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The Classroom Management Handbook: A practical blueprint for engagement

Table of

Perhaps the biggest factor influencing teacher wellbeing and student learning is whether students are calm, focussed, and attentive in the classroom. Despite this, most teachers feel that their teacher training allocated far too little time to the fundamental principles and practical strategies that form the foundation of effective classroom management. In this book, Mark Dowley and Ollie Lovell address this shortfall by revealing 10 principles and 18 routines that will set you up for classroom management success. The Classroom Management Handbook, is the most concise, scaffolded, and unapologetically practical guide to classroom management available.

Ollie Lovell is an author, podcaster, and educator based in Melbourne, Australia. He is best known as host of the hugely popular Education Research Reading Room Podcast. The Classroom Management Handbook is his third book, following the amazon best sellers Swellers Cognitive Load Theory in Action and Tools for Teachers. In all of his work, Ollie is laser focussed on clarifying, codifying, and communicating the best that education research and practice has to offer time-poor teachers. When he isnt writing education books he enjoys bouldering, surfing, and spending time with his wife Holly and daughter Ada. Dr. Mark Dowley is Associate Head - Staff Development at the Crowther Centre for Applied Educational Research and Adjunct Lecturer at LaTrobe University. Mark has received multiple teaching awards and consults internationally on culture, belonging and behaviour. He completed his Doctor of Education and Masters in Education Policy (International) at the University of Melbourne. When he isnt working he enjoys being outdoors; running, swimming, camping and spending time with his family.






                How to use this book

Part 1: Ten principles for effective classroom management

Principle 1: Cracking behaviour is cracking a code

Principle 2: The best classroom managers have the best habits

Principle 3: Beginning with high expectations provides more flexibility

Principle 4: Master your own behaviour to influence others

Principle 5: Behaviour is a curriculum, treat it as such

Principle 6: It’s what you say and how you say it

Principle 7: Success is the greatest motivator

Principle 8: Seek out examples of excellence

Principle 9: Students need to know that they belong and you believe in them

Principle 10: Bank positivity

Part 2: Scripts

Tools, routines and scripts

Routines for the first lesson with a new class

Routine 1: Entry routine

Routine 2: Defuse debate

Routine 3: Teacher self-regulation

Routine 4: Gaining attention

Routine 5: Tight transitions

Routine 6: After class conversation

Routine 7: Effective instruction (I do)

Routine 8: We do

Routine 9: Monitoring behaviour during independent work

Routine 10: Moving a student

Routine 11: Complex activities

Routine 12: Maintaining engagement to the end of the lesson

Routine 13: Asking a student to pick up rubbish

Routine 14: Addressing a uniform infraction

Routine 15: Addressing rough or inappropriate play

Routine 16: Clearing the yard

Routine 17: Students using technology in an unproductive way

Routine 18: System level support



                Appendix 1: Glossary of tools

                Appendix 2: Further reading


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