Building Classroom Discipline

by Charles, Carol M

• ISBN13: 9780321076915
• ISBN10: 0321076915
• Edition: 7th
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

This text analyzes 17 models of school discipline developed by educational thinkers of the last half century and shows how they can be applied in realistic situations. This book assists teachers in creating a structure of positive discipline based on traditional and current disciplinary approaches. The models of discipline presented in this book include six historical approaches that can be studied for perspective and development. Beyond the historical models, eleven current application models reflecting current thought are included with chapter ending cases for each model. The same four cases are repeated to compare outcomes using the suggestions of different models. The final portion of the book presents a guide that helps users build their personal systems of discipline, reflecting the belief that individual teachers will develop individual systems.

Author Biography

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

Table of Contents

Preface	xiii
Classroom Discipline: The Problem and the Struggle	1	(16)
Behavior and Misbehavior	2	(1)
Five Types of Misbehavior	3	(1)
Discipline and Misbehavior	3	(1)
Is Discipline Really Such a Serious Matter?	4	(1)
Why Is Misbehavior Becoming Worse?	4	(2)
Schools' Efforts to Make Adjustments	6	(1)
Improving Discipline in the Classroom	7	(3)
Formal Systems of Classroom Discipline	10	(1)
Building Your Own System of Discipline	11	(1)
References and Recommended Readings	11	(6)
Great Pioneers in Modern Discipline	17	(16)
Discipline through Influencing Group Behavior	18	(2)
Fritz Redl
William Wattenberg
Redl and Wattenberg's Principal Teachings	18	(1)
Analysis of Redl and Wattenberg's Contributions	19	(1)
Discipline through Shaping Desired Behavior	20	(2)
B. F. Skinner
Skinner's Principal Teachings	20	(1)
Analysis of Skinner's Contributions	21	(1)
Misbehavior as Student Choice	22	(1)
William Glasser
Glasser's Principal Teachings	22	(1)
Analysis of Glasser's Contributions	23	(1)
Improving Discipline through Lesson Management	23	(2)
Jacob Kounin
Kounin's Principal Teachings	24	(1)
Analysis of Kounin's Contributions	24	(1)
Discipline through Congruent Communication	25	(3)
Haim Ginott
Ginott's Principal Teachings	26	(1)
Analysis of Ginott's Contributions	27	(1)
Discipline through Democratic Teaching	28	(1)
Rudolf Dreikers
Dreikurs's Principal Teachings	29	(1)
Analysis of Dreikurs's Contributions	30	(1)
Key Terms Used by the Pioneers in Modern Discipline	31	(1)
Questions and Activities	31	(1)
References	32	(1)
Lee and Marlene Canter's Assertive Discipline	33	(18)
Preview of Lee and Marlene Canter's Work	33	(1)
About Lee and Marlene Canter	34	(1)
The Canters' Contributions to Discipline	34	(1)
The Canters' Central Focus	34	(1)
The Canters' Principal Teachings	35	(1)
Analysis of the Canters' Assertive Discipline	35	(11)
Needs and Rights in the Classroom	36	(1)
Types of Teachers and Their Effects on Students	36	(1)
Moving toward Good Discipline	37	(1)
Developing a Solid Basis of Trust and Respect	37	(1)
Teaching Students How They Are Expected to Behave in the Classroom	37	(1)
Establishing a Discipline Plan That Provides Structure and Identifies Behavior Limits	38	(1)
The Discipline Hierarchy	39	(1)
Teaching the Plan	40	(1)
Providing Positive Recognition	40	(1)
