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BUILDING CLASSROOM DISCIPLINE
ISBN: 9780801307881 | 0801307880
Edition: 4thPublisher: Longman Publishing Group
Pub. Date: 1/1/1992
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| 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 Pe... MORE | 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 |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |
C. M. Charles: Emeritus, San Diego State University Gail W. Senter: California State University San Marcos
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