Building Classroom Discipline

by C. M. Charles; Gail W. Senter; Karen B. Barr

Edition:

5th

ISBN13:

9780801315077

ISBN10:

0801315077

Format:

Paperback

Pub. Date:

1/1/1996

Publisher(s):

Longman Publishing Group

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Author Biography

C. M. Charles: Emeritus, San Diego State University Gail W. Senter: California State University San Marcos

Preface

xiii

INTRODUCTION

(6)

Behavior and Misbehavior

(1)

Five Types of Misbehavior

(1)

Discipline and Misbehavior

(1)

Is Discipline a Serious Matter?

(1)

Models of Discipline and Classroom Practice

(2)

References and Recommended Readings

(2)

PART I. THE FOUNDATION MODELS

(74)

CHAPTER 1 THE REDL AND WATTENBERG MODEL: DISCIPLINE THROUGH DEALING WITH THE GROUP

(18)

Biographical Sketches of Redl and Wattenberg

(1)

Redl and Wattenberg's Contributions to Discipline

(1)

Redl and Wattenberg's Central Focus

(1)

Redl and Wattenberg's Principal Concepts and Teachings

(1)

Analysis of the Redl and Wattenberg Model

(10)

Student Roles and Behaviors in the Classroom

(1)

Group Dynamics

(2)

Psychological Roles of Teachers

(1)

Control Techniques for Misbehavior

(1)

Diagnostic Thinking

(1)

Applying Influence Techniques

(5)

Additional Reminders from Redl

(1)

Comments on the Redl and Wattenberg Model

(1)

Application Exercises

(1)

References and Recommended Readings

(1)

CHAPTER 2 THE NEO-SKINNERIAN MODEL: DISCIPLINE THROUGH SHAPING DESIRED BEHAVIOR

(16)

Biographical Sketch of Skinner

(1)

Skinner's Contributions to Discipline

(1)

Skinner's Central Focus

(1)

Skinner's Principal Concepts and Teachings

(2)

Analysis of the Neo-Skinnerian Model

(8)

The Value of Behavior Modification

(1)

Why Punishment Is Not Used in Behavior Modification

(1)

Types of Reinforcers

(2)

Systems of Behavior Modification

(3)

Behavior Modification in Classroom Use

(2)

Comments on the Neo-Skinnerian Model

(1)

Application Exercises

(3)

References and Recommended Readings

(1)

CHAPTER 3 THE KOUNIN MODEL: DISCIPLINE THROUGH CLASSROOM MANAGEMENT

(18)

Biographical Sketch of Kounin

(1)

Kounin's Contributions to Discipline

(1)

Kounin's Central Focus

(1)

Kounin's Principal Concepts and Teachings

(1)

Analysis of the Kounin Model

(9)

The Ripple Effect

(2)

Withitness

(1)

Momentum and Smoothness

(1)

Group Alerting and Accountability

(2)

Overlapping

(1)

Valence and Challenge Arousal

(2)

Seatwork Variety and Challenge

(1)

Kounin's Reflections on His Investigations

(1)

Comments on the Kounin Model

(1)

Application Exercises

(2)

Reference

(2)

CHAPTER 4 THE GINOTT MODEL: DISCIPLINE THROUGH CONGRUENT COMMUNICATION

(20)

Biographical Sketch of Ginott

(1)

Ginott's Contributions to Discipline

(1)

Ginott's Central Focus

(1)

Ginott's Principal Concepts and Teachings

(2)

Analysis of the Ginott Model

(9)

Teachers Are the Decisive Element

(1)

Teachers at Their Best

(1)

Teachers at Their Worst

(1)

Congruent Communication

(5)

Noncongruent Communication

(3)

Ginott's Special Views on Discipline

(2)

Comments on the Ginott Model

(1)

Application Exercises

(2)

References and Recommended Readings

(2)

PART II. THE APPLICATION MODELS

(122)

CHAPTER 5 THE DREIKURS MODEL: DISCIPLINE THROUGH DEMOCRATIC TEACHING AND CONFRONTING MISTAKEN GOALS

(22)

Biographical Sketch of Dreikurs

(1)

Dreikurs's Contributions to Discipline

(1)

Dreikurs's Central Focus

(1)

Dreikurs's Principal Concepts and Teachings

(1)

Analysis of the Dreikurs Model

(13)

The Nature of Discipline

(2)

Discipline and Types of Teachers

(2)

Discipline and Mistaken Goals

(2)

What Can Teachers Do about Mistaken Goals?

