Comprehensive Classroom Management: Creating Communities of Support and Solving Problems, 13th edition

Published by Pearson (June 19, 2024) © 2025

  • Vern Jones Professor Emeritus, Lewis & Clark College
  • Louise Jones Retired, Beaverton School District and Lewis & Clark College
  • Eric Toshalis Independent Scholar & Education Consultant at


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For courses in classroom management or behavioral management.

Methods to create positive classroom environments

Comprehensive Classroom Management helps K to 12 teachers understand and apply the principles of effective classroom management in their own classrooms. Emphasis is placed on creating safe, supportive classrooms where students are motivated to learn, and where behavior standards have been developed with and agreed upon by students. Field-tested methods, real cases and examples model ways readers can create positive and respectful environments.

The 13th Edition is updated throughout with new methods, research and techniques that can support diverse learners in today’s classrooms.

Hallmark features of this title

  • Comprehensive coverage details everything K to 12 teachers need to know about creating positive classroom experiences; organizing and managing classrooms; improving instruction; handling classroom discipline problems; and developing individualized plans for students experiencing persistent or serious behavioral problems.
  • Specific, field-tested strategies for creating positive, supportive and respectful environments.
  • Real-life case studies, Pause and Consider sections, vignettes, and implementation activities encourage readers to think critically and gain the understanding they need to become informed decision makers.

New and updated features of this title

  • NEW: Classroom management methods for creating affirming learning environments for students who have experienced trauma and/or systemic oppression; fostering supportive teacher-student relationships; creating positive peer relationships; conducting a functional behavior assessment and developing a behavior support plan; and more.
  • NEW: Diversity, equity and inclusion material to work with students whose backgrounds represent a range of racial, ethnic, linguistic, cultural, gender, sexual, Indigenous, immigrant, refugee, (dis)ability, and socioeconomic experiences.
  • UPDATED: Treatment of student-centered instructional techniques; restorative practices; social-emotional learning; Positive Behavioral Interventions and Supports; and family engagement techniques.
  • NEW: Methods for preventing and responding to bullying; student behavior that disrupts learning; and students’ use of electronic devices in the classroom.
  • NEW: Case studies and examples provide up-to-date context of modern classrooms.

The LMS-Compatible Assessment Bank streamlines assignments and grading

  • NEW: Learning objective quizzes, chapter tests and application exercises are included in an LMS-compatible packaged file. Application exercises in each chapter use a short-answer format and issue a model response written by experts.

Features of Pearson+ eTextbook for the 13th Edition

  • Artifacts promote deeper understanding with links to in-depth case studies, research articles, student work, and lesson plans. Associated questions guide students to think and make decisions like a teacher.
  • Classroom Management Simulations challenge students to solve common teaching issues. Mentor feedback is available to guide them to a solution.
  • The Interactive Glossary lets students quickly build their professional vocabulary as they read.

PART I: Foundations of Comprehensive Classroom Management

  1. Classroom Management in Perspective
  2. Understanding Students' Basic Psychological Needs

PART II: Creating a Safe and Supportive Learning Community

  1. Establishing Positive Teacher-Student Relationships
  2. Creating Positive Peer Relationships
  3. Working with Family Members
  4. Developing Standards for Classroom Behavior and Methods for Maximizing On-Task Student Behavior

PART III: Increasing Student Motivation and Learning by Implementing Instructional Methods that Meet Students' Academic Needs

  1. Enhancing Students' Motivation to Learn

PART IV: When Prevention is Not Enough: Methods for Altering Unproductive Student Behavior

  1. Responding to Behavior That Disrupts the Learning Process
  2. Using Problem Solving to Resolve Behavior Problems
  3. Developing Individual Behavior Change Plans

APPENDIX A: Possible Procedures for Common Areas in an Elementary School

About our authors

Vern Jones, PhD, has been a junior high school teacher, a junior high school vice principal and a district coordinator for students with emotional and behavioral disorders. He is an emeritus professor of Teacher Education in the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Oregon, where he chaired and taught in the education department, directed the doctoral program in educational leadership and taught in the school psychology department. He received his Ph.D. in counseling psychology from the University of Texas.

