Strategies for Teaching Self-Discipline in the Middle Grades

by Wolfgang, Charles H.; Bennett, Betty J.; Irvin, Judith L.

• ISBN13: 9780205273294
• ISBN10: 0205273297
• Edition: 1st
• Format: Paperback
• Copyright: 1999-01-01
• Publisher: Allyn & Bacon

Summary

Using methods and techniques drawn from these models, the authors create a new model, "The Three Faces of Discipline," that arranges the best methods on a power continuum called the Teacher Behavior Continuum, or TBC. It's a power continuum of general behaviors that range from child centered to teacher controlling actions and it helps teachers analyze their own philosophy of discipline and understand how to create and maintain an orderly, predictable, and caring climate for young adolescents. The TBC shows clearly the degree of power necessary to orchestrate effective discipline practices in a middle level school. With its lively vignettes and clear writing style, the book is the ideal guide for all educators interested in creating a developmentally appropriate environment that maximizes learning for young adolescents. In this guide you find the most comprehensive collection of practical methods and techniques from today's most widely-used discipline models - TET, Glasser, Dreikurs, Assertive Discipline, Behavior Analysis, and more. Also included is an inventory teachers can take to help determine which discipline models best fit their own value systems. For any teacher or educator.

Table of Contents

Preface	xi
SECTION I Introduction	1	(28)
Chapter 1 Teacher Behavior, Misbehavior, and Discipline	7	(14)
The Severity Clause and "Stop" Statements	10	(1)
The Teacher Behavior Continuum: The TBC	11	(3)
The Three Faces of Discipline: A Concept, Not a Recipe	14	(1)
Teacher Personality Type	15	(1)
Summary	16	(3)
References	19	(1)
For Further Reading	20	(1)
Chapter 2 The Three Faces of Discipline System	21	(8)
Teacher Skill and Personality Type	21	(4)
Personality Fit	22	(3)
The Five Systems of an Effective Discipline Program	25	(3)
Limit-Setting System	25	(1)
Professional-Administrative Backup System	26	(1)
Incentive System	26	(1)
Encouragement System	26	(1)
Classroom (and School) Management System	27	(1)
Summary	28	(1)
References	28	(1)
SECTION II The Limit-Setting System: Using the Pathway of Power of the Teacher Behavior Continuum	29	(94)
Chapter 3 Looking: The Relationship-Listening Face	31	(28)
Limit Setting: The TBC's Looking	37	(9)
Fight-or-Flight Response	39	(4)
Eye Contact and Proxemics	43	(1)
Limit Setting on the Wing	44	(2)
Looking and the Three Faces Concept	46	(11)
Private versus Public Desist	48	(1)
Limit Setting as a Desist	49	(1)
Desist during Direct Instruction	49	(2)
Desist in Midsentence	51	(1)
Desist across the Room	51	(2)
Desist in an Open Field	53	(2)
Facial Expression	55	(1)
Additional Body Cues	56	(1)
Relaxing Breaths	56	(1)
Summary	57	(1)
References	58	(1)
Chapter 4 Naming: The Relationship-Listening Face	59	(13)
Verbal Encoding	59	(1)
Relationship-Listening Face	60	(10)
The I-Message (Behavior-Effect-Feeling)	62	(5)
Active Listening / Door Openers / Acknowledgments	67	(3)
Limit Setting and Relationship-Listening Techniques	70	(1)
Summary	70	(1)
References	71	(1)
Chapter 5 Questioning: The Confronting-Contracting Face	72	(11)
Confronting-Contracting Limit Setting	73	(1)
Limit Setting	73	(4)
Confronting-Contracting Orientation	77	(1)
The Outside Aggressor Phenomenon	78	(1)
Limit-Setting Techniques	79	(1)
Disengaging	80	(2)
Summary	82	(1)
References	82	(1)
Chapter 6 Commanding: The Rules and Consequences Face	83	(8)
Rules and Consequences	84	(1)
The Assertive Position	85	(3)
Characteristics of Assertive Teachers	85	(3)
The Nonassertive or Hostile Teacher	88	(1)
Characteristics of Nonassertive Teachers	88	(1)
The Backup System	89	(1)
Time Out	89	(1)
Summary	90	(1)
Chapter 7 Acting: The Rules and Consequences Face	91	(32)
Acting (Physical Intervention) and the Backup System	92	(15)
The Response Team	92	(3)
Crisis Level 1: Anxiety Phase	95	(1)
Crisis Level 2: Defiant Phase	95	(2)
Crisis Level 3: Physically Aggressive Phase (Assault)	97	(4)
Crisis Level 4: Tension Reduction (Calming) Phase	101	(1)
