C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).

• PART I: BEFORE THE SCHOOL YEAR BEGINSChapter 1- Classroom Management: Problems and PromisesChapter 2 - Laying Out the School YearChapter 3 - Managing the Physical Environment of the ClassroomPART II: THE FIRST DAYS AND THE FIRST WEEKSChapter 4 - Managing the Psychosocial Environment of the ClassroomChapter 5 - Managing Student Motivation to Learn PART III: MANAGERIAL MATTERS THAT REQUIRE ONGOING ATTENTIONChapter 6 - Managing Instruction Chapter 7 - Managing Instruction Chapter 8 - Managing Special Groups Chapter 9 - Managing Student Behavior Chapter 10 - Managing Assessment, Record Keeping, and Reporting Chapter 11 - Managing Communication with Students, Caregivers, and Others PART IV: MANAGERIAL MATTERS RELATED TO PROFESSIONALISM AND PROFESSIONAL GROWTH Chapter 12 - Managing the Work of Paraprofessionals, Substitute teachers, Student Teachers, and Contacts With Advocates Chapter 13 - Managing Emotional Trauma and Job-Related Stress Productively Chapter 14 - Epilogue: It’s Your TurnAppendix A: The Legislation of Inclusion and School Reform: A PrimerAppendix B: Comprehensive List of Websites, References, and Recommended ReadingsName and Subject Index

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).

• PART I: BEFORE THE SCHOOL YEAR BEGINSChapter 1- Classroom Management: Problems and PromisesChapter 2 - Laying Out the School YearChapter 3 - Managing the Physical Environment of the ClassroomPART II: THE FIRST DAYS AND THE FIRST WEEKSChapter 4 - Managing the Psychosocial Environment of the ClassroomChapter 5 - Managing Student Motivation to Learn PART III: MANAGERIAL MATTERS THAT REQUIRE ONGOING ATTENTIONChapter 6 - Managing Instruction Chapter 7 - Managing Instruction Chapter 8 - Managing Special Groups Chapter 9 - Managing Student Behavior Chapter 10 - Managing Assessment, Record Keeping, and Reporting Chapter 11 - Managing Communication with Students, Caregivers, and Others PART IV: MANAGERIAL MATTERS RELATED TO PROFESSIONALISM AND PROFESSIONAL GROWTH Chapter 12 - Managing the Work of Paraprofessionals, Substitute teachers, Student Teachers, and Contacts With Advocates Chapter 13 - Managing Emotional Trauma and Job-Related Stress Productively Chapter 14 - Epilogue: It’s Your TurnAppendix A: The Legislation of Inclusion and School Reform: A PrimerAppendix B: Comprehensive List of Websites, References, and Recommended ReadingsName and Subject Index

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).

• PART I: BEFORE THE SCHOOL YEAR BEGINSChapter 1- Classroom Management: Problems and PromisesChapter 2 - Laying Out the School YearChapter 3 - Managing the Physical Environment of the ClassroomPART II: THE FIRST DAYS AND THE FIRST WEEKSChapter 4 - Managing the Psychosocial Environment of the ClassroomChapter 5 - Managing Student Motivation to Learn PART III: MANAGERIAL MATTERS THAT REQUIRE ONGOING ATTENTIONChapter 6 - Managing Instruction Chapter 7 - Managing Instruction Chapter 8 - Managing Special Groups Chapter 9 - Managing Student Behavior Chapter 10 - Managing Assessment, Record Keeping, and Reporting Chapter 11 - Managing Communication with Students, Caregivers, and Others PART IV: MANAGERIAL MATTERS RELATED TO PROFESSIONALISM AND PROFESSIONAL GROWTH Chapter 12 - Managing the Work of Paraprofessionals, Substitute teachers, Student Teachers, and Contacts With Advocates Chapter 13 - Managing Emotional Trauma and Job-Related Stress Productively Chapter 14 - Epilogue: It’s Your TurnAppendix A: The Legislation of Inclusion and School Reform: A PrimerAppendix B: Comprehensive List of Websites, References, and Recommended ReadingsName and Subject Index