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Building Classroom Discipline

ISBN: 9780801315077 | 0801315077
Edition: 5th
Format: Paperback
Publisher: Longman Publishing Group
Pub. Date: 1/1/1996

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Table of ContentsAuthor Biography
Prefacexiii
INTRODUCTION1(6)
Behavior and Misbehavior2(1)
Five Types of Misbehavior2(1)
Discipline and Misbehavior2(1)
Is ... MORE3(1)
Models of Discipline and Classroom Practice3(2)
References and Recommended Readings5(2)
PART I. THE FOUNDATION MODELS7(74)
CHAPTER 1 THE REDL AND WATTENBERG MODEL: DISCIPLINE THROUGH DEALING WITH THE GROUP
9(18)
Biographical Sketches of Redl and Wattenberg
10(1)
Redl and Wattenberg's Contributions to Discipline
10(1)
Redl and Wattenberg's Central Focus
10(1)
Redl and Wattenberg's Principal Concepts and Teachings
11(1)
Analysis of the Redl and Wattenberg Model
12(10)
Student Roles and Behaviors in the Classroom
12(1)
Group Dynamics
13(2)
Psychological Roles of Teachers
15(1)
Control Techniques for Misbehavior
16(1)
Diagnostic Thinking
16(1)
Applying Influence Techniques
17(5)
Additional Reminders from Redl
22(1)
Comments on the Redl and Wattenberg Model
23(1)
Application Exercises
23(1)
References and Recommended Readings
26(1)
CHAPTER 2 THE NEO-SKINNERIAN MODEL: DISCIPLINE THROUGH SHAPING DESIRED BEHAVIOR
27(16)
Biographical Sketch of Skinner
28(1)
Skinner's Contributions to Discipline
28(1)
Skinner's Central Focus
29(1)
Skinner's Principal Concepts and Teachings
29(2)
Analysis of the Neo-Skinnerian Model
31(8)
The Value of Behavior Modification
31(1)
Why Punishment Is Not Used in Behavior Modification
31(1)
Types of Reinforcers
32(2)
Systems of Behavior Modification
34(3)
Behavior Modification in Classroom Use
37(2)
Comments on the Neo-Skinnerian Model
39(1)
Application Exercises
39(3)
References and Recommended Readings
42(1)
CHAPTER 3 THE KOUNIN MODEL: DISCIPLINE THROUGH CLASSROOM MANAGEMENT
43(18)
Biographical Sketch of Kounin
44(1)
Kounin's Contributions to Discipline
44(1)
Kounin's Central Focus
45(1)
Kounin's Principal Concepts and Teachings
45(1)
Analysis of the Kounin Model
46(9)
The Ripple Effect
46(2)
Withitness
48(1)
Momentum and Smoothness
49(1)
Group Alerting and Accountability
50(2)
Overlapping
52(1)
Valence and Challenge Arousal
52(2)
Seatwork Variety and Challenge
54(1)
Kounin's Reflections on His Investigations
55(1)
Comments on the Kounin Model
56(1)
Application Exercises
57(2)
Reference
59(2)
CHAPTER 4 THE GINOTT MODEL: DISCIPLINE THROUGH CONGRUENT COMMUNICATION
61(20)
Biographical Sketch of Ginott
62(1)
Ginott's Contributions to Discipline
62(1)
Ginott's Central Focus
63(1)
Ginott's Principal Concepts and Teachings
63(2)
Analysis of the Ginott Model
65(9)
Teachers Are the Decisive Element
65(1)
Teachers at Their Best
65(1)
Teachers at Their Worst
65(1)
Congruent Communication
66(5)
Noncongruent Communication
71(3)
Ginott's Special Views on Discipline
74(2)
Comments on the Ginott Model
76(1)
Application Exercises
77(2)
References and Recommended Readings
79(2)
PART II. THE APPLICATION MODELS81(122)
CHAPTER 5 THE DREIKURS MODEL: DISCIPLINE THROUGH DEMOCRATIC TEACHING AND CONFRONTING MISTAKEN GOALS
83(22)
Biographical Sketch of Dreikurs
84(1)
Dreikurs's Contributions to Discipline
84(1)
Dreikurs's Central Focus
85(1)
Dreikurs's Principal Concepts and Teachings
85(1)
Analysis of the Dreikurs Model
86(13)
The Nature of Discipline
86(2)
Discipline and Types of Teachers
88(2)
Discipline and Mistaken Goals
90(2)
What Can Teachers Do about Mistaken Goals?
