Marilyn Page is author (with Bruce Marlowe) of Creating and Sustaining the Constructivist Classroom (Corwin Press, 1998, 2005) and Creating the constructivist classroom, a six part video series for grades K-12 (The Video Journal of Education, 1999). She began her career in education as a high school social studies and Spanish teacher and has taught in every grade 7 through 12, at every academic level, in rural, suburban, and urban school systems in different parts of the United States. She has taught at the university level and worked with pre- and in-service teachers, grades K-12, for 20 years. She also directed a major and complex research project for the development of K-12 professional certification requirements in the State of Washington. In addition to full time university teaching responsibilities, she has been the technology coordinator for education programs at two universities and developed the first Middle School Teacher Preparation programs in the Vermont State College System. She earned her EdD from the University of Massachusetts in Amherst in Instructional Leadership and in Educational Media and Instructional Technology. She consults on novice teacher, reform, classroom management, and technology issues in education. She lives in State College, Pennsylvania.

"Page′s book is a jewel and of real benefit to the experienced or beginning teacher. Her advice is wise, sound, realistic, and very practical, and the book′s main thesis should serve as a focal point of teacher preparation programs."

• Foreword by Bruce A. MarlowePrefaceAcknowledgmentsAbout the AuthorIntroduction1. The Critical Beginning: Knowing and Using Students′ NamesBarryKnowing and Using Students′ NamesYour Number 1 Classroom Management ToolStudent Teachers and InternsNovice and Experienced Elementary TeachersAn Easy StrategyOther ApproachesBack to BarrySummary: Step 1What Comes Next?2. Avoiding Anonymous and Dangling QuestionsDaveTypes of Questions Teachers AskLevels of Questions Teachers AskDangling Questions: What Are They and What Was Dave Doing Wrong?Students Left in the DarkWorse ConsequencesWhat Can You Do?The Problems With Hand RaisingA Better WayAn Old Teacher′s (or Is It Researcher′s) TaleThe Results of These Better StrategiesAnonymous Questions: What Are They?What′s Wrong With These Questions?How Can a Teacher Fix This?Did Dave Recover?The ExperimentThe ResultsSummary: Step 2What′s Next?3. Choosing and Using Words WiselyMariahMariah′s GoalWhat′s in a Word?The Importance of Tight and Professional LanguageWhat Are Filler Words?What Happens When You Use Filler Words?An Unprofessional WordMariah′s TransformationTerryAnd DanaeUsing Words of Civility in the ClassroomThe Common ThreadThree Other Powerful Hints About LanguageMaking These Language and Tone Changes in Your ClassroomSummary: Step 3Coming Attractions4. Avoiding Confusion When Giving DirectionsElizabethClarifying DirectionsThe ResultsA Pilot Project: A Different StoryChrisWhat Are We Supposed to Do?Giving Instructions That Don′t Lead to DisruptionWhy It′s Important for Students to Re-explainBack Up! We Are Missing Two Preliminary StepsChris′ PlanThe ResultsSummary: Step 4What′s Next?5. Attending to Civility With Reminders and CuesSeventh Period: A Special Ninth-Grade ClassThe First Day of SchoolWhat Happened With This Class?Mrs. Watkins′ AdviceThe Problem With Classroom RulesSimple Expectations of CivilityJeannieReminders and CuesHow Often Do You Have to Give Reminders or Cues?Jeannie′s ApproachThe ResultsThe Bottom LineSummary: Step 5Coming Next6. Upgrading Interactions: Can You Feel the Heartbeat?The TitleJuliaMoving to a Higher LevelChallenging JuliaThe ResultsTwo Challenges for YouHow to BeginWhat Can Go Wrong Here?Subtle Classroom DisorderJakeShy StudentsDetached StudentsNational History DayPhilThe ContestThe Points of This StoryThe ResultsThe Ultimate GoalSummary: Step 6Now What?7. Harry and Clara Reclaim Their ClassesHarryHarry′s Mistake: An UltimatumHarry′s Meltdown and RecoveryThe LetterThe Students′ ResponsesThe ResultsStreamlining Harry′s FormatClaraClara′s ApproachThe ResultsA Bonus: You Learn More Than You Think From Student Letters or Student DrawingsYour Turn8. Making This HappenBeginningTeacher Preparation Courses and Preservice TeachersUniversity ProfessorsStudent TeachersNovice TeachersExperienced TeachersBon VoyageAppendix: Handling Unwanted and Inappropriate ResponsesExamplesReferencesIndex

