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# Building Classroom Discipline

**by**Charles, C. M.; Senter, Gail W.; Barr, Karen Blaine

6th

### 9780801330049

0801330041

Paperback

7/1/1998

Addison-Wesley Pub Co (Sd)

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## Summary

This bestselling book focuses on helping teachers develop their own personal systems of discipline that will lead to productive and pleasant class room environments. Building Classroom Discipline presents and analyizes models of discipline, including two new models, developed by some of the most influential educational thinkers in the past 50 years. The book shifts the usual "behavior modification" theme to students learning control and teachers creating a sense of community in the classroom. The new trend of students taking more responsibility for their behavior is addressed, and the book offers a wealth of practical techniques for tailoring systems of discipline to suit teacher preferences, the realities of the school, and special needs of students.

## Author Biography

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

## Table of Contents

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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