Dr. Jones’s other books include Adolescents with Behavior Problems (1980), Responsible School Discipline (1981), Creating Effective Programs for Students with Emotional and Behavior Disorders (2004), Practical Classroom Management (2011) and Effective Supports for Students with Emotional and Behavioral Disorders: A Continuum of Services (2016). He has written chapters in Helping Teachers Manage Classrooms (1982), Management of Disruptive Pupil Behaviour in Schools (1986) and Severe Behavior Disorders of Children and Youth (1987). He was selected by the National Association of Colleges of Teacher Education to write the chapter on classroom management for the Handbook of Research on Teacher Education (1996). He also wrote the chapter “How Do Teachers Learn to Be Effective Classroom Managers?” for the Handbook of Classroom Management: Research, Practice, and Contemporary Issues (2006). Dr. Jones is coauthor of the State of Oregon Technical Assistance Paper on the Identification and Treatment of Seriously Emotionally Disturbed Students. Comprehensive Classroom Management has been translated into Korean, Chinese, Taiwanese and Bahasa Indonesia.

From 1986 to 1989, Dr. Jones was co-chair of the American Educational Research Association Special Interest Group on Classroom Management. Dr. Jones has served as Scholar in Residence at several universities. He won the Burlington Northern Award as Graduate School Teacher of the Year at Lewis & Clark College. He has given keynote addresses at state conferences in more than 10 states and has consulted with school districts and staff in more than 25 states.

Louise Jones was a teacher in grades 3 through 6 for 32 years. She earned her master’s degree from Lewis & Clark College, where, after retiring from teaching, for 3 years, she coordinated cohorts of 20 graduate students simultaneously earning their master’s degrees and initial teaching licenses. Her graduate school teaching included courses on elementary school social studies methods, classroom management and student teaching seminar. She has presented at regional and national workshops on creating positive classroom climates and has worked with school staff to develop schoolwide student management plans.

Eric Toshalis has more than 32 years of experience in and around public secondary education. He has served as a middle and high school teacher, mentor teacher, teachers union president, teacher educator, community activist, curriculum director, researcher, professor, professional development provider, foster parent, and author. Recognized as Teacher of the Year by his school district in Santa Barbara County in 1997 and awarded the Certificate of Distinction in Teaching by Harvard College in 2002, he has long focused on what it takes to educate adolescents and adults who bring a diversity of racial, cultural, ethnic, gender, linguistic, sexual, (dis)ability, and socioeconomic insights. Dr. Toshalis is the author of the award-winning book, Make Me! Understanding and Engaging Student Resistance in School (2015) and is co-author of the widely used text, Understanding Youth: Adolescent Development for Educators (2006). He has contributed multiple chapters to edited volumes on matters related to racial equity in secondary level teaching and learning, and has published articles in a variety of scholarly and practitioner-oriented outlets, including The Urban Review, Educational Leadership, Harvard Education Letter, NEA Today, and the Journal of Curriculum Studies. He is the lead author and editor of the “Detracking for Equity” series at, and is the lead author of the “Motivation, Engagement and Student Voice” white paper and its series of linked professional development curricula at Dr. Toshalis received his B.A., teaching credential, and M.Ed. from the University of California, Santa Barbara; his master’s degree in theological studies from Harvard Divinity School; and his doctorate from the Harvard Graduate School of Education. As a teacher educator, Dr. Toshalis was an instructor at Harvard, was on the faculty at the School of Education at CSU Channel Islands, and served as professor in the secondary M.A.T. program at the Graduate School of Education and Counseling at Lewis & Clark College. Dr. Toshalis’s work in the nonprofit sector at both Jobs for the Future and KnowledgeWorks included leading the Student-Centered Learning Research Collaborative, the REMIQS project, and the Students at the Center Distinguished Fellowship. Now at, Dr. Toshalis provides interactive workshops, targeted trainings, technical assistance, keynote addresses, strategic thought-partnering, and awareness-raising interventions for a range of clients committed to designing schools and classrooms that promote high achievement, personal well-being, and social justice.

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