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Contents Acknowledgments Preface PART I INTRODUCTION AND FRAMEWORKS Chapter 1 Introduction: Some Straight Talk on Discipline Objectives Discipline: A Real Problem? What Is Your Philosophy of Discipline? Teacher Evaluations Little New in the Discipline World Hula Hoops, Pet Rocks, and Rubik's Cubes Playing the Odds Omission and Commission Effective Teaching Must Be Present Water Seeks Its Own Level Courses in Classroom Management Where Do Teachers Develop Competency in Classroom Management? Using a Recognized Body of Knowledge Effective Discipline: Simply Common Sense? Doctor, Doctor, I Have This Pain! Summary Chapter 2 Democracy and Discipline: How One Influences the Other Objectives Do You Believe in Democracy? Role of Teachers in a Democracy Democracy: What Does it Really Mean? A "Democracy-Meter" Are Students Citizens? Justice: A Democratic Term Choice: Another Democratic Term Liberty: Still One More Democratic Term Free Schools-Are They Too Democratic? How the Terms that Define Democracy Make a Difference Dewey, Discipline, and Democracy Our Constitution: Its Impact on Discipline Preamble Amendment I Amendment IV Amendment V Amendment VIII Amendment XIV Pledge of Allegiance Signing Away a Child's Rights A Reality Check! Another Reality Check! Conclusion Chapter 3 Theoretical Frameworks for Selecting a Discipline Model Objectives Discipline Models: Their Origin A Schools of Thought Framework: Wolfgang and Glickman A Social Bases of Power Framework: French and Raven A Behaviorist-Humanist Framework: Skinner versus Rogers A Keeping It Simple Framework: Lewis Why Not an Eclectic Approach?: A Few Final Arguments Using a Discipline Model That "Works" PART II "TRIED AND TRUE" MODELS OF CLASSROOM MANAGEMENT Chapter 4 James Dobson: A Place for Punishment Objectives Where Does Dobson's Model Fall within the Four Theoretical Frameworks in Chapter 3? Introduction Corporal Punishment Defined "I Got Paddled and I Turned Out Okay!" Spanking the Tongue: A Fact of Life The Burner without a Brain What are the Leanings of the American Public? Virtues of Punishment First-Day Approaches of Two Teachers Others Who Support Punishment A Look at the Past The Headline Read "Spanking is OK!" A Rose by any Other Name is Still a Rose: Or is It? Guidelines for Administering Punishment Three Swats and You are Out Challenges to Punishment Corporal Punishment: Should it be a Student's Choice? Organizations Favoring Abolishment of Corporal Punishment The Demographics of Punishment Center for the Study of Corporal Punishment in Schools What is Your Best Case for Punishment? What Parents Can Do If Their School District Permits Corporal Punishment How Does Democracy Fit in Dobson's Model? PROs and CONs of Dobson's Model When is a Model not a Model? Learning More about Dobson's "A Place for Punishment" Model Test Yourself Ask Yourself: Is This Model for You? Chapter 5 Lee and Marlene Canter: Assertive Discipline: A "Take-Charge" Approach to Classroom Management Objectives Where Does the Canters' Model Fall within the Four Theoretical Frameworks in Chapter 3? "C" for Controversy; "C" for Canter A "Take-Charge" Attitude: Becoming the Alpha Male Teacher Expectations Response Styles Response Styles in Action Lessons from Baywatch Rules and a Discipline Plan Positive Recognition: A Canter Emphasis "I Like the Way that Cissie....! Pitting One Child against Another Several Other Assertive Discipline Tactics Delivering Your Assertive Message Assertively I-Messages: The Canter Way Does Assertive Discipline Work? Is it always the Student's Fault? Welcome to the Super-Nanny State Punished by Rewards-Let Kohn Tell It Punished by a Lack of Rewards How Does Democracy Fit in Canters' Model? PROs and CONs of Canters' Model Learning More about Canters' Assertive Discipline Model Test Yourself Ask Yourself: Is This Model for You? Chapter 6 Fredric H. Jones: Tools for Teaching Objectives Where Does Jones' Model Fall within the Four Theoretical Frameworks in Chapter 3? From Theory to Practice Layer Cake Approach Prevention of Discipline Problems: Classroom Structure Remediation of Discipline Problems: Limit Setting Responsibility Training (Including PATs) The Backup System How Does Democracy Fit in Jones' Model? PROs and CONs of Jones' Model Learning More about Jones' Tools for Teaching Discipline Model Test Yourself Ask Yourself: Is This Model for You? Chapter 7 Rudolf Dreikurs: Social Discipline Objectives Where Does Dreikurs' Model Fall within the Four Theoretical Frameworks in Chapter 3? A Democratic Model Kids Are People, Too Clues to a Child's Goal for Misbehaving Alternative Behaviors for Teachers Natural, Logical, and Contrived Consequences Encouragement or Praise? Praise versus Encouragement Research-An Eye-Opener! Is Praise a Basic Human Need? An Encouragement Experiment Delivering Encouragement Messages If a Child....! How Does Democracy Fit in Dreikurs' Model? PROs and CONs of Dreikurs' Model Learning More about Dreikurs' Social Discipline Model Test Yourself Ask Yourself: Is This Model for You? Chapter 8 William Glasser: Reality Therapy, Choice Theory, and Quality Schools Objectives Where Does Glasser's Model Fall within the Four Theoretical Frameworks in Chapter 3? Introduction Schools without Failure Elements of Reality Therapy School Must Be a