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Building Classroom Discipline,9780801330049

Building Classroom Discipline

by ; ;
Edition:
6th
ISBN13:

9780801330049

ISBN10:
0801330041
Media:
Paperback
Pub. Date:
7/1/1998
Publisher(s):
Addison-Wesley Pub Co (Sd)
List Price: $49.00
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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

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


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