Common-Sense Classroom Management for Middle and High School Teachers

Jill A. Lindberg retired from Milwaukee Public Schools in June 2003 and is currently a supervising teacher for the University of Wisconsin-Milwaukee. Her teaching experience includes six years as a mentor teacher, assisting both general and special education teachers in Milwaukee Public Schools. She has taught students with specific learning disabilities, students with emotional/behavior disabilities, and students with hearing impairment. She has coauthored five books in the Common-Sense Classroom Management series with educators from the Milwaukee area. She has a degree in exceptional education from the University of Wisconsin-Milwaukee. Dianne Evans Kelley has taught students with emotional/ behavioral disabilities in both inclusive and more restrictive classrooms for 10 years. Currently, she is an assistant professor in the special education department at Cardinal Stritch University in Milwaukee, WI. She has worked as a special education program support teacher for the Milwaukee Public Schools, where she provided inservice training and classroom-based support to teachers throughout the district. Kelley has worked with middle and high-school beginning special education teachers affiliated with the University of Wisconsin Milwaukee/Milwaukee Public Schools Special Education Internship Program. She has been an educational consultant since 1989 and has presented at the local, state, and national level on such topics as positive behavioral supports for students with challenging behavior and classroom management. Kelley has a master's degree in special education and is currently working toward a doctorate in urban education/special education. April M. Swick was assigned to Clement Avenue Elementary School, Milwaukee, Wisconsin, in August 1990 and began with a class of combined fourth and fifth graders. She was a highly involved staff member, concerned not only with the success of the children in her classroom but also with the betterment of the entire school population. She belonged to a wide variety of com-mittees and worked to ensure schoolwide discipline, a positive climate, and school spirit. After teaching for several more years, she and her current coauthor and friend, Jill Lindberg, became the first full-inclusion teaching team in the school. In the fall of 2002, April was appointed Principal of Clement Avenue School. She has earned a master's degree from the University of Wisconsin-Milwaukee, and she is pursuing a doctorate in education. Sharing her good ideas with young teachers and colleagues has been an extremely fulfilling experience. In the future, she would love to write and illustrate children's books.

Foreword Preface and Acknowledgments About the Authors 1. Taking Care of Teacher Business 2. Creating a Positive Classroom Atmosphere 3. Working With Diverse Student and Family Populations 4. With-It-Ness 5. Transitioning 6. Taking Care of Classroom Business 7. Reinforcers and Consequences 8. Dealing With Challenging Students and Situations Suggested Readings Index

"Excellent suggestions and tools will provide classroom teachers with strong skills to prepare them for the wonderful, yet never ending, challenges of teaching.... Great results will be felt every day!" -- Patricia A. Yale, Director of Special Services "A must-read for all new teachers.... The humorous format, the practical ideas, and the range of topics covered reflect the strong teaching experiences of the authors.... A great book for any middle or high school teacher to read." -- Lisa Dieker, Associate Professor, College of Education "Great, helpful hints on how to handle students in the classroom.... This book should be included as part of every new teacher's core academic course readings." -- Michael E. Barry, Teacher "...the positive, upbeat approach of the authors is highly commendable as something which works, now only in primary but also in secondary schools...The section on bullying is very practical. It includes 4 clear signals for busy teachers. This is worth a ton of theory on the root causes and psychology of the bully and is to be applauded." -- Nurturing Potential, Issue 18