Redirecting Nondisruptive Off-Task Behavior	41	(1)
Invoking Consequences	41	(1)
Working with Difficult Students	42	(1)
Reaching Out to Difficult Students	42	(1)
Building Trust with Difficult Students	43	(1)
Meeting Difficult Students' Needs	43	(1)
Providing Positive Support	44	(1)
Redirecting Nondisruptive Misbehavior	45	(1)
Interacting with Difficult Students	45	(1)
Strengths of the Canters' Assertive Discipline	46	(1)
Initiating the Canters' Assertive Discipline	47	(1)
Review of Selected Terminology	47	(1)
Application Exercises	48	(1)
Concept Cases	48	(1)
Questions and Activities	48	(1)
Primary References	49	(1)
Recommended Viewing and Reading	49	(2)
Fredric Jones's Positive Classroom Discipline	51	(16)
Preview of Jones's Work	51	(1)
About Fredric Jones	51	(1)
Jones's Contributions to Discipline	52	(1)
Jones's Central Focus	52	(1)
Jones's Principal Teachings	52	(1)
Analysis of Jones's Positive Classroom Discipline	53	(10)
Misbehavior and Loss of Teaching-Learning Time	53	(1)
Skill Clusters in Jones's Model	54	(1)
Skill Cluster 1: Classroom Structure to Discourage Misbehavior	55	(1)
Skill Cluster 2: Limit-Setting through Body Language	56	(1)
Skill Cluster 3: Using Say, See, Do Teaching	57	(1)
Skill Cluster 4: Responsibility Training through Incentive Systems	57	(5)
Skill Cluster 5: Providing Efficient Help to Individual Students	62	(1)
Strengths of Jones's Positive Classroom Discipline	63	(1)
Initiating Jones's Positive Classroom Discipline	64	(1)
Review of Selected Terminology	64	(1)
Application Exercises	65	(1)
Concept Cases	65	(1)
Questions and Activities	65	(1)
Primary References	66	(1)
Recommended Viewing and Guides	66	(1)
Linda Albert's Cooperative Discipline	67	(18)
Preview of Albert's Work	67	(1)
About Linda Albert	67	(1)
Albert's Contributions to Discipline	68	(1)
Albert's Central Focus	68	(1)
Albert's Principal Teachings	69	(1)
Analysis of Albert's Cooperative Discipline	69	(13)
The Goal of Classroom Discipline	70	(1)
Why Students Misbehave	70	(2)
Albert's Plethora of Strategies	72	(1)
The Three C's of Cooperative Discipline	72	(1)
The First C-Capability	72	(2)
The Second C-Helping Students Connect	74	(1)
The Third C-Helping Students Contribute	75	(1)
The Classroom Code of Conduct	76	(1)
Teaching the Code of Conduct	76	(1)
Enforcing the Code of Conduct	77	(1)
Reinforcing the Code of Conduct	78	(1)
Involving Students and Parents as Partners	78	(1)
Avoiding and Defusing Confrontations	79	(1)
Dealing with More Severe Confrontations	80	(1)
Implementing Consequences	81	(1)
Strengths of Albert's Cooperative Discipline	82	(1)
Initiating Albert's Cooperative Discipline	82	(1)
Review of Selected Terminology	82	(1)
Application Exercises	83	(1)
Concept Cases	83	(1)
Questions and Activities	83	(1)
Primary References	83	(1)
Recommended Readings and Viewing	84	(1)
Thomas Gordon's Discipline as Self-Control	85	(18)
Preview of Gordon's Work	85	(1)
About Thomas Gordon	85	(1)
Gordon's Contributions to Discipline	86	(1)
Gordon's Central Focus	86	(1)
Gordon's Principal Teachings	87	(2)
Analysis of Gordon's Discipline as Self-Control	89	(9)
Authority	89	(1)
Rewards and Punishment	89	(1)
What Is Misbehavior, and Who Owns the Problem?	90	(1)
The Behavior Window	90	(8)
Strengths of Gordon's Discipline as Self-Control	98	(1)
Initiating Gordon's Discipline as Self-Control	99	(1)
Review of Selected Terminology	100	(1)
Application Exercises	100	(1)
Concept Cases	100	(1)
Questions and Activities	101	(1)
