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Preface | p. xv |
Classroom Discipline: The Problem and the Solution | p. 1 |
Chapter Preview | p. 1 |
The Problem of Student Misbehavior | p. 2 |
The Meanings of Behavior and Misbehavior | p. 3 |
Types of Misbehavior You Will Encounter | p. 3 |
The Roles of Discipline and Behavior Management | p. 4 |
Toward Resolving the Discipline Problem | p. 5 |
Organizing a Personal System of Discipline | p. 6 |
Your Entry Point for Developing a Personal System of Discipline | p. 8 |
Getting Started on Principle 1: Presenting and Conducting Yourself in a Professional Manner | p. 16 |
Key Terms and Concepts Presented in This Chapter | p. 19 |
Questions and Activities | p. 19 |
References | p. 20 |
Great Pioneers in Classroom Discipline | p. 21 |
Chapter Preview | p. 21 |
The Evolution of Classroom Discipline | p. 21 |
Fritz Redl and William Wattenberg: Discipline through Influencing Group Behavior | p. 22 |
B. F. Skinner: Discipline through Shaping Desired Behavior | p. 24 |
Jacob Kounin: Improving Discipline through Lesson Management | p. 25 |
Haim Ginott: Discipline through Congruent Communication | p. 27 |
Rudolf Dreikurs: Discipline through Democratic Teaching | p. 30 |
Thomas Gordon: Discipline as Self-Control | p. 33 |
Key Terms and Concepts Presented in This Chapter | p. 35 |
Questions and Activities | p. 36 |
References | p. 36 |
Lee and Marlene Canter's Assertive Discipline | p. 37 |
Overview of the Canters' Model | p. 37 |
About Lee and Marlene Canter | p. 38 |
The Canters' Contributions to Discipline | p. 38 |
The Canters' Central Focus | p. 38 |
The Canters' Principal Teachings | p. 39 |
Analysis of the Canters' Assertive Discipline | p. 40 |
Strengths of the Canters' Assertive Discipline | p. 50 |
Initiating the Canters' Assertive Discipline | p. 51 |
Key Terms and Concepts Presented in This Chapter | p. 51 |
Selected Seven--Summary Suggestions from Lee and Marlene Canter | p. 52 |
Concept Cases | p. 52 |
Questions and Activities | p. 53 |
You Are the Teacher | p. 53 |
References | p. 54 |
Fred Jones's Positive Classroom Discipline | p. 55 |
Overview of Jones's Model | p. 55 |
About Fred Jones | p. 56 |
Jones's Contributions to Discipline | p. 56 |
Jones's Central Focus | p. 56 |
Jones's Principal Teachings | p. 57 |
Analysis of Jones's Positive Classroom Discipline | p. 58 |
Strengths of Jones's Positive Classroom Discipline | p. 68 |
Initiating Jones's Positive Classroom Discipline | p. 68 |
Key Terms and Concepts Presented in This Chapter | p. 69 |
Selected Seven--Summary Suggestions from Fred Jones | p. 69 |
Concept Cases | p. 70 |
Questions and Activities | p. 70 |
You Are the Teacher | p. 71 |
References | p. 72 |
William Glasser's Noncoercive Discipline | p. 73 |
Overview of Glasser's Model | p. 73 |
About William Glasser | p. 74 |
Glasser's Contributions to Discipline | p. 74 |
Glasser's Central Focus | p. 75 |
Glasser's Principal Teachings | p. 75 |
Analysis of Glasser's Noncoercive Discipline | p. 77 |
Moving toward Quality Classrooms | p. 85 |
Strengths of Glasser's Noncoercive Discipline | p. 87 |
Initiating Glasser's Noncoercive Discipline | p. 88 |
Key Terms and Concepts Presented in This Chapter | p. 89 |
Selected Seven--Summary Suggestions from William Glasser | p. 89 |
Concept Cases | p. 89 |
Questions and Activities | p. 90 |
You Are the Teacher | p. 91 |
References | p. 91 |
Marvin Marshall's Discipline through Raising Responsibility | p. 93 |
Overview of Marvin Marshall's Model | p. 93 |
About Marvin Marshall | p. 94 |
Marshall's Contributions to Discipline | p. 94 |
Marshall's Central Focus | p. 94 |
Marshall's Principal Teachings | p. 94 |
Analysis of Marshall's Discipline through Raising Responsibility | p. 96 |
