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September 2018, Volume 76, Number 1Classroom Management Reimagined
TABLE OF CONTENTS
12 Tear Down Your Behavior Chart!Lee Ann Jung and Dominique SmithBehavior charts and similar public shaming methods don’t teach self-regulation. They mainly harm vulnerable learners.
20 "You Don't Know Me Like That!"Gabriel “Asheru” BennWithout rapport to forge relationships, cultural misunderstandings between teachers and students can erupt.
26 Getting Consistent with ConsequencesMike AndersonApplying consequences for student behavior is hard to get right. Here’s how to do it better.
34 Inventories, Confessionals, and Contracts: Strategies for Effective Group WorkLarissa PahomovTurn group work from a headache into a productive—and even joyful—experience.
40 Room for ImprovementRobert DillonBecoming intentional about classroom design can help teachers manage behavior, build community, and improve learning.
48 Involving Teachers in Schoolwide Behavior PolicyRandy Sprick and Jim KnightFor your overall student-behavior management strategy to work, give teachers a voice.
50 A Coaching Model for Classroom ManagementJim KnightWith the right process, instructional coaches can help teachers hone their skills.
54 The Power of Common LanguageVanessa Scanfeld, LaShonda Davis, Leah Weintraub, and Vincent DotoliHow a shift from rule following to habit development created a culture of high expectations in one school.
60 Virtually in the ClassroomKevin Smith and Dan KlumperVirtual reality platforms can help preservice teachers develop real classroom management skills.
66 Addressing Dangerous Behavior in the ClassroomAmy Murphy and Brian Van BruntA three-pronged approach can help educators prevent or de-escalate classroom crises.
72 Building Classroom Community Through StorytellingBret TurnerFor one elementary teacher, weaving a tale with his students created unexpected connections.
78 Finding Your Classroom's Greatness Tracey TinleyHow a Nike ad campaign helped one teacher change students' beliefs on learning and set the right tone for the school year.
READER'S GUIDE7 Beyond DisciplineAnthony Rebora
SHOW & TELL: A VIDEO COLUMN82 Boosting Your Teacher CredibilityDouglas Fisher and Nancy Frey Students’ belief that they can learn from a teacher is powerful.
LEADING TOGETHER84 Syncing Behavior StrategiesJill Harrison BergTo improve climate, teachers and administrators have to work together.
CONFRONTING INEQUITY86 Are the Kids Really Out of Control?H. Richard Milner IV, Heather B. Cunningham, Lori Delale-O’Connor, and Erika Gold KestenbergStudents need support, not punishment.
ONE TO GROW ON88 Owning the Classroom TogetherCarol Ann TomlinsonAsk students how they can create a classroom that works for everyone.
ASCD POLICY PRIORITIES90 The Fight for PD FundingDavid GriffithEducator advocates flexed their muscles to save the federal Title II program.
4 Readers React
89 Index to Advertisers
92 Tell Me AboutReaders share their best-kept classroom management secrets.
95 ASCD Community in Action
EL TAKEAWAYS96 Classroom Management from All Angles
EL ONLINE EXCLUSIVE
Circling Toward Healing and Learning Rachel Dahill-Fuchel and Kevin Dahill-FuchelRestorative circles build relationships and equity in classrooms.
A Healthy Ecosystem for Classroom Management Paul Emerich France Teachers must provide structure while helping students develop autonomy, awareness, and self-regulation skills.
Video: Classroom Management Mis-steps and Lifesavers Marilyn Swartz discusses common mistakes and best bets on creating a good learning environment.
Educational LeadershipNovember 2019A Culture of CoachingVolume 77, No. 3
Instructional coaching and leadership coaching have become key forms of educator professional development and growth. The November 2019 issue of Educational Leadership looks at the dynamics of effective coaching and how schools can create the right conditions to support it.
Educational LeadershipMay 2020Learning and the BrainVolume 77, Number 8
The May 2020 issue of Educational Leadership explores the increasingly compelling connections between brain science and the classroom. With research in neuroscience shedding new light on how students learn best, the issue aims to help educators make the most of this information to promote whole child development—and determine how they can sort genuine scientific findings from myths and hearsay.