9780321049124

Whether this is your first year or your twentieth in the classroom - even if your student teaching is still ahead of you - this book will show you how to make every day of teaching a celebration!

C.M. CHARLES, Emeritus, San Diego State University, is also the author of Building Classroom Discipline, Sixth Edition (1999) from Longman.

Introduction

1

(4)

Discipline, Teaching, and the Mysterious Synergetic Relationship

5

(15)

The Problem of Discipline

6

(1)

The Real Cause of the Problem

6

(2)

The Solution to the Problem

8

(2)

Dorothy Vale, One Who Didn't Have It (Meaning Discipline)

10

(1)

Gradations of the It

11

(1)

Mr. Mason and the Fearsome It

12

(1)

Violet Cooper and the Good It

13

(1)

The Mutually-Enhancing Phenomenon

14

(1)

The Synergetic Relationship

14

(1)

Why the Title ``Synergetic Teaching and Discipline?''

15

(1)

The Promise of Synergetic Teaching and Discipline

16

(1)

The Nine Elements Needed for Synergy

17

(2)

To Think About

19

(1)

Your Ethical Self: How Your Virtue Leads to Trust

20

(14)

The Distressing Mr. Woak

20

(2)

Why Ethics Are Important

22

(1)

Seven Ethical Qualities Required for Trust

23

(1)

Displaying the Ethical Principles That Lead to Trust

24

(5)

Professor Wendt's Ethics and My Trust

29

(2)

How Trust Is Built, Maintained, and Lost

31

(1)

Where Do We Go from Here?

32

(1)

To Think About

32

(2)

Charisma: How to Cast Your Magic Spell

34

(14)

Maggie Clark's First Grade

34

(2)

The Nature and Power of Charisma

36

(1)

The Two Phases of Charisma

37

(1)

The Attraction Phase

38

(6)

Your Outer Personality

38

(2)

Your Way of Talking with Students

40

(1)

Telling about Your Personal Life

41

(1)

Telling about Unusual Experiences

41

(1)

Sharing Special Skills

42

(1)

Sharing Special Knowledge

43

(1)

Presenting Yourself Memorably

43

(1)

The Fulfillment Phase

44

(3)

Meeting the Surface Expectations

44

(1)

Meeting the Subsurface Expectations

45

(2)

Where Do We Go from Here?

47

(1)

To Think About

47

(1)

Communication: Where Words are Worth More Than a Thousand Pictures

48

(15)

Communication and Synergy

49

(1)

Aspects of Classroom Communication

50

(8)

Listening

51

(1)

Understanding

52

(1)

Reacting Helpfully

53

(3)

Emotions and Underlying Messages

56

(1)

Encouraging

56

(2)

Why You Shouldn't Argue with Students

58

(2)

Structures for Communication

60

(2)

Giving Students Personal Attention

60

(1)

Reviewing Feelings about Learning

60

(1)

Discussing Class Business and Concerns

60

(1)

Informing Parents about Class Activities and Progress

61

(1)

Where Do We Go from Here?

62

(1)

To Think About

62

(1)

Let's Make School Interesting for Students

63

(16)

My Dear Miss Osborne

63

(1)

Curriculum: The Ideal and the Real

64

(1)

How to Make School Interesting and Worthwhile

65

(11)

In Review: Putting It All Together

76

(1)

Where Do We Go From Here?

77

(1)

To Think About

78

(1)

Class Agreements That Help Everyone Learn, Have Fun, and Get Along

79

(16)

Sixth-Grade Teacher: David Ballantyne

79

(4)

Making and Using Class Agreements

83

(2)

Private Communication

85

(1)

Additional Examples of Class Agreements

86

(8)

Kindergarten

86

(2)

Third Grade

88

(3)

Grade 10 English

91

(3)

Where Do We Go from Here?

