Building Classroom Discipline

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

• ISBN13: 9780801330049
• ISBN10: 0801330041
• Edition: 6th
• Format: Paperback
• Copyright: 1998-07-01
• Publisher: Addison-Wesley Pub Co (Sd)

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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