Good Place Forming Rules Steps in Reality Therapy Choice Theory in the Classroom Ten Axioms of Choice Theory Basic Human Needs Determine our Choices Relationship Building What Choices We Make are Internally Motivated Learning: The Key for Meeting All Basic Human Needs What Defines a Quality School? The Quality School: Managing Students without Coercion A Treasure Chest: Rewards without Strings Attached How Does Democracy Fit in Glasser's Model? PROs and CONs of Glasser's Model Learning More about Glasser's Reality Therapy, Choice Theory, and Quality Schools Model Test Yourself Ask Yourself: Is This Model for You? Chapter 9 Thomas Gordon: Teacher Effectiveness Training Objectives Where Does Gordon's Model Fall within the Four Theoretical Frameworks in Chapter 3? A Credo Two Common Problems T.E.T.: Some Background The T.E.T. Rectangle Practice with "Other Owns the Problem" Situations Roadblocks to Communication Alternatives to Roadblocks Don't Talk; Listen! I-messages: When You Own a Problem Differences between a Canter and a Gordon I-message Conflict Resolution Don't Keep T.E.T. a Secret How Does Democracy Fit in Gordon's Model? PROs and CONs of Gordon's Model Learning More about Gordon's Teacher Effectiveness Training Model Test Yourself Ask Yourself: Is This Model for You? Time to Choose one of the Six Tried-and-True Discipline Models What is My Next Step? What Do I Do with the Rest of this Book? PART III THEORIES AND PRACTICES RELATING TO MORE EFFECTIVE CLASSROOM MANAGEMENT Chapter 10 Other Noted Authors: What They Have to Say about Discipline Objectives Introduction Linda Albert: Cooperative Discipline Richard Curwin and Allen Mendler: Discipline with Dignity Forrest Gathercoal: Judicious Discipline Haim G. Ginott: Communication Discipline Herb Grossman: Multicultural Discipline Madeline Hunter: Enhancing Teaching (Preventative Discipline) Spencer Kagan: Win-Win Management Larry Koenig: Smart Discipline Jacob S. Kounin: Withitness (and more) Discipline Ramon Lewis: Student Misbehaviour, Responsibility, and Discipline Jane Nelsen: Positive Discipline (not the same as Jones' original Positive Discipline model) John Riak: Corporal Punishment of Schoolchildren William A. Rogers (Australian Author): Decisive Discipline Michael Valentine: A Family-Systems Approach Adapted to Schools Harry K. Wong: The First Days of School Chapter 11 Classroom management-Related Articles: Some Surprises Objectives Introduction The Positive Side of Negative Reinforcement The Negative Side of Praise Teachers as Pygmalions: Good or Bad, What We Expect We Generally Get! Defusing Power Struggles: Alternatives to "Fighting Back" or "Giving In" Chapter 12 "A" Through "Z" Suggestions for More Effective Classroom Management Objectives Introduction "A" for Act; Don't Just React "A" for Assign Responsibility "B" for Back Away "B" for Blank Slate "C" for Calm and Businesslike "C" for Catch Students Being Good "C" for Individual or Private Correction "D" for Make a Deal with a Fellow Teacher "E" for Prepare an Emergency Plan "E" for Enforce; Don't Negotiate "E" for Eye Messages "F" for Let Students Save Face "F" for Friendly versus Friends "G" for Don't Hold a Grudge "I" for Identify Specific Misbehaviors "J" for Judge and Jury "M" for Mr. or Miss "N" for Learn Their Names "N" for Personal Needs: Yours and Theirs "O" for Organized "O" for Overprepare "P" for Don't Take It Personally "P" for Premack Principle (Grandma's Rule) "P" for Punctuality "R" for Return Assignments and Tests Quickly "S" for Secure Their Attention-First! "S" for Surprise Them, or "How Did You Know That?" "T" for Say "Thank You" "T" for Threats and Warnings "U" for Be Up "V" for Visibility (and At Times Invisibility) "W" for Wait-Time "W" for "We," Not "You" "X" for Exemplify Desired Behavior; Don't Be a Hypocrite Chapter 13 Acting and Discipline Objectives Introduction Putting on an Act Animation in Voice Animation in Body Classroom Space Humor Humor with a "Downunder" Slant" Suspense and Surprise "Thanks, I'd Appreciate That" Music to Soothe the Savage Breast Summary Turn to the Original Source Search for More on Classroom Management and Acting Chapter 14 Bullying Objectives Introduction Tragic Bullying Stories What is Bullying? Who does the Bullying? How much Bullying Occurs? The Olweus Bullying Prevention Program (Dr. Marlene Snyder) Bullying and Relational Aggression (Dr. Charisse Nixon) Dealing with Bullying in the Classroom (Dr. JoLynn Carney) Bullied and Bystanders: Take Action Cyber-Bullying From Muscle to Mind, Brawn to Brains-The Evolution of Power Who Watches the Watchers? Conclusion Selected Bullying Resources Chapter 15 Violence in Today's Schools Objectives The Increasing Problem of School Violence Administrators Have a Say What can Teachers Do to Address Violence? Recognizing Warning Signs Teacher Training: A Necessity! Selecting a Supportive Discipline Model Conclusion Selected School Violence Resources References Author Index Subject Index Appendix I PROs and CONs of "Tried and True" Discipline Models Appendix II Educational Resources Information Center (ERIC) Appendix III List of School Shootings, 1987 through 2007 (United States only!) Appendix IV Bullying Behaviors Chart
Library of Congress Subject Headings for this publication:
Classroom management -- United States.
School discipline -- United States.