94

(1)

To Think About

94

(1)

Coopetition: Combining the Best of Cooperation and Competition

95

(11)

Coopetition: A Coined Word

95

(2)

What Is Good and Bad about Cooperation

97

(1)

What Is Good and Bad About Competition

98

(1)

Coopetition: Seeking the Best of Both

99

(1)

When Coopetition Is Not Appropriate

100

(1)

When Coopetition Is Especially Useful

101

(3)

Coopetition in Relation to Preset Standards

101

(1)

Coopetition Involving Groups Within the Class

102

(1)

Coopetition Involving Other Classes

102

(1)

Coopetition to Exceed Expectations

103

(1)

Why Coopetition Doesn't Work Well in the Primary Grades

104

(1)

Where Do We Go from Here?

104

(1)

To Think About

104

(2)

Human Relations Skills: What all of us Need But Few Ever Learn

106

(15)

This One Was No Mr. Sowetto

107

(1)

Treating People As You Would Customers

108

(1)

The Meaning of Human Relations

109

(1)

Specific Things We Try to Accomplish

109

(3)

Break the Ice

109

(1)

Make a Good First Impression

110

(1)

Open up Communication

110

(1)

Predispose the Other Person to Cooperate

110

(1)

Confer Dignity

111

(1)

Build Trust

111

(1)

How, Specifically, Do We Behave in Good Human Relations?

112

(2)

Use Positive Body Language

112

(1)

Send Clear Verbal Messages

113

(1)

Be Aware of How Our Words Sound

113

(1)

React Positively to Others

113

(1)

Follow through on Agreements

114

(1)

What, Specifically, We Should Make Sure Not To Do

114

(2)

When Do We Best Learn and Practice Human Relations Skills?

116

(1)

Opportune Times for Implementing Human Relations Skills

116

(2)

What about Human Relations in the Primary Grades?

118

(1)

Ruth's Kindergarten

118

(1)

Cynthia's Second-Grade Class

119

(1)

Where Do We Go from Here?

119

(1)

To Think About

120

(1)

Resolving Nondisciplinary Problems and Conflicts

121

(16)

The Day I Flunked Problem-Solving

121

(1)

Teaching, Problems, and Conflicts

122

(1)

Four Scenarios

123

(6)

Mr. Crane Has a Messy Classroom

123

(4)

Mr. Muller's First-Graders Are Slow to Enter the Room and Settle Down

127

(1)

Profanity Abounds in Miss Wellborn's Sixth-Grade Class

128

(1)

Jonathan Is Being Scapegoated in Geometry Class

128

(1)

Problems and Their Resolution

129

(1)

Conflicts and Their Resolution

129

(3)

Conflict Scenario: Martin Verbally Attacks the Band Director

131

(1)

Defusing Confrontations

132

(1)

Teaching the Win/Win Resolution Process to Students

133

(1)

How to Talk with People Who Present a Problem for You

133

(1)

Discussion Scenario: Mrs. Langlois Needs Supplies for Her Classroom

134

(1)

A Final Observation

135

(1)

Where Do We Go from Here?

135

(1)

To Think About

136

(1)

Gentle Discipline in the Synergetic Classroom

137

(21)

The Fiery Miss Coldwell

137

(1)

Today's Misbehavior: How Serious Is It?

138

(1)

What Constitutes Misbehavior?

138

(1)

Why Do Students Misbehave?

139

(1)

The Synergetic Classroom Removes Most Causes of Misbehavior

140

(1)

How We Have Arrived at This Point in Discipline

141

(4)

The Old-Fashioned Approach

141

(1)

The Beginning of Modern Discipline

142

(1)

Behavior Modification

142

(1)

Democratic Teaching

142

(1)

Congruent Communication

143

(1)

Assertive Discipline

143

(1)

Discipline as Self-Control

143

(1)

Noncoercive Discipline

144

(1)

Beyond Discipline

144

(1)

Other Key Contributors

145

(1)

Kounin's Lesson Management

145

(1)