92(4)
The Critical Difference between Encouragement and Praise
96(1)
Logical Consequences versus Punishment
97(1)
Dreikurs's Dos and Don'ts
98(1)
Comments on the Dreikurs Model
99(1)
Bridging the Gap between Dreikurs and Teachers
100(1)
Democratic Style of Teaching
100(1)
Concrete Intervention Strategies
101(1)
Encouragement through the Three C Approach
101(1)
Action Plan for Difficult-to-Control Students
101(1)
Administrators' Management Action Plan
101(1)
Application Exercises
101(3)
References and Recommended Readings
104(1)
CHAPTER 6 THE CANTER MODEL: DISCIPLINE THROUGH ASSERTIVELY MANAGING BEHAVIOR
105(22)
Biographical Sketch of Canter
106(1)
Canter's Contributions to Discipline
106(1)
Canter's Central Focus
106(1)
Canter's Principal Concepts and Teachings
107(1)
Analysis of the Canter Model
108(13)
Mistaken Ideas about Discipline
108(1)
Students' Rights in the Classroom
108(1)
Teachers' Rights in the Classroom
109(1)
What Assertive Teachers Do
109(1)
Steps That Lead to Assertive Discipline
110(9)
When Consequences Must Be Invoked
119(1)
Dealing with Difficult Students
119(2)
Initiating the Canter Model
121(1)
Comments on the Canter Model
121(1)
Application Exercises
122(2)
References and Recommended Readings
124(3)
CHAPTER 7 THE JONES MODEL: DISCIPLINE THROUGH BODY LANGUAGE, INCENTIVE SYSTEMS, AND EFFICIENT HELP
127(18)
Biographical Sketch of Jones
128(1)
Jones's Contributions to Discipline
128(1)
Jones's Central Focus
128(1)
Jones's Principal Concepts and Teachings
129(1)
Analysis of the Jones Model
130(9)
Jones's Findings Concerning Misbehavior and Loss of Time
130(1)
Skill Clusters in the Jones Model
131(8)
Jones's Reminders for Teachers
139(1)
Initiating the Jones Model
139(1)
Comments on the Jones Model
140(1)
Application Exercises
140(3)
References and Recommended Readings
143(2)
CHAPTER 8 THE GLASSER MODEL: DISCIPLINE THROUGH MEETING NEEDS WITHOUT COERCION
145(18)
Biographical Sketch of Glasser
146(1)
Glasser's Earlier Work
146(1)
The Central Focus
146(1)
Principal Concepts and Teachings
146(1)
Analysis of the Glasser Model prior to 1985
147(1)
What School Offers
147(1)
What Teachers Should Do
147(1)
Glasser: Post-1985
148(1)
Glasser's Central Focus
149(1)
Glasser's Principal Concepts and Teachings
149(1)
Analysis of the Glasser Model
150(8)
Students' Needs
150(3)
Boss Teachers and Lead Teachers
153(3)
The Relation of Quality Teaching to Discipline
156(2)
Initiating the Glasser Model
158(1)
Comments on the Glasser Model
159(1)
Application Exercises
160(2)
References and Recommended Readings
162(1)
CHAPTER 9 THE GORDON MODEL: DISCIPLINE THROUGH DEVELOPING SELF-CONTROL
163(20)
Biographical Sketch of Gordon
164(1)
Gordon's Contributions to Discipline
164(1)
Gordon's Central Focus
165(1)
Gordon's Principal Concepts and Teachings
165(2)
Analysis of the Gordon Model
167(11)
Authority
167(1)
Rewards and Punishment
168(1)
What Is Misbehavior, and Who Owns the Problem?