(4)

The Critical Difference between Encouragement and Praise

(1)

Logical Consequences versus Punishment

(1)

Dreikurs's Dos and Don'ts

(1)

Comments on the Dreikurs Model

(1)

Bridging the Gap between Dreikurs and Teachers

100

(1)

Democratic Style of Teaching

100

(1)

Concrete Intervention Strategies

101

(1)

Encouragement through the Three C Approach

101

(1)

Action Plan for Difficult-to-Control Students

101

(1)

Administrators' Management Action Plan

101

(1)

Application Exercises

101

(3)

References and Recommended Readings

104

(1)

CHAPTER 6 THE CANTER MODEL: DISCIPLINE THROUGH ASSERTIVELY MANAGING BEHAVIOR

105

(22)

Biographical Sketch of Canter

106

(1)

Canter's Contributions to Discipline

106

(1)

Canter's Central Focus

106

(1)

Canter's Principal Concepts and Teachings

107

(1)

Analysis of the Canter Model

108

(13)

Mistaken Ideas about Discipline

108

(1)

Students' Rights in the Classroom

108

(1)

Teachers' Rights in the Classroom

109

(1)

What Assertive Teachers Do

109

(1)

Steps That Lead to Assertive Discipline

110

(9)

When Consequences Must Be Invoked

119

(1)

Dealing with Difficult Students

119

(2)

Initiating the Canter Model

121

(1)

Comments on the Canter Model

121

(1)

Application Exercises

122

(2)

References and Recommended Readings

124

(3)

CHAPTER 7 THE JONES MODEL: DISCIPLINE THROUGH BODY LANGUAGE, INCENTIVE SYSTEMS, AND EFFICIENT HELP

127

(18)

Biographical Sketch of Jones

128

(1)

Jones's Contributions to Discipline

128

(1)

Jones's Central Focus

128

(1)

Jones's Principal Concepts and Teachings

129

(1)

Analysis of the Jones Model

130

(9)

Jones's Findings Concerning Misbehavior and Loss of Time

130

(1)

Skill Clusters in the Jones Model

131

(8)

Jones's Reminders for Teachers

139

(1)

Initiating the Jones Model

139

(1)

Comments on the Jones Model

140

(1)

Application Exercises

140

(3)

References and Recommended Readings

143

(2)

CHAPTER 8 THE GLASSER MODEL: DISCIPLINE THROUGH MEETING NEEDS WITHOUT COERCION

145

(18)

Biographical Sketch of Glasser

146

(1)

Glasser's Earlier Work

146

(1)

The Central Focus

146

(1)

Principal Concepts and Teachings

146

(1)

Analysis of the Glasser Model prior to 1985

147

(1)

What School Offers

147

(1)

What Teachers Should Do

147

(1)

Glasser: Post-1985

148

(1)

Glasser's Central Focus

149

(1)

Glasser's Principal Concepts and Teachings

149

(1)

Analysis of the Glasser Model

150

(8)

Students' Needs

150

(3)

Boss Teachers and Lead Teachers

153

(3)

The Relation of Quality Teaching to Discipline

156

(2)

Initiating the Glasser Model

158

(1)

Comments on the Glasser Model

159

(1)

Application Exercises

160

(2)

References and Recommended Readings

162

(1)

CHAPTER 9 THE GORDON MODEL: DISCIPLINE THROUGH DEVELOPING SELF-CONTROL

163

(20)

Biographical Sketch of Gordon

164

(1)

Gordon's Contributions to Discipline

164

(1)

Gordon's Central Focus

165

(1)

Gordon's Principal Concepts and Teachings

165

(2)

Analysis of the Gordon Model

167

(11)

Authority

167

(1)

Rewards and Punishment

168

(1)

What Is Misbehavior, and Who Owns the Problem?

