Classroom Management Resource Site

California State University, Los Angeles (CSULA)

Alliance for the Study of School Climate (ASSC)

Charter College of Education (CCOE)

Alliance for the Study of School Climate (ASSC)



Transformative Classroom Management (TCM)

Table of Contents


Dr. John Shindler

(CM Workshops)


Dr. Albert Jones


Learning Styles

Teaching Resources

Assessment Resources


CM Courses at CSULA

EDSE 5000

EDEL 4020

EDCI 5900

EDCI 5370

EDSE 5110


Contact us

         Resource Materials

*       10 reasons to use Transformative Classroom Management TCM

*       Better than “Best Practice” – the Management – Achievement Connection - New

*       Why Assessing School Climate is Key to Reducing the Achievement Gap - New

*       Positive Alternative to Names on the Board and/or Colored card system - New

*       Creating Clear Classroom Expectations  - New

*       10 biggest classroom management mistakes teachers make

*       Exploring the Use of Competition in the ClassroomNew

*       What happens when we use Extrinsic RewardsNew

*       Making your Thinking your Ally not your enemy – ch 16 - New

*       Moving from 4-style (dominator) to 2-style (conductor) practice - New

*       Moving from 2-style to 1-style (facilitator) practice

*       Teaching that Promotes a Success Psychology  – New

*       Self Esteem: A Definition

*       Teaching for Self Esteem

*      Basic Needs

*      Teaching Style Continuum    

*      Teaching Style Classifications

*      Technical Management – Cues, Directions, etc.

*      Individual Situational Leadership Model

*       Consequences and punishments

*      Excuse Psychology

*       Use of Reality Therapy

*      Assessing Process/Participation  - New

*      Athletics, Climate and Psychology of Success - New

*      Negative Identity Cycle

*      Succeeding With Challenging Students and Negative ID

*       Socially Constructed Reality

*       Forms of Teacher Power

*      Negotiating a Power Struggle  

*      Managing the Behavioral Contract/Covenant

*       Teaching Choices and Classroom Management

*       Social Learning Model

*       Self- Theories (Dweck 1999)

*      Cooperative Learning Management

*      Success Psychology: A definition

*       Building Classroom Expectations and Community

*       Collaborative Assessment (AERA Paper 2002)

*       Effects of Teacher Language use exercise

*       After school program leadership development materials packet

*       Examining the term the “Real World” in schools - New

*       Teaching Across Type – 5 PrinciplesNew



             Example Classroom Management Plans (CMPs)

             Example Action Research – Classroom Climate Projects (EDCI 590)

             Example Assessment Plans (ASPs) from EDSE 511


Study Results: Transformative Classroom Management Practices vs Traditional Practices

TCM classroom management practices were shows to reflect higher levels of student achievement when compared to other methods. Achievement test scores from 300 schools are graphed in the figure below.  The vertical axis of the graph represents the quality of the classroom management practices at each school as measured by the ASSC School Climate and Function Instrument. What the scatter plot graph clearly indicates is that the closer the practices at the school were to “TCM/transformative practices” (1 = low quality, 5 = transformative/high quality) the higher the achievement at that school (as measured by the CA API, 200-1000). The study found a +0.8 correlation between classroom management practices and student achievement. 

See full studies (2011 version) (2009 version)

ASSC School Climate (Alternate Location)

·         Blueprint For Improving School Climate - New

·         Social Justice, Classroom Management and the Achievement Gap: Why School Climate Assessment is the Key to Reducing Student Achievement Differences

·         10 Reasons to Incorporate the Paragon Learning Style Inventory PLSI










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