distinctive and creative perspective on classroom management, Rethinking Classroom Management, Second Edition encourages teachers to become mentors and facilitators, rather than classroom managers, as they empower students to actively participate in their own learning.
Industry Reviews
"Many of today's discipline problems are student responses to outdated practices. This book lives up to its title, providing innovative approaches that demonstrate leadership rather than management. Teachers discover creative and proactive ways to engage students in the development of learning environments that are positively charged, cooperatively structured, and self-governed." -- Dutchess Maye, Fellow for Instructional Design "For the past twenty years, I have used the tenets of Rethinking Classroom Management to support new teachers and work as a teacher on special assignment and later as an administrator. In my current role, I consistently refer principals to the RTI strategies found in Belvel's work. Ultimately these strategies lead to strengthened relationships and positive social behaviors. Students problem solve solutions that guide them to make constructive behavior choices so they can focus on academics." -- Fran Johnson, Administrative Leadership Coach "Provides classroom teachers with a framework of techniques and strategies-anchored in prevention, intervention, and problem solving-that develop engaged, self-directed students with the social and critical thinking skills for the world ahead. The format is user-friendly and the scenarios and examples are excellent tools for exploring beliefs and management style, a first step in creating a positive learning environment where the teacher is a leader and facilitator of learning rather than a manager and controller." -- Andrea Lichter, Director "This teacher guidebook gracefully weaves together theory, practice, and common sense about creating positive classrooms where students are active participants in their own learning and where teachers lead their students in developing academic and social skills for school and for life. It connects classroom management and instructional design, demonstrating that students attend to learning when they are engaged and when classroom rules and procedures are well established, make sense, and reflect both teacher and student desires for a nurturing and productive learning environment." -- Deborah Walker, President & CEO, Collaborative for Teaching and Learning "I have used these strategies for nearly twenty years as a speech-language therapist, GATE teacher, and professional developer presenting the strategies to teachers. Recently, I have been working with colleagues in broadening my understanding and application of Response to Instruction and Intervention (RTI2), which is a framework and philosophy that can help in assisting Program Improvement Schools and Districts. Rethinking Classroom Management is a perfect match with RTI2 in both academic and behavioral realms. I would highly recommend this book to any school or district needing to enhance and strengthen RTI2." -- Liz Talbot, Director, Special Programs "As a university instructor, I found Rethinking Classroom Management to be one of the best resources for preservice teachers. This book guides teacher candidates to solidify their values and beliefs about classroom management. They begin their teaching career with a solid foundation on how to develop a positive classroom learning environment." -- Ruth Ann Costanzo, Director of Clinical Work K-12
