An alternative framework, presented in this book, asserts that teachers need to incorporate knowledge about temperament into their strategies for classroom management. As studies have demonstrated, targeted temperament-based strategies succeed where global disciplinary practices have failed. Because students differ in their temperaments, variations in classroom behavior are to be expected.

This book presents an alternative to the “one size fits all” classroom approach. The majority of classroom management books present generic strategies as if they are applicable to all students. The underlying assertion of such books is that if teachers use such approaches, student behavior problems will seldom occur. An alternative framework, presented in this book, asserts that teachers need to incorporate knowledge about temperament into their strategies for classroom management. As studies have demonstrated, targeted temperament-based strategies succeed where global disciplinary practices have failed. Because students differ in their temperaments, variations in classroom behavior are to be expected. Child temperament is the inborn individual characteristics that affect the way children react to different situations. It is also a social processing system through which children view and interact with the world, both altering the responses of others and contributing toward their own development. Once teachers learn the major tenets of temperament, they no longer view their students as intentionally misbehaving. Instead they understand how the temperaments of their students influence their classroom behavior. Such insights release teachers from engaging in futile battles with their students. They can redirect their energies into enhancing their relationships with their students, implementing effective temperament-based strategies, and, as a result, spend more time on instructional activities.

One of the few research-based resources to explore the effect of temperament on educational experience, this book shows readers how individual temperaments of students and teachers influence behavior and achievement. Filled with classroom examples described in everyday language, Temperament in the Classroom helps general and special educators, school psychologists, social workers, counselors, and administrators understand the impact of temperament on children's behavior, interactions, and achievement the effect of temperament on teachers'; perceptions, decisions, and attributions the importance of "goodness of fit" between a child's temperament and school environment temperament in students with learning disabilities, developmental delays, and ADHD methods of assessing temperament, including interviews, observations, and rating scales or questionnaires Perfect for professionals at the preschool, elementary, and middle school levels, this book will help readers become aware of their own temperament, recognize the differences in temperament among students, and use this knowledge to improve classroom interactions and outcomes.

The book presents an empirical model of commonly occurring individual differences in children that is derived from a large-scale research effort assessing parental and teacher perceptions of children in middle childhood. It examines eight characteristic behavioral traits, most of which have been widely shown to be present in infants, toddlers, and preschool-aged children. The book demonstrates the importance of considering profiles of these relatively stable individual differences for the educational, social, and emotional life of the child. It describes characteristic behaviors of children within each profile – emphasizing the assets and liabilities of each – and how they are perceived by their parents, teachers, and peers. Chapters explore issues related to the most developmentally effective management of children exhibiting each profile type. In addition, the book addresses a critical need in child development, parenting, and teaching to understand the wide range of individual differences observed every day in school-aged children. Not only does this volume underscore that commonly occurring differences can be understood as being normal and do not suggest a pathology, it also discusses implications of the model in diagnosing pathology. The book describes what is known about the stability of temperament behaviors and profiles across the lifespan as well as the origins of these behaviors. Key topics addressed include: Nurturing development of well-adjusted children. Causes of individual differences in children’s behavior. Temperamental tendencies and profiles of children. Diagnosing psychopathology in children. This book is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in developmental, clinical child and school psychology, social work, public health, pediatrics, family studies, educational psychology and counseling, and all other interrelated disciplines.

This book furthers understanding of how child temperament is linked to educational outcomes through mediating and moderating factors. As the importance of socio-emotional development for educational outcomes is increasingly recognized, understanding the influence that children’s temperament—which includes their emotional reactivity and regulation of emotions, cognitions, and behaviors—can have on educational factors, such as school readiness and academic achievement, is crucial. First, the chapters in this book examine pathways connecting temperament with educational outcomes; for example, one study reports that toddler negative affect predicted executive functioning, which then predicted achievement at age six. The second way that chapters in this book examine links between temperament and education is by identifying factors that make associations between temperament and educational outcomes more salient; for example, findings from one study show that shyness and negative emotion were more strongly associated with lower academic achievement only when children received fewer than nine hours of sleep each night, highlighting the importance of sleep. By examining pathways through which temperament exerts effects on educational outcomes (i.e., mediators), or factors that modify associations between temperament and educational outcomes (i.e., moderators), the potential for interventions aimed at improving early educational outcomes can be fully realized. This book was originally published as a special issue of Early Education and Development.

Ever since the first schools opened their doors, teachers have struggled to find ways to successfully deal with misbehaving students. Many have found nothing but stress and frustration in their attempts to bring order to their classrooms. Unfortunately, this problem is not going away. As times and students change, teachers are finding that old methods of classroom management are no longer working.The time has come for teachers to learn a different style of classroom management. They can no longer rely on old strategies of anger and intimidation. Discipline Without Anger shows teachers how to successfully manage their classes so that they can be free to teach without having to become bullies to keep order.There are many potentially great teachers today who are teaching poorly (or not teaching at all) because of weaknesses or fears in the area of classroom management. As a result, our schools and students are paying a price. It is time that teachers learn how to successfully handle student misbehavior and finally reach their full potential.

This book presents practical ideas for general music, choir, or instrumental music teachers from elementary to high school. Provides tips for preventing behavior problems in the classroom and suggestions for dealing with inappropriate student behavior.