Classroom Management Training Handbook

Howard Seeman, Ph.D. has served as a Professor Emeritus, C.U.N.Y., teacher, professor, formerly a consultant, and currently a life coach. He has published over twenty professional articles, and he has presented at more than thirty workshops, as a keynote speaker at many education conferences, and on talk radio shows. He can be reached at Hokaja@aol.com.

• Chapter 1: Using This Book as a Handbook Chapter 2: Why Many Attempts Have Been InadequateChapter 3: You’re Not AloneChapter 4: When Should You Call It a “Discipline Problem”?Chapter 5: From the Horse’s MouthChapter 6: From Outside Your ClassroomChapter 7: From the Environment of Your ClassroomChapter 8: From the Interactions Between You and Your StudentsChapter 9: From the Delivery of Your Lesson PlanChapter 10: Dealing with Those That Are somewhat Out of Your Hands.Chapter 11: Repairing Your Student-Teacher InteractionsChapter 12: Preventing Your Rules from Falling Apart and Growing Healthy StudentsChapter 13: SpecificsChapter 14: Repairing the Delivery of Your Lesson PlanChapter 15: The Substitute TeacherChapter 16: Epilogue: “You Matter!”Appendix A: A Questionnaire for Your Staff: “Assessing the Problems and Needs of Your Teachers Regarding Discipline Problems” Appendix B: Individual Training DVD that Demonstrates the Ineffective and Effective Teacher, Cued to This Book Appendix C: Legal Parameters Appendix D: “Am I Going to Have a Lot of Discipline Problems?” Appendix E: An Indexed Inventory of the Sources of Disruptive Behavior and Remedies Appendix F: A Checklist for Student Teachers and New Teachers: “Your First Day!”Appendix G: Online Help For Your Education ConcernsAppendix: H: Using Technology in Education. Guidelines and Useful ResourcesAppendix: I: Guidelines for Successful Parent-Teacher ConferencesAppendix J: Glossaries: 1) Student-Street Language; 2) Technical Terms Used in SchoolsAbout the Author

The fourth edition of Preventing Discipline Problems, K-12, cued to its own Training Handbook and DVD, is even an improvement over its predecessor, extending its eminently practical grasp of the realities of the contemporary classroom into several new areas, including school violence, bullying and technology. Yet even more important is the author’s deep grasp of the emotional underpinnings of the teacher-student encounter and his emphasis on helping the “person inside the teacher.” Administrators and teachers will benefit greatly by using this book as a field guide in their daily work.