Primary References	101	(1)
Recommended Reading	101	(2)
Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom	103	(18)
Preview of Nelsen, Lott, and Glenn's Work	103	(1)
About Jane Nelsen, Lynn Lott, and H. Stephen Glenn	104	(1)
Nelsen, Lott, and Glenn's Contributions to Discipline	104	(1)
Nelsen, Lott, and Glenn's Central Focus	104	(1)
Nelsen, Lott, and Glenn's Principal Teachings	105	(1)
Analysis of Nelsen, Lott, and Glenn's Positive Discipline in the Classroom	105	(1)
The Significant Seven	106	(10)
The Three Empowering Perceptions	106	(1)
Four Essential Skills	106	(1)
Developing the Significant Seven	106	(2)
The Importance of Caring	108	(1)
Barriers to Relationships	108	(1)
Eight Building Blocks to Effective Class Meetings	109	(3)
Beyond Consequences	112	(2)
Standard Format for Class Meetings	114	(1)
Remember That the Process Takes Time	114	(1)
Respectful Classroom Management	114	(2)
Putting It All Together	116	(1)
Strengths of Positive Discipline in the Classroom	116	(1)
Initiating Positive Discipline in the Classroom	116	(1)
Review of Selected Terminology	117	(1)
Application Exercises	117	(1)
Concept Cases	117	(1)
Questions and Activities	118	(1)
Primary References	118	(1)
Recommended Reading and Viewing	119	(2)
William Glasser's Noncoercive Discipline	121	(16)
Preview of Glasser's Work	121	(1)
About William Glasser	121	(1)
Glasser's Contributions to Discipline	122	(1)
Glasser's Central Focus	123	(1)
Glasser's Principal Teachings	123	(2)
Prior to 1985	123	(1)
Since 1985	124	(1)
Analysis of Glasser's Noncoercive Discipline	125	(7)
What School Offers	125	(1)
Students' Needs	126	(1)
Curriculum and Quality Work	127	(1)
Quality Teaching	127	(1)
Boss Teachers and Lead Teachers	128	(2)
The Relation of Quality Teaching to Discipline	130	(1)
When Rules Are Broken	131	(1)
Strengths of Glasser's Noncoercive Discipline	132	(1)
Initiating Glasser's Noncoercive Discipline	133	(1)
Review of Selected Terminology	133	(1)
Application Exercises	134	(1)
Concept Cases	134	(1)
Questions and Activities	134	(1)
Primary References	135	(1)
Recommended Readings	135	(2)
Richard Curwin and Allen Mendler's Discipline with Dignity	137	(18)
Preview of Curwin and Mendler's Discipline with Dignity	137	(1)
About Richard Curwin and Allen Mendler	138	(1)
Curwin and Mendler's Contributions to Discipline	138	(1)
Curwin and Mendler's Central Focus	138	(1)
Curwin and Mendler's Principal Teachings	139	(1)
Analysis of Curwin and Mendler's Discipline with Dignity	139	(10)
Why Students Misbehave	139	(1)
Dignity	140	(1)
Students Who Are Behaviorally At-Risk	140	(1)
Why Behaviorally At-Risk Students Are Difficult to Control	141	(1)
Helping Students Regain Hope	142	(1)
Disciplining Difficult-to-Control Students	142	(1)
Consequences	143	(1)
Preventing Escalation	144	(1)
Motivating Difficult-to-Manage Students	145	(1)
Dealing with Aggression, Hostility, and Violence	146	(1)
A Four-Phase Plan for Schools and Educators	146	(2)
Techniques for Dealing with Violence in the Classroom	148	(1)
Suggestions to Help Teachers Retrain Themselves	149	(1)
Specific Suggestions for Dealing with Conflict	149	(1)
Strengths of Curwin and Mendler's Discipline with Dignity	149	(1)
Initiating Curwin and Mendler's Discipline with Dignity	150	(1)
Principles You Must Accept	150	(1)
Establishing the Social Contract	150	(1)
Providing Motivation and Helpfulness	151	(1)
Review of Selected Terminology	151	(1)
Application Exercises	151	(1)
Concept Cases	151	(1)