Jones's Positive Classroom Discipline

145

(1)

Albert's Cooperative Discipline

145

(1)

Nelsen, Lott, and Glenn's Positive Discipline

145

(1)

Curwin and Mendler's Discipline with Dignity

146

(1)

Coloroso's Inner Discipline

146

(1)

What We Have Learned from These Authorities and Their Contributions

146

(2)

The Approach to Synergetic Discipline

148

(4)

Ongoing Tasks

148

(1)

Dealing with Misbehavior

149

(3)

Summary of Suggestions for Discipline in the Synergetic Classroom

152

(1)

Discipline Scenarios for Your Consideration

152

(4)

Hernan

152

(1)

Ella

153

(1)

Shawon

153

(1)

Clarisse

153

(1)

Valerio and Mack

153

(1)

Shane

154

(1)

Heather and Christine

154

(1)

Stan and Belinda

155

(1)

Where Do We Go from Here

156

(1)

To Think About

156

(2)

Getting Started in Synergetic Teaching and Discipline

158

(21)

Suggestions for Implementing Synergetic Teaching and Discipline

158

(1)

Ideally, Seven Sessions Are Needed

159

(4)

Sit in a Circle

159

(1)

Opening Yourself to Students, and Students to you

159

(1)

Drawing Students out Regarding How They'd Like the Class to Function

160

(1)

Feedback on Suggestions and Drawing Students Out Concerning What They Prefer in Teachers

160

(1)

Feedback on Teacher Traits and Drawing Students out on Class Behavior

161

(1)

Feedback on Desired Behavior and Exploration of Undesirable Behavior

162

(1)

Have Students Respond to Your Plan for Good Behavior in the Class

163

(1)

Formulate the Class Agreements

163

(1)

The Following Days and Weeks

163

(2)

Questions and Answers about Synergetic Teaching and Discipline

165

(4)

Reminder Cards

169

(10)

References

179

(2)