Marilyn Page is author (with Bruce Marlowe) of Creating and Sustaining the Constructivist Classroom (Corwin Press, 1998, 2005) and Creating the constructivist classroom, a six part video series for grades K-12 (The Video Journal of Education, 1999). She began her career in education as a high school social studies and Spanish teacher and has taught in every grade 7 through 12, at every academic level, in rural, suburban, and urban school systems in different parts of the United States. She has taught at the university level and worked with pre- and in-service teachers, grades K-12, for 20 years. She also directed a major and complex research project for the development of K-12 professional certification requirements in the State of Washington. In addition to full time university teaching responsibilities, she has been the technology coordinator for education programs at two universities and developed the first Middle School Teacher Preparation programs in the Vermont State College System. She earned her EdD from the University of Massachusetts in Amherst in Instructional Leadership and in Educational Media and Instructional Technology. She consults on novice teacher, reform, classroom management, and technology issues in education. She lives in State College, Pennsylvania.

"Page′s book is a jewel and of real benefit to the experienced or beginning teacher. Her advice is wise, sound, realistic, and very practical, and the book′s main thesis should serve as a focal point of teacher preparation programs."

• Foreword by Bruce A. MarlowePrefaceAcknowledgmentsAbout the AuthorIntroduction1. The Critical Beginning: Knowing and Using Students′ NamesBarryKnowing and Using Students′ NamesYour Number 1 Classroom Management ToolStudent Teachers and InternsNovice and Experienced Elementary TeachersAn Easy StrategyOther ApproachesBack to BarrySummary: Step 1What Comes Next?2. Avoiding Anonymous and Dangling QuestionsDaveTypes of Questions Teachers AskLevels of Questions Teachers AskDangling Questions: What Are They and What Was Dave Doing Wrong?Students Left in the DarkWorse ConsequencesWhat Can You Do?The Problems With Hand RaisingA Better WayAn Old Teacher′s (or Is It Researcher′s) TaleThe Results of These Better StrategiesAnonymous Questions: What Are They?What′s Wrong With These Questions?How Can a Teacher Fix This?Did Dave Recover?The ExperimentThe ResultsSummary: Step 2What′s Next?3. Choosing and Using Words WiselyMariahMariah′s GoalWhat′s in a Word?The Importance of Tight and Professional LanguageWhat Are Filler Words?What Happens When You Use Filler Words?An Unprofessional WordMariah′s TransformationTerryAnd DanaeUsing Words of Civility in the ClassroomThe Common ThreadThree Other Powerful Hints About LanguageMaking These Language and Tone Changes in Your ClassroomSummary: Step 3Coming Attractions4. Avoiding Confusion When Giving DirectionsElizabethClarifying DirectionsThe ResultsA Pilot Project: A Different StoryChrisWhat Are We Supposed to Do?Giving Instructions That Don′t Lead to DisruptionWhy It′s Important for Students to Re-explainBack Up! We Are Missing Two Preliminary StepsChris′ PlanThe ResultsSummary: Step 4What′s Next?5. Attending to Civility With Reminders and CuesSeventh Period: A Special Ninth-Grade ClassThe First Day of SchoolWhat Happened With This Class?Mrs. Watkins′ AdviceThe Problem With Classroom RulesSimple Expectations of CivilityJeannieReminders and CuesHow Often Do You Have to Give Reminders or Cues?Jeannie′s ApproachThe ResultsThe Bottom LineSummary: Step 5Coming Next6. Upgrading Interactions: Can You Feel the Heartbeat?The TitleJuliaMoving to a Higher LevelChallenging JuliaThe ResultsTwo Challenges for YouHow to BeginWhat Can Go Wrong Here?Subtle Classroom DisorderJakeShy StudentsDetached StudentsNational History DayPhilThe ContestThe Points of This StoryThe ResultsThe Ultimate GoalSummary: Step 6Now What?7. Harry and Clara Reclaim Their ClassesHarryHarry′s Mistake: An UltimatumHarry′s Meltdown and RecoveryThe LetterThe Students′ ResponsesThe ResultsStreamlining Harry′s FormatClaraClara′s ApproachThe ResultsA Bonus: You Learn More Than You Think From Student Letters or Student DrawingsYour Turn8. Making This HappenBeginningTeacher Preparation Courses and Preservice TeachersUniversity ProfessorsStudent TeachersNovice TeachersExperienced TeachersBon VoyageAppendix: Handling Unwanted and Inappropriate ResponsesExamplesReferencesIndex

