Becoming an Effective Classroom Manager

By Bob Steere

Paperback : 9780887066214, 215 pages, May 1988
Hardcover : 9780887066207, 215 pages, May 1988

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Table of contents


Part 1. Introduction and Management Models

1. A Portrayal of School Discipline

2. Classroom Management Approaches
Measures of force
Analyzing the models
Creating your own classroom management system
Management models
Ginott's congruent communication
Maslow's hierarchy of needs
values and morality
transactional analysis
Dreikurs's mistaken goal model
Glasser's reality therapy
contingency management
Canter's assertive behavior
Jones's management training

Part II. Relationship of Research to Classroom Management

3. Research Relating to the Improvement of Instruction and Classroom Management
Research summaries
expectations, attitudes, and emphasis
instructional methods
time allocations
managerial concerns
location factor
testing and grading
time on task

4. The Use of Research to Improve Instruction: Time on Task
Unengaged Categories
Approaches to increasing time on task

5. The Use of Research to Improve Instruction: Getting Ready to Manage Students
Pre-instructional organization
Establishing rules and procedures
Student Accountability

Part III. Additional Managerial Concerns, Methods, and Resources

6. Routine Managerial Concerns and Methods
Body language and vocal cues
Life space and touching
Firmness versus roughness, sarcasm, and criticism
Low-profile control
Hierarchical consequences
Desist techniques
Seatwork assistance

7. Special Managerial Concerns, Methods, and Resources
Controlling bodily functions
Fighting and aggressive behavior
Rudeness towards teacher
Corporal punishment
Stealing and cheating
Cultural differences
Human resources

Part IV. Appendices
A. Time Expenditures: Lunch count and dismissal
B. "Funny Money" Management System
C. "How am I ever going to control this class?"
D. Classroom Auction: A Bonus for Students and Teacher
E. Signs of Drug Use
F. Contract Sample
G. Award Certificate
H. Signal Card
I. List of Reinforces
J. Behavior Blossom
K. Conduct Countdown
L. Learnball
M. Other Managerial Techniques
Discouraging slowness of work
Discouraging forgotten assignments
Decreasing transition time
Discouraging out-of-seat behavior
Token system for using profile face
Reward for less noise
Signaling for quiet time
Beads as positive reinforces
Comments on secondary students' papers
Improving dismissals
Jug rewarding system
Handling visitors
Eliminating pencil sharpening
Bulletin board for reinforcing behavior
Hourglass for dismissing students
Student monitors
Signal systems
Clothespin to check roll
Passport for reinforcement
Daily report cards
Different rules for different activities



Over the years, classroom management remains one of the greatest educational concerns of teachers, administrators, and parents. This practical resource for developing and upgrading personal classroom management skills and systems addresses that concern and will prove to be an invaluable guide for preservice and practicing educators.

Utilizing a balanced approach based on both scholarship and experience, Becoming an Effective Classroom Manager provides a discussion of models of management, a summary of effectiveness research and related management techniques, as well as coverage of routine and more complex managerial concerns and procedures. Steere's approach is multi-faceted, interweaving three areas of concern: prevention of disciplinary problems, dealing/coping with disciplinary problems, and development of techniques for insuring that problems do not recur. The book is filled with suggestions and techniques that have been successfully utilized in public school classrooms.

The author argues that institutions of higher learning must produce teachers who are equally adept and confident in their teaching methods, management skills, and their subject matter. His work will help teachers become not only better managers, but more effective teachers as well.

Bob Steere is Professor of Education at Missouri Southern State College.


"There is a wealth of intellectually important information in this book. The author synthesizes a large body of classroom management literature into practical, workable suggestions for the classroom teacher. Often, texts on classroom management are either too much like recipe books without research to back up suggestions, or they are too theoretical without applications apparent to teachers. This text combines the two. " — Brenda H. Manning, University of Georgia

"The author writes to inform, not impress. " — Lee H. Stoner, Indiana University