Strengths of Marshall's Raise Responsibility System | p. 106 |
Initiating Marshall's Raise Responsibility System | p. 107 |
Key Terms and Concepts Presented in This Chapter | p. 107 |
Selected Seven--Summary Suggestions from Marvin Marshall | p. 108 |
Concept Cases | p. 108 |
Questions and Activities | p. 109 |
You Are the Teacher | p. 109 |
References | p. 110 |
Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom | p. 111 |
Overview of Nelsen, Lott, and Glenn's Model | p. 111 |
About Jane Nelsen, Lynn Lott, and H. Stephen Glenn | p. 112 |
Nelsen, Lott, and Glenn's Contributions to Discipline | p. 112 |
Nelsen, Lott, and Glenn's Central Focus | p. 112 |
Nelsen, Lott, and Glenn's Principal Teachings | p. 113 |
Analysis of Nelsen, Lott, and Glenn's Positive Discipline in the Classroom | p. 113 |
Strengths of Positive Discipline in the Classroom | p. 124 |
Initiating Positive Discipline in the Classroom | p. 124 |
Key Terms and Concepts Presented in This Chapter | p. 125 |
Selected Seven--Summary Suggestions from Nelsen, Lott, and Glenn | p. 125 |
Concept Cases | p. 126 |
Questions and Activities | p. 126 |
You Are the Teacher | p. 127 |
References | p. 127 |
Richard Curwin and Allen Mendler's Discipline with Dignity | p. 128 |
Overview of Curwin and Mendler's Model | p. 128 |
About Richard Curwin and Allen Mendler | p. 129 |
Curwin and Mendler's Contributions to Discipline | p. 129 |
Curwin and Mendler's Central Focus | p. 130 |
Curwin and Mendler's Principal Teachings | p. 130 |
Analysis of Curwin and Mendler's Discipline with Dignity | p. 131 |
Strengths of Curwin and Mendler's Discipline with Dignity | p. 142 |
Initiating Curwin and Mendler's Discipline with Dignity | p. 142 |
Key Terms and Concepts Presented in This Chapter | p. 143 |
Selected Seven--Summary Suggestions from Curwin and Mendler | p. 144 |
Concept Cases | p. 144 |
Questions and Activities | p. 145 |
You Are the Teacher | p. 145 |
References | p. 146 |
Barbara Coloroso's Inner Discipline | p. 147 |
Overview of Coloroso's Model | p. 147 |
About Barbara Coloroso | p. 148 |
Coloroso's Contributions to Discipline | p. 148 |
Coloroso's Central Focus | p. 148 |
Coloroso's Principal Teachings | p. 149 |
Analysis of Coloroso's Inner Discipline | p. 150 |
Strengths of Coloroso's Inner Discipline | p. 159 |
Initiating Coloroso's Inner Discipline | p. 159 |
Key Terms and Concepts Presented in This Chapter | p. 160 |
Selected Seven--Summary Suggestions from Barbara Coloroso | p. 161 |
Concept Cases | p. 161 |
Questions and Activities | p. 162 |
You Are the Teacher | p. 162 |
References | p. 163 |
Budd Churchward's Honor Level System of Discipline | p. 164 |
Overview of Churchward's Model | p. 164 |
About Budd Churchward | p. 165 |
Churchward's Contributions to Discipline | p. 165 |
Churchward's Central Focus | p. 165 |
Churchward's Principal Teachings | p. 166 |
Analysis of Churchward's Honor Level System | p. 167 |
Strengths of Churchward's Honor Level System | p. 176 |
Initiating Churchward's Honor Level System | p. 177 |
Key Terms and Concepts Presented in This Chapter | p. 177 |
Selected Seven--Summary Suggestions from Budd Churchward | p. 178 |
Concept Cases | p. 178 |
Questions and Activities | p. 179 |
You Are the Teacher | p. 179 |
References | p. 180 |
Spencer Kagan, Patricia Kyle, and Sally Scott's Win-Win Discipline | p. 181 |
Overview of Kagan, Kyle, and Scott's Model | p. 181 |
About Spencer Kagan, Patricia Kyle, and Sally Scott | p. 182 |
Kagan, Kyle, and Scott's Contributions to Discipline | p. 182 |
Kagan, Kyle, and Scott's central Focus | p. 183 |
Kagan, Kyle, and Scott's Principal Teachings | p. 183 |
Analysis of Kagan, Kyle, and Scott's Win-Win Discipline | p. 184 |
Parent and Community Alliances and Schoolwide Programs | p. 193 |
