Classroom Management and OrganizationHere are entered general works on the administration and organization of schools. Works on the supervision of instruction within schools are entered under School supervision. See also what's at Wikipedia , your library , or elsewhere. Help with reading books -- Report a bad link -- Suggest a new listing. Edited by John Mark Ockerbloom onlinebooks pobox.
Chapter 3. Classroom Management and Organization
The school's organizational plan addresses those issues that affect the school as a whole, such as the master schedule, the location of staff in different rooms, and the assignment of aides to teachers or teams. Matters that affect only individual teachers or teams—how to form reading groups for all 2nd graders, for example—are addressed in Chapter Team Planning. How a school is organized is a matter for the staff to determine, and a school's organization should reflect the staff's commitment to the success of all students. Every aspect of the instructional program will convey the values and goals of the staff toward students and their learning. Through a school's organizational patterns—whether the school is divided into teams or houses, for example, or whether it adopts a traditional or a block schedule—the staff can convey to both students and their parents that learning is important, that the business of the school is learning, and that the different elements of the school's organization are structured to support that learning.
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As editor of Professor Otto's second revision of Elementary-School Organization and Administration, I take special pleasure in commending it to all educators who are interested in the field of elementary education. The new edition is far more than an up-to-date revision of an old text. The new edition sparkles with new life. It is a completely new orientation and thorough treatment of the problems, theory, and practices of the modern elementary school. It adds a decade of research and practical experimentation to the edition. The author presents a most timely and dynamic treatment of the problems and possibilities that now confront the elementary-school staff. Two decades of experience as Director of an experimental elementary school, nation-wide contact as consultant in the improvement of elementary-school programs, and a score of years as a leading investigator, instructor, and writer in the field of elementary education, have given Professor Otto an ideal background for writing a thoroughly practical and authoritative textbook of immediate and lasting value to teachers, supervisors, and administrators.
As a second-year teacher, Mandrel Epps is showing a lot of promise, but he still has some rough edges. He works very hard to develop engaging lessons and accompanying materials. Another teacher on his grade level said that if she shares an activity with him, he gives it back with some additional, and often better, twists. Mandrel showed a lot of courage coming back to teach after the tough first year when he had 12 of the most challenging students in the grade level placed in his classroom. Mandrel's students say they like him and he makes learning interesting, but sometimes they also take advantage of him. It is as if he has a jigsaw box of puzzle pieces, but he cannot get all the pieces to fit together.