“Effective Classroom Management” Shows Educators How to Keep Students out of Distress

“Effective Classroom Management: Six Keys To Success”, Rowman & Littlefield Education, 2006, helps teachers manage their classroom more effectively so that their students stay out of distress, thereby reducing the amount of time teachers have to spend as “lion tamers”.  This eliminates or greatly reduces student negative behaviors, which  results in teachers spending more time teaching and results in students learning more.

The book is divided into 2 parts and is written in a reader-friendly style.  An experienced middle school teacher explains the concepts of Process Communication (PCM) as she learns about them in a course at a nearby university and as she applies them in her classroom.  She is familiar with several traditional classroom management theories, all of which work with some students and not with others.  The teacher learns why this is so in her Process Communication class as she learns the PCM concepts.  The teacher learns how to individualize the way she motivates her students and learns proactive strategies for reducing problem behaviors.  She also learns in a humorous way, why many students are misdiagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and she learns what she can do to reduce these hyperactive behaviors.

In Part II of the book she explains what she has learned about 3 levels of distress behaviors.  She also explains activities teachers can do proactively to keep students out of distress as well as things teachers can do reactively to invite students out of distress, frequently with one sentence.  There are 68 true stories in the book that describe specific intervention strategies teachers used to deal with students in distress.  Some of these stories are about students who swore at their teachers, tipped over desks, threw chairs, fought with other students, etc.  In some instances the strategies used are counterintuitive, but in all cases they worked.

The last chapter of the book explains how to use the PCM concepts to prepare students for standards and assessments.  Sixteen dissertations, nine masters theses, and several research papers have been done on the effectiveness of the concepts in the classroom.  Several of these are described in the book.

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