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Building Classroom Discipline


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Preface New to this EditionThe Primary Purpose of this BookThe Nature of this Book and Primary AudiencesThe Chapters and How They Are PresentedReview and Feedback from AuthoritiesTimeline of Major Contributions in DisciplineAcknowledgements Part I. How do I Begin Organizing a System of Discipline that Meets my Needs? Chapter 1. What is Classroom Discipline and How Do I Encourage Productive Efforts in my Classroom? A Preview of this ChapterWhat to Look for in This ChapterProfessionalism in Teaching and DisciplineSeven Suggestions for Moving Toward Higher Levels of ProfessionalismBehavior, Misbehavior, and DisciplineContrasting the Behavior in Two ClassroomsA Closer Look at Student MisbehaviorDeveloping a Personalized Approach to DisciplineA Rubric for Planning a Personal System of DisciplineProfessional and Philosophical ConsiderationsSpecifics of My Discipline PlanCommunicating the Discipline Plan to Students and OthersFor Reflection and Orientation: 20 Groups of Questions about DisciplineTerms and Concepts Emphasized in this ChapterActivitiesReferences Chapter 2.How Can I Anticipate My Students' Behavior, and How do I Recognize and Deal with Factors that Promote Misbehavior? A Preview of this ChapterWhat to Look for in this ChapterTypical Behaviors and Interests of Students at Four Levels of DevelopmentNeeds, Interests, and Habits that Motivate Behavior (and Misbehavior)Discussing Needs, Interests, and Habits with your StudentsExploring What Students Need and Want in Teachers and SchoolsSocio-cultural Realities that Influence BehaviorValues that are Usually