Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.

Classroom Management study conducted by the Utah State University shows that the primary concern of new teachers is classroom management, maintaining an atmosphere of learning and containing discipline problems in the classroom environment. I believe that the first key to successful classroom management is being pro-active, preventing these problems before they occur. Effective teachers should be able to establish harmonious personal interactions with their students. They understand that the behavior of

Classroom Management: Hands on or Hands off? Introduction The issue of classroom management is a complex one in today’s world, especially as the issue of how to educate has taken on so many different dimensions over the previous decades. There are so many different schools of thought on the best way to educate that managing the classroom and instilling discipline is also impacted by these myriad voices and perspectives. This paper will

Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships,

Introduction It is easy to assume that a comprehensive decision making theory gives a reliable basis for an observation scheme for a classroom. However, it is apparent that even though the practical and theoretical ventures overlap in many respects the core of the theoretical tenets are fundamentally variant. They are broader in some respects and narrow in others. The deterrents of real time implementation are significant and thus the scheme of

I often read them books about children from different cultures getting along together, and we also sing songs related to different cultures. Also, when a child asks me a question about why certain children look different or speak differently, I answer them in a loving and honest manner. I feel it is important to help each child feel accepted in the group, help children learn to communicate and get along