Marilyn Page is author (with Bruce Marlowe) of Creating and Sustaining the Constructivist Classroom (Corwin Press, 1998, 2005) and Creating the constructivist classroom, a six part video series for grades K-12 (The Video Journal of Education, 1999). She began her career in education as a high school social studies and Spanish teacher and has taught in every grade 7 through 12, at every academic level, in rural, suburban, and urban school systems in different parts of the United States. She has taught at the university level and worked with pre- and in-service teachers, grades K-12, for 20 years. She also directed a major and complex research project for the development of K-12 professional certification requirements in the State of Washington. In addition to full time university teaching responsibilities, she has been the technology coordinator for education programs at two universities and developed the first Middle School Teacher Preparation programs in the Vermont State College System. She earned her EdD from the University of Massachusetts in Amherst in Instructional Leadership and in Educational Media and Instructional Technology. She consults on novice teacher, reform, classroom management, and technology issues in education. She lives in State College, Pennsylvania.

"Page′s book is a jewel and of real benefit to the experienced or beginning teacher. Her advice is wise, sound, realistic, and very practical, and the book′s main thesis should serve as a focal point of teacher preparation programs."

• Foreword by Bruce A. MarlowePrefaceAcknowledgmentsAbout the AuthorIntroduction1. The Critical Beginning: Knowing and Using Students′ NamesBarryKnowing and Using Students′ NamesYour Number 1 Classroom Management ToolStudent Teachers and InternsNovice and Experienced Elementary TeachersAn Easy StrategyOther ApproachesBack to BarrySummary: Step 1What Comes Next?2. Avoiding Anonymous and Dangling QuestionsDaveTypes of Questions Teachers AskLevels of Questions Teachers AskDangling Questions: What Are They and What Was Dave Doing Wrong?Students Left in the DarkWorse ConsequencesWhat Can You Do?The Problems With Hand RaisingA Better WayAn Old Teacher′s (or Is It Researcher′s) TaleThe Results of These Better StrategiesAnonymous Questions: What Are They?What′s Wrong With These Questions?How Can a Teacher Fix This?Did Dave Recover?The ExperimentThe ResultsSummary: Step 2What′s Next?3. Choosing and Using Words WiselyMariahMariah′s GoalWhat′s in a Word?The Importance of Tight and Professional LanguageWhat Are Filler Words?What Happens When You Use Filler Words?An Unprofessional WordMariah′s TransformationTerryAnd DanaeUsing Words of Civility in the ClassroomThe Common ThreadThree Other Powerful Hints About LanguageMaking These Language and Tone Changes in Your ClassroomSummary: Step 3Coming Attractions4. Avoiding Confusion When Giving DirectionsElizabethClarifying DirectionsThe ResultsA Pilot Project: A Different StoryChrisWhat Are We Supposed to Do?Giving Instructions That Don′t Lead to DisruptionWhy It′s Important for Students to Re-explainBack Up! We Are Missing Two Preliminary StepsChris′ PlanThe ResultsSummary: Step 4What′s Next?5. Attending to Civility With Reminders and CuesSeventh Period: A Special Ninth-Grade ClassThe First Day of SchoolWhat Happened With This Class?Mrs. Watkins′ AdviceThe Problem With Classroom RulesSimple Expectations of CivilityJeannieReminders and CuesHow Often Do You Have to Give Reminders or Cues?Jeannie′s ApproachThe ResultsThe Bottom LineSummary: Step 5Coming Next6. Upgrading Interactions: Can You Feel the Heartbeat?The TitleJuliaMoving to a Higher LevelChallenging JuliaThe ResultsTwo Challenges for YouHow to BeginWhat Can Go Wrong Here?Subtle Classroom DisorderJakeShy StudentsDetached StudentsNational History DayPhilThe ContestThe Points of This StoryThe ResultsThe Ultimate GoalSummary: Step 6Now What?7. Harry and Clara Reclaim Their ClassesHarryHarry′s Mistake: An UltimatumHarry′s Meltdown and RecoveryThe LetterThe Students′ ResponsesThe ResultsStreamlining Harry′s FormatClaraClara′s ApproachThe ResultsA Bonus: You Learn More Than You Think From Student Letters or Student DrawingsYour Turn8. Making This HappenBeginningTeacher Preparation Courses and Preservice TeachersUniversity ProfessorsStudent TeachersNovice TeachersExperienced TeachersBon VoyageAppendix: Handling Unwanted and Inappropriate ResponsesExamplesReferencesIndex