Index

181

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

The quality of public education in the United States and other countries of the West seems to be in slow but steady decline. Despite the vigorous efforts of educators, students now complete secondary school having learned less, on average, than they did decades ago. Universities regularly provide remedial courses to bring high school graduates up to standards formerly expected. Discipline problems at all levels of school have increased progressively, as has student apathy toward learning. Students still say they believe education is important but almost 50 percent of secondary students complain that school offers them little. They criticize lessons as boring and irrelevant to their lives. They say teachers are uninspiring and the curriculum out of touch with real life. Many of them say that, all in all, they get so little out of school they don''t see any point in trying to learn. Millions upon millions of dollars have been plowed into education in an attempt to reverse the decline. Teacher training has been overhauled. Magnet schools have been established in the performing arts, science and mathematics, physical education, and other specialties in hopes of motivating students. Early education programs have been put in place everywhere to give students a better start. Mentor teacher programs and in-service education intended to improve teaching have become standard in all school systems. But the results of these efforts have been disappointing. While pockets of true excellence shine here and there, the overall picture is dim. As education worsens, fingers of blame are pointed in all directions. Choose your target: Societal values are in disarray. The family has broken down. Parents no longer support teachers and education. TV and home computers are more interesting than school. Violence rather than humane behavior is the major focus of the media. Drugs are making students mindless. Intimidating others has become the way to establish one''s place in the world. Teacher training doesn''t prepare teachers realistically. Tenure has removed teacher motivation to excel. Classes are too large. There are too many administrators. The curriculum is too watered down. The books students read, if they read at all, are insipid. There aren''t enough computers in classrooms. Students'' lives are too easy, too pampered. Students'' lives are too difficult in this complex and demanding world. Too little money is spent on education. Too much money is spent on education. And so on. All of these factors may be playing a part in dragging education down. Certainly some of them are. Teachers feel powerless. They don''t see how they can do anything to correct a hedonistic society, the disintegrating family, the rampage of drugs, the appalling apathy of students, or the lack of support from parents. They can''t make students behave or try to learn, but when students fail their classes and show disdain for education, teachers get the blame. It makes them want to throw in the towel. Yet some teachers are notably successful. Their students learn, enjoy school, and appreciate education. Some of the graduates from public schools are among the most astute we have ever produced. What is going right for those teachers and students that is going wrong else where? Do their schools have more money? Do they have better facilities? Do those teachers know something the rest of us don''t? Money and facilities don''t have much to do with their good fortune, but yes, the teachers do seem to know something important about making teaching effective and learning enjoyable. They know they do the most good at the point where they interface personally with individual students. They know how to rally students to them. They know how to build trust. They know how to strengthen student dignity and capitalize on it, rather than inadvertently saying or doing things that damage relations. They know how to communicate. They know how to help students resolve conflicts and maintain positive feelings. They know how to make lessons consistently interesting. They know how to use their personal charisma. By doing these things, they energize students, help them find enjoyment in school, and teach them skills and information of value. Students in turn respect those teachers, involve themselves in learning, and behave responsibly. In these classes, discipline problems are few and far between. Learning is busy and satisfying. Camaraderie is evident. Students and teacher feed energy to each other, producing the exhilaration in learning that most people experience only rarely. That kind of teaching, herein called synergetic teaching,can extricate education from the quagmire in which it is bogged. More money is not the answer, nor are fancier schools or glitzier equipment. Supportive parents would be nice, but we can manage in their absence. Less media enthrallment with the worst in society would be helpful, but we can supply humaneness to offset it. It would be easier if we had students whose psyches were less damaged, but we can work with their strengths. It is a rare student, regardless of background, who cannot or will not respond to teachers who are trustworthy, kind, caring, and helpful, and who take a personal interest in them and make learning fun rather than dull. Most of us can retool ourselves to teach in this way. But first we must recognize that our curriculum, activities, and discipline too often run contrary to students'' needs and natures. We expect students, even when bored silly, to pay attention, show interest, and do as told. When they don''t, we try to force them, seemingly not realizing that force produces emotions that shut off learning. We defeat ourselves by always telling students what to do while not allowing them to make decisions about their life in school. We miss the mark worst of all when we damage their dignity and trust. This book is intended to help all teachers work in the ways that have brought success to a fortunate few. It reveals no deep secrets but does point out serious errors commonly made in teaching and to how to remedy them. It explains how to work intentionally withstudents rather than inadvertently againstthem. It tells how to reduce student resistance by providing interesting activities and allowing students to learn in ways they enjoy. It tells how to communicate effectively, solve problems, and resolve conflicts. It tells how to earn students'' trust so they will want to follow your lead. And finally, it she how to reduce discipline problems to a minimum and deal easily h the few that occur. Teachers have two great dreams-to work with students who to learn, and to escape from the constant struggle against misbehavior. Synergetic teaching and discipline can help deliver those dreams. It can cause your students to learn, behave themselves, and give you respect. They will behave themselves because they want to. You will enjoy them, and they you. You can accomplish this by putting in place elements of teaching that lead to synergy-that exhilarating state where everyone is involved and creativity abounds. Synergetic teaching and discipline remove most causes of misbehavior. When occasional misbehavior occurs, gentle intervention brings satisfactory resolution and leaves feelings intact. With synergetic teaching and discipline in place, you can look forward to each day and go home at night pleasantly tired rather than raggedly frustrated. You may not attain these results all the time, but this much can be promised: If you conscientiously apply what is advocated in this book, your relations with students will improve markedly. Students will become more cooperative. Their misbehavior will decline, and you will have to expend only a fraction of your former effort on discipline. Teaching will become what you always hoped it might be.

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Synergetic Classroom Joyful Teaching and Gentle Discipline

Synergetic Classroom Joyful Teaching and Gentle Discipline

0321049128

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