List of Figures Foreword - Thomas O. Erb Acknowledgments About the Author 1. Introduction and Overview 2. Management Through High Engagement 3. Shifting Speed - Not Lowering Expectations 4. Shifting Responsibility to Students 5. Making the Physical Environment a Partner 6. Knowing What Works for You 7. Believing Less Is More and Positive Is Better 8. The School Context 9. How the Best Middle Level Teachers Manage Resource A: Collective Advice for New Teachers Resource B: Twenty of Our Best Recommendations for Classroom Management Resource C: Teacher Profiles Resource D: Featured Outstanding Teachers References Index
Managing the Adolescent Classroom is based on the premise that good adolescent classroom managers structure the learning with intentional regard for young adolescent development Within this context, students' physical, social, emotional and intellectual needs are met, self-efficacy is enhanced, and self-regulation is promoted. Managing the Adolescent Classroom will be a boon to mentors of new teachers and teachers who seek new ways to improve their management for the sake of their students' learning.
Glenda Beamon Crawford's experiences with young adolescent learners span nearly thirty years. She has taught in grades 4-12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10-14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.