169

(1)

The Behavior Window

169

(9)

Initiating the Gordon Model

178

(1)

Comments on the Gordon Model

179

(1)

Application Exercises

179

(3)

References and Recommended Readings

182

(1)

CHAPTER 10 THE CURWIN AND MENDLER MODEL: DISCIPLINE THROUGH DIGNITY AND HOPE

183

(20)

Biographical Sketches of Curwin and Mendler

184

(1)

Curwin and Mendler's Contributions to Discipline

184

(1)

Curwin and Mendler's Central Focus

184

(1)

Curwin and Mendler's Principal Concepts and Teachings

185

(1)

Analysis of the Curwin and Mendler Model

186

(11)

Students Who Are Behaviorally at Risk

186

(1)

Helping Students Regain Hope

187

(1)

Dignity

187

(1)

Why Students Break Rules

188

(1)

Why At-Risk Students Are Difficult to Discipline

189

(1)

Discipline Methods That Do Not Work

189

(1)

Disciplining the Difficult-to-Control Student

190

(2)

More about Consequences

192

(4)

Motivating the Difficult-to-Manage Student

196

(1)

Initiating the Curwin and Mendler Model

197

(1)

Principles You Must Accept

197

(1)

The Social Contract

198

(1)

Motivation and Helpfulness

198

(1)

Comments on the Curwin and Mendler Model

198

(1)

Application Exercises

199

(3)

References and Recommended Readings

202

(1)

PART III. TOWARD BUILDING A PERSONAL SYSTEM OF DISCIPLINE

203

(56)

CHAPTER 11 CLASSROOMS THAT ENCOURAGE GOOD BEHAVIOR

205

(16)

The Person Component

205

(5)

Strengthening Student Self-Concept

206

(4)

The Management Component

210

(6)

Managing the Classroom Climate

210

(1)

Human Relations Skills and Classroom Climate

211

(3)

Managing Classroom Routines

214

(2)

The Teacher Component

216

(1)

How to Become an Expert Teacher

217

(1)

Application Exercises

217

(1)

References and Recommended Readings

218

(3)

CHAPTER 12 BUILDING A PERSONAL SYSTEM OF DISCIPLINE

221

(16)

Background for Building Your Personal System of Discipline

222

(4)

What Teachers Want

222

(1)

What Teachers Know, and Don't Know, about Students

223

(2)

Persistent Annoyances

225

(1)

Reminders

225

(1)

Building Your System of Discipline

226

(6)

Three Faces of Discipline

226

(2)

Eight Steps to Personalized Discipline

228

(1)

One Teacher's System

229

(3)

Schoolwide Systems of Discipline

232

(3)

Power Systems

232

(2)

Combination Systems

234

(1)

Noncoercive Systems

234

(1)

Appraisal of Schoolwide Systems

234

(1)

Application Exercises

235

(1)

References and Recommended Readings

235

(2)

CHAPTER 13 EXEMPLARS: PERSONAL SYSTEMS OF DISCIPLINE

237

(22)

Two Primary-Grades Discipline Systems

237

(2)

Primary-Grades System 1

237

(2)

Primary-Grades System 2

239

(1)

Two Intermediate-Grades Discipline Systems

239

(3)

Intermediate-Grades System 1

239

(2)

Intermediate-Grades System 2

241

(1)

Two Middle School Discipline Systems

242

(6)

Middle School System 1

242

(3)

Middle School System 2

245

(3)

Three High School Discipline Systems

248

(5)

High School System 1

248

(1)

High School System 2

249

(2)

High School System 3

251

(2)

Three Specialty Discipline Systems

253

(3)

Specialty System 1: Kindergarten Conflict Resolution

253

(2)

Specialty System 2: Second-Grade Behavior Modification

255

(1)

Specialty System 3: Middle School Token Economy

255

(1)

A Schoolwide Discipline System

256

(3)

Dry Creek Elementary School, Rio Linda, California

256

(3)

Appendix I Classroom Scenarios for Analysis and Practice

259

(10)

Appendix II Comprehensive List of Concepts in Classroom Discipline

269

(4)

Bibliography

273

(6)

Index

279

Building Classroom Discipline

9780801315077

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