Questions and Activities	152	(1)
Primary References	152	(1)
Recommended Readings	153	(2)
Barbara Coloroso's Inner Discipline	155	(16)
Preview of Coloroso's Inner Discipline	155	(1)
About Barbara Coloroso	155	(1)
Coloroso's Contributions to Discipline	156	(1)
Coloroso's Central Focus	156	(1)
Coloroso's Principal Teachings	156	(2)
Analysis of Coloroso's Inner Discipline	158	(8)
Three Types of Schools and Teachers	158	(1)
Tenets of Inner Discipline	159	(1)
Discipline, Not Punishment	159	(1)
Three Types of Misbehavior	159	(3)
Effective Classroom Discipline Leads to Inner Discipline	162	(1)
Teaching Decision Making	162	(1)
The Three Cons	163	(1)
Problem Solving	164	(1)
Natural Consequences	165	(1)
Reasonable Consequences and RSVP	166	(1)
Strengths of Coloroso's Inner Discipline	166	(1)
Initiating Coloroso's Inner Discipline	166	(2)
Review of Selected Terminology	168	(1)
Application Exercises	168	(1)
Concept Cases	168	(1)
Questions and Activities	169	(1)
Primary References	170	(1)
Patricia Kyle, Spencer Kagan, and Sally Scott's Win-Win Discipline	171	(18)
Preview of Kyle, Kagan, and Scott's Win-Win Discipline	171	(1)
About Patricia Kyle, Spencer Kagan, and Sally Scott	172	(1)
Kyle, Kagan, and Scott's Contributions to Discipline	172	(1)
Kyle, Kagan, and Scott's Central Focus	173	(1)
Kyle, Kagan, and Scott's Principal Teachings	173	(1)
Analysis of Kyle, Kagan, and Scott's Win-Win Discipline	174	(10)
Applying the Win-Win Discipline Process	175	(1)
Identifying the Type of Disruptive Behavior-ABCD	176	(1)
Identifying the Student's Position	177	(1)
Discipline Structures for the Moment, Follow-Up, and Long-Term	178	(2)
Matching Discipline Structures to Student Positions	180	(2)
The Role of Logical Consequences	182	(1)
Identifying and Dealing with Whole Class Patterns	182	(1)
The Big Three	183	(1)
Parent and Community Alliances and Schoolwide Programs	183	(1)
Strengths of Kyle, Kagan, and Scott's Win-Win Discipline	184	(1)
Initiating Kyle, Kagan, and Scott's Win-Win Discipline	184	(1)
Review of Selected Terminology	185	(1)
Application Exercises	186	(1)
Concept Cases	186	(1)
Questions and Activities	187	(1)
Primary Reference	187	(1)
Suggested Readings	187	(2)
Alfie Kohn's Beyond Discipline	189	(16)
Preview of Kohn's Work	189	(1)
About Alfie Kohn	190	(1)
Kohn's Central Focus	190	(1)
Kohn's Contributions to Discipline	190	(1)
Kohn's Principal Teachings	191	(1)
Analysis of Kohn's Beyond Discipline	192	(9)
The Trouble with Today's Teaching	192	(1)
How Instruction Should Be Done	193	(1)
Where Discipline Fits in Kohn's Views on Teaching	194	(1)
The Trouble with Compliance	195	(1)
The Changes That Are Needed	196	(1)
The Value of Conflict	197	(1)
Regarding Structure and Limits	198	(1)
Class Meetings	198	(1)
Making Decisions	199	(1)
School as a Community	200	(1)
Strengths of Kohn's Views	201	(1)
Implementing Kohn's Beyond Discipline	201	(2)
Review of Selected Terminology	203	(1)
Application Exercises	203	(1)
Concept Cases	203	(1)
Questions and Activities	204	(1)
Primary References	204	(1)
Recommended Reading	204	(1)
C. M. Charles's Synergetic Discipline	205	(16)
Preview of Charles's Synergetic Discipline	205	(1)
About C. M. Charles	206	(1)
Charles's Contributions to Discipline	206	(1)
Charles's Central Focus	206	(1)
Charles's Principal Teachings	207	(1)
Analysis of Charles's Synergetic Discipline	208	(6)
Elements of the Synergetic Approach	208	(4)
Discipline in the Synergetic Classroom	212	(2)
