Classroom Management For All Teachers: Plans For Evidence Based Practice

Submitted By Emmy-DeBest Fraenkon
Words: 630
Pages: 3

Classroom Management For All Teachers: Plans For Evidence-Based Practice
Emmy Fraenk

Classroom Management for All Teachers: Plans for Evidence-Based Practice
By Ennio Cipani
Person Education, Inc.
ISBN 0-13-199164-7
Reviewed by Emmy Fraenk

The author of this teaching manual is Ennio Cipani, who is a full time professor in the Department of Special Education and Technology at National University, Fresno Academic Center. Cipani graduated from Florida State University with a Ph.D. in educational psychology. He also published many articles, chapters and books on child behavior, including Helping Parents Help Their Kids: A Clinical Guide to Six Child Problem Behaviors, Non-Compliance: Four Strategies That Work, and Disruptive Behavior. The 3rd edition of Classroom Management for All Teachers, is based on the idea that having a behavior management plan is very effective in preventing problematic behavior. This book offers easy-implement, researched bases plans to solve problems, including: a brief description of the plan, terms, apparatus, baseline measurement, procedures, explanation of how the plan works, additional considerations, hypothetical examples, "what if" questions, and lastly, forms. Cipani introduces a dozen behavior management plans in non-technical language, which removes the need for deep training in behavior therapy or learning theory.
This classroom management manual presents user-friendly information on 10 classroom management plans, originating from an experimental research basis, for use with individual children or entire classes. It focuses on management plans for two common problematic areas that are disruptive behavior and rule violations, and, on-task and assignment completion problems. In Part I, the author outlines evidence-based treatment and how this methodology applies to education and learning. This serves as a way to understand the usefulness of behavioral management systems in changing student behavior. In Part II of this book, disruptive behavior and rule violations are addressed. The Good Behavior Board Game is introduced which is a mechanism for managing problem disruptive behaviors during independent seatwork and lesson presentation for the whole class. The Good Behavior Board Game involves rewarding good behavior. Good behavior is defined as the absence of violations of specified classroom rules. Part III contains four management plans designed to increase student on-task behavior and information to help the teacher develop a strategy that increases the student's engagement and decrease the onset of additional behavior problems. The plans in Part III are very beneficial and essential. In particular the beeper system is a powerful program for enhancing student