Private Meeting (Semi-Private)	102	(2)
The Supportive Stance	104	(3)
Assault	107	(6)
A Strike	107	(1)
A Grab	108	(5)
Nonviolent Restraining	113	(5)
Basket-Weave Hold Restraint	113	(1)
Team Restraint	114	(1)
Transporting Techniques	115	(3)
Classmates as Onlookers to the Assault	118	(2)
Class Meetings (Verbal Ventilation)	118	(2)
Summary	120	(1)
References	121	(2)
SECTION III The Professional-Administrative Backup System	123	(38)
Chapter 8 The Backup System	125	(36)
Documentation of the Backup Steps: The Backup System Checklist	125	(3)
Procedures	127	(1)
Private Conferences	128	(8)
Looking (Relationship-Listening Face)	128	(1)
Naming (Relationship-Listening Face)	128	(4)
Questioning (Confronting-Contracting Face)	132	(4)
Understanding Time Out	136	(5)
Types of Time Outs	136	(4)
Levels of Exclusion and Time Out	140	(1)
Disengaging	141	(2)
Contingency Contracting	142	(1)
Sealing the Contract	143	(1)
Common Questions Regarding Confronting-Contracting	143	(4)
Repeating Previous Steps	144	(1)
Clean Slate	144	(1)
Notifying Parents	145	(2)
Meetings and Conferencing in Public	147	(12)
The Relationship-Listening Metting	148	(1)
The Confronting-Contracting Meeting	149	(1)
Professional Staffing	150	(4)
Step 1: Stating the Problem (Overview of the Student's Behavior)	154	(2)
Step 2: Generating Solutions	156	(1)
Step 3: Evaluating Solutions	156	(1)
Step 4: Deciding on Solutions (A Final Written Plan)	157	(1)
Step 5: Implementing the Solution (A Commitment)	158	(1)
Step 6: Reevaluation Meeting	158	(1)
Summary	159	(1)
References	160	(1)
Related Readings	160	(1)
SECTION IV The Incentive System	161	(24)
Chapter 9 The Rights and Responsibilities Game	163	(22)
Developmental Tasks of Early Adolescence	163	(19)
Team Competition	166	(7)
Incentive Reinforcers	173	(3)
Scheduling Reinforcers	176	(1)
Scoring and the Score Card	177	(2)
A Word about Winning	179	(1)
Out-of-Classroom Supervision	180	(1)
Plus / Delta Meetings	181	(1)
Contracting	181	(1)
Summary	182	(2)
References	184	(1)
SECTION V The Encouragement System	185	(32)
Chapter 10 Finding Acceptance	187	(30)
Mis-Motivations	189	(1)
Determining the Need	190	(4)
Looking	191	(1)
Questioning (Clarifying Teacher Feelings)	191	(1)
Commanding	192	(1)
Questioning (Overt)	193	(1)
Attention	194	(2)
Power	196	(1)
Revenge	196	(2)
Helplessness	198	(3)
Consequences	201	(12)
Reinforcement	201	(1)
Natural / Logical Consequences	201	(2)
The Process of Encouragement	203	(4)
Social Engineering	207	(2)
The Most Wanted	209	(2)
The Encouragement Plan	211	(2)
Summary	213	(2)
Reference	215	(1)
Suggested Readings	215	(2)
SECTION VI The Management System	217	(60)
Chapter 11 Design of the Classroom	219	(29)
Scientifically Designed Classroom: Double E Classroom	220	(5)
Concepts and Principles versus Techniques	221	(1)
Floor Mapping	222	(3)
Three Spheres of Relationship	225	(8)
Making a Group of Two	228	(1)
Making a Group of Four or Eight	229	(1)
Making a Group of Three	229	(4)
Motor (or Spatial) Rules	233	(1)
Classroom Transitions	233	(14)
Verbal Prompts	236	(1)
Group Transition Prompts	236	(1)
Directionality (Materials)	237	(1)
Visual Prompts	237	(4)
Storage and Display	241	(1)
Control of Error	242	(1)
Bulletin Boards	243	(1)
Posting Class Rules	243	(1)
Pets and Plants	244	(1)
Audiovisual and Similar Equipment	244	(1)
Care of the Windows and Blinds	244	(1)
Turning Lights On and Off	245	(1)
Teacher's Desk, Filing Cabinets, and Bookcases	245	(1)
Storage of Hand-Carried Items	245	(1)
Pencil Sharpening	246	(1)
Paper Headings	246	(1)
Summary	247	(1)
References	247	(1)
Chapter 12 Rules and Authority	248	(20)
Rules Are Situational and Spatially Bound	248	(1)
Rules Are Taught Formally or Informally	249	(1)
Motor Rules	250	(4)
Teaching Motor Rules	250	(2)
What Should the Classroom Motor Rules Be?	252	(2)
Establishing Teacher Authority and Leadership	254	(2)
Power and Degrees of Desist Control	256	(1)
Attending Behaviors	256	(1)
Prompts	256	(1)
Fading	257	(1)
Summary	257	(1)
References	258	(10)
Chapter 13 The First Days of School: Teaching the Basics of Good Classroom Discipline	268	(9)
Orientation Days	269	(1)
Summary	270	(1)
Concluding Comments	270	(7)
Glossary	277	(4)
Index	281