Strengths of Charles's Synergetic Discipline	214	(1)
Initiating Charles's Synergetic Discipline	215	(2)
Review of Selected Terminology	217	(1)
Application Exercises	218	(1)
Concept Cases	218	(1)
Questions and Activities	219	(1)
Primary Reference	219	(1)
Recommended Readings	219	(2)
Clarifying Your Philosophy and Theory of Discipline	221	(14)
Philosophy of Discipline	222	(2)
Theory of Discipline	224	(4)
The Practice of Discipline	228	(6)
Review of Selected Terminology	234	(1)
Finalizing a Personal System of Discipline	235	(18)
What You and Other Teachers Want	235	(1)
Your Plan of Action	236	(1)
Preventive Discipline	236	(1)
Supportive Discipline	236	(1)
Corrective Discipline	237	(1)
Sample Discipline Plans	237	(7)
A Plan That Emphasizes Rules and Consequences	238	(1)
Deborah Sund's Third-Grade Discipline Program	238	(3)
A Plan That Emphasizes Prevention and Human Relationships	241	(1)
Gail Charles's Discipline Plan-Eighth Grade English	242	(2)
Schoolwide Discipline Plans	244	(6)
Recommended Components of a Schoolwide System	244	(1)
Two Examples of Schoolwide Systems of Discipline	245	(5)
Implementing Your Personal System	250	(3)
The First Days	250	(1)
Keeping Your System Flexible	251	(2)
APPENDIX A Classroom Scenarios for Analysis and Practice	253	(12)
Scenario 1: Fifth Grade	253	(1)
Scenario 2: High School Biology	254	(1)
Scenario 3: Middle School Library	255	(1)
Scenario 4: Second Grade	256	(1)
Scenario 5: High School Special Education	257	(1)
Scenario 6: Continuation High School Photography Lab	258	(1)
Scenario 7: Sheltered English Kindergarten	259	(1)
Scenario 8: Junior High World History	260	(1)
Scenario 9: High School American Literature	261	(1)
Scenario 10: Sixth Grade, Student Teacher	262	(3)
APPENDIX B Synopses of Models of Discipline Analyzed in This Book	265	(6)
Assertive Discipline (The Canters)	265	(1)
Behavior as Student Choice	265	(1)
William Glasser
Beyond Discipline to Community	265	(1)
Alfie Kohn
Congruent Communication	266	(1)
Haim Ginott
Cooperative Discipline	266	(1)
Linda Albert
Dealing with the Group	266	(1)
Fritz Redl
William Wattenberg
Democratic Discipline	267	(1)
Rudolf Dreikurs
Discipline as Self-Control	267	(1)
Thomas Gordon
Discipline with Dignity	267	(1)
Richard Curwin
Allen Mendler
Inner Discipline	267	(1)
Barbara Coloroso
Managing Lessons and the Class	268	(1)
Jacob Kounin
Noncoercive Discipline	268	(1)
William Glasser
Positive Classroom Discipline	268	(1)
Fredric Jones
Positive Discipline in the Classroom	269	(1)
Jane Nelsen
Lynn Lott
H. Stephen Glenn
Shaping Desired Behavior	269	(1)
B. F. Skinner
Synergetic Discipline	269	(1)
C. M. Charles
Win-Win Discipline	270	(1)
Patricia Kyle
Spencer Kagan
Sally Scott
APPENDIX C Authorities in Discipline Included in This Book	271	(4)
Albert, Linda	271	(1)
Canter, Lee, and Marlene Canter	271	(1)
Charles, C. M.	271	(1)
Coloroso, Barbara	272	(1)
Curwin, Richard, and Allen Mendler	272	(1)
Dreikurs, Rudolf (1897-1972)	272	(1)
Ginott, Haim (1922-1973)	272	(1)
Glasser, William	272	(1)
Gordon, Thomas	273	(1)
Jones, Fredric	273	(1)
Kohn, Alfie	273	(1)
Kounin, Jacob	273	(1)
Kyle, Patricia, Spencer Kagan, and Sally Scott	273	(1)
Nelsen, Jane, Lynn Lott, and H. Stephen Glenn	274	(1)
Neo-Skinnerians	274	(1)
Redl, Fritz, and William Wattenberg	274	(1)
APPENDIX D Major Themes in Discipline, Arranged Alphabetically	275	(4)
APPENDIX E Glossary of Terms Related to Discipline	279	(10)
Bibliography	289	(8)
Index	297