Strengths of Kagan, Kyle, and Scott's Win-Win Discipline | p. 194 |
Initiating Kagan, Kyle, and Scott's Win-Win Discipline | p. 194 |
Key Terms and Concepts Presented in This Chapter | p. 195 |
Selected Seven--Summary Suggestions from Kagan, Kyle, and Scott | p. 196 |
Concept Cases | p. 196 |
Questions and Activities | p. 197 |
You Are the Teacher | p. 197 |
References | p. 198 |
Linda Albert's Cooperative Discipline | p. 199 |
Overview of Albert's Model | p. 199 |
About Linda Albert | p. 200 |
Albert's Contributions to Discipline | p. 200 |
Albert's Central Focus | p. 200 |
Albert's Principal Teachings | p. 201 |
Analysis of Albert's Cooperative Discipline | p. 202 |
Strengths of Albert's Cooperative Discipline | p. 214 |
Initiating Albert's Cooperative Discipline | p. 214 |
Key Terms and Concepts Presented in This Chapter | p. 215 |
Selected Seven--Summary Suggestions from Linda Albert | p. 215 |
Concept Cases | p. 216 |
Questions and Activities | p. 216 |
You Are the Teacher | p. 216 |
References | p. 217 |
C. M. Charles's Synergetic Discipline | p. 218 |
Overview of Charles's Model | p. 218 |
About C. M. Charles | p. 219 |
Charles's Contributions to Discipline | p. 219 |
Charles's Central Focus | p. 219 |
Charles's Principal Teachings | p. 219 |
Analysis of Charles's Synergetic Discipline | p. 221 |
Strengths of Charles's Synergetic Discipline | p. 235 |
Initiating Charles's Synergetic Discipline | p. 235 |
Key Terms and Concepts Presented in This Chapter | p. 235 |
Selected Seven--Summary Suggestions from C. M. Charles | p. 236 |
Concept Cases | p. 236 |
Questions and Activities | p. 237 |
You Are the Teacher | p. 237 |
References | p. 238 |
Alfie Kohn's Beyond Discipline | p. 239 |
Overview of Kohn's Model | p. 239 |
About Alfie Kohn | p. 240 |
Kohn's Central Focus | p. 240 |
Kohn's Contributions to Discipline | p. 240 |
Kohn's Principal Teachings | p. 241 |
Analysis of Kohn's Beyond Discipline | p. 242 |
Strengths of Kohn's Beyond Discipline | p. 251 |
Implementing Kohn's Beyond Discipline | p. 251 |
Key Terms and Concepts Presented in This Chapter | p. 252 |
Selected Seven--Summary Suggestions from Alfie Kohn | p. 253 |
Concept Cases | p. 253 |
Questions and Activities | p. 254 |
You Are the Teacher | p. 254 |
References | p. 255 |
Working Effectively with All Students | p. 256 |
Chapter Preview | p. 256 |
Working with Economically Disadvantaged Students | p. 256 |
Working with Recently Arrived Immigrant Students | p. 257 |
Working with African American Students | p. 258 |
Working with American Indian/Alaska Native Students | p. 259 |
Working with Asian American Students | p. 260 |
Working with Hispanic American Students | p. 262 |
Working with Students Who Are Behaviorally at Risk of Failure | p. 263 |
Working with Students Who Have Attention Deficit and Hyperactivity Disorder (ADHD) | p. 264 |
Working with Students Who Abuse Drugs and Alcohol | p. 265 |
Working with Students Prone to Violence, Bullying, and Hate Crimes | p. 267 |
Getting Parents on Your Side | p. 269 |
Key Terms and Concepts Presented in This Chapter | p. 270 |
Questions and Activities | p. 270 |
References | p. 271 |
Formalizing Your Personal System of Discipline | p. 273 |
Chapter Preview | p. 273 |
The Five Principles and Your Personal System of Discipline | p. 273 |
Clarifying Your Philosophy of Discipline | p. 274 |
Clarifying Your Theory of Discipline | p. 275 |
Clarifying Your Practice of Discipline | p. 277 |
Two Sample Approaches to Discipline | p. 282 |
Finalizing Your Personal System of Discipline | p. 288 |
Key Terms and Concepts Presented in This Chapter | p. 290 |
Glossary of Terms Related to Discipline | p. 291 |
Bibliography | p. 304 |
Index | p. 309 |
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