169(1)
The Behavior Window
169(9)
Initiating the Gordon Model
178(1)
Comments on the Gordon Model
179(1)
Application Exercises
179(3)
References and Recommended Readings
182(1)
CHAPTER 10 THE CURWIN AND MENDLER MODEL: DISCIPLINE THROUGH DIGNITY AND HOPE
183(20)
Biographical Sketches of Curwin and Mendler
184(1)
Curwin and Mendler's Contributions to Discipline
184(1)
Curwin and Mendler's Central Focus
184(1)
Curwin and Mendler's Principal Concepts and Teachings
185(1)
Analysis of the Curwin and Mendler Model
186(11)
Students Who Are Behaviorally at Risk
186(1)
Helping Students Regain Hope
187(1)
Dignity
187(1)
Why Students Break Rules
188(1)
Why At-Risk Students Are Difficult to Discipline
189(1)
Discipline Methods That Do Not Work
189(1)
Disciplining the Difficult-to-Control Student
190(2)
More about Consequences
192(4)
Motivating the Difficult-to-Manage Student
196(1)
Initiating the Curwin and Mendler Model
197(1)
Principles You Must Accept
197(1)
The Social Contract
198(1)
Motivation and Helpfulness
198(1)
Comments on the Curwin and Mendler Model
198(1)
Application Exercises
199(3)
References and Recommended Readings
202(1)
PART III. TOWARD BUILDING A PERSONAL SYSTEM OF DISCIPLINE203(56)
CHAPTER 11 CLASSROOMS THAT ENCOURAGE GOOD BEHAVIOR
205(16)
The Person Component
205(5)
Strengthening Student Self-Concept
206(4)
The Management Component
210(6)
Managing the Classroom Climate
210(1)
Human Relations Skills and Classroom Climate
211(3)
Managing Classroom Routines
214(2)
The Teacher Component
216(1)
How to Become an Expert Teacher
217(1)
Application Exercises
217(1)
References and Recommended Readings
218(3)
CHAPTER 12 BUILDING A PERSONAL SYSTEM OF DISCIPLINE
221(16)
Background for Building Your Personal System of Discipline
222(4)
What Teachers Want
222(1)
What Teachers Know, and Don't Know, about Students
223(2)
Persistent Annoyances
225(1)
Reminders
225(1)
Building Your System of Discipline
226(6)
Three Faces of Discipline
226(2)
Eight Steps to Personalized Discipline
228(1)
One Teacher's System
229(3)
Schoolwide Systems of Discipline
232(3)
Power Systems
232(2)
Combination Systems
234(1)
Noncoercive Systems
234(1)
Appraisal of Schoolwide Systems
234(1)
Application Exercises
235(1)
References and Recommended Readings
235(2)
CHAPTER 13 EXEMPLARS: PERSONAL SYSTEMS OF DISCIPLINE
237(22)
Two Primary-Grades Discipline Systems
237(2)
Primary-Grades System 1
237(2)
Primary-Grades System 2
239(1)
Two Intermediate-Grades Discipline Systems
239(3)
Intermediate-Grades System 1
239(2)
Intermediate-Grades System 2
241(1)
Two Middle School Discipline Systems
242(6)
Middle School System 1
242(3)
Middle School System 2
245(3)
Three High School Discipline Systems
248(5)
High School System 1
248(1)
High School System 2
249(2)
High School System 3
251(2)
Three Specialty Discipline Systems
253(3)
Specialty System 1: Kindergarten Conflict Resolution
253(2)
Specialty System 2: Second-Grade Behavior Modification
255(1)
Specialty System 3: Middle School Token Economy
255(1)
A Schoolwide Discipline System
256(3)
Dry Creek Elementary School, Rio Linda, California
256(3)
Appendix I Classroom Scenarios for Analysis and Practice259(10)
Appendix II Comprehensive List of Concepts in Classroom Discipline269(4)
Bibliography273(6)
Index279
C. M. Charles: Emeritus, San Diego State University Gail W. Senter: California State University San Marcos

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