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Written by an experienced educator, administrator and psychologist, the book is designed as a guide for student teachers through to established practitioners. Creative ideas, materials, checklists, models, tools and sample dialogues for classroom management are outlined. The suggested strategies and examples cover K–12 grade levels. The third edition includes updated information on child and adolescent development theories, emotional intelligence theories and differentiated approaches to instruction and management in the classroom. The text may be used as a companion to the author’s earlier title, Great Teaching: What Matters Most in Helping Students Succeed. (Adapted from publisher’s description.)

The US-based book focuses on the K–5 years, offering classroom management suggestions, as well as 144 lesson ideas for covering classes at short notice and 24 learning exercises for each year level. An outline of daily activities is also provided. Each chapter focuses on a specific grade level, while concluding chapters offer an overview of advice, guidance for regular teachers and guidance for substitute teachers. The book is a resource to substitute teachers and staff organising to cover vacancies in schools. (Adapted from publisher’s description. Available from DA Information.)

Drawing on more than 100 studies, the authors outline four of the critical elements of effective classroom management and the impact of each on student engagement and achievement. The critical components include establishing rules and procedures, using effective disciplinary interventions, building positive student–teacher relationships, and developing a sound mindset for dealing with difficult situations. The authors build on the concepts outlined in their earlier title What Works in Schools: Translating Research into Action to outline a series of action steps for each component. Classroom examples are used to demonstrate good practice in getting a class off to a good start, involving students in classroom management and developing effective schoolwide management policies. Further advice is offered in A Handbook for Classroom Management That Works, which can be used by teachers in their own, independent professional learning, as well as in study groups and workshops. This accompanying title includes questionnaires, discussion topics, case studies and self-assessments. (Adapted from publisher’s description.)

Authored by a school counsellor and teacher, this book is designed for parents, teachers and others involved in supporting secondary students. The high school years are presented as a critical time for young people in terms of developing relationships outside of the family, building self-concept and self-understanding, and deciding future direction. The book suggests ways for parents and teachers to provide guidance and reassurance to help students succeed emotionally, socially and academically. Recognising that each student will have different needs, the author offers different strategies for supporting both conservative and more adventurous young people. Experts who work with young people, parents, teachers and students provide ideas for overcoming specific problems. The book is divided into four parts, with the first two parts outlining the parental role and insights into the teen world. The book’s third and fourth parts consider what is necessary for school success, providing hints on helping students develop study skills and problem areas such as bullying, wanting to leave school early and where to find assistance in tough times. In its final part, the book considers life beyond high school and discusses careers, tertiary courses and self-confidence. (Adapted from review by A Soutter in Scan, 2 May 2006 and publisher’s description.)

Using latest research and classroom examples, the author explores key issues associated with assessment and grading in differentiated middle school and high school classrooms. The book covers the theoretical aspects behind assessment design such as the rationale for differentiating assessment and understanding mastery. Practical aspects of assessment delivery and the principles of successful assessment are also considered. The author explores controversial and 'grey' areas, such as whether effort, attendance and behaviour should be assessed, whether homework should be graded, whether different report cards should be used for different assessment approaches and whether re-assessment should be allowed. One section of the book offers guidance for school leaders on how to help teachers develop successful assessment techniques. (Adapted from publisher's description. Also available from Curriculum Corporation.)

By exploring how children think, this book hopes to help teachers better understand children and use this understanding to build strong relationships in the classroom. The author, a psychologist, considers students’ coping mechanisms, the underlying causes of students’ emotional conflicts, and why boys and girls seem to externalise or internalise emotions, respectively. The book suggests a range of interventions to help students develop adaptive coping strategies. The book is in the Building Success through Better Behaviour series, which covers teacher–student relationships and classroom management. Other titles include Art of Positive Communication, Motivation, Yeah Right! Adolescents in the Classroom and Obsessive Compulsive Disorders. (Adapted from publisher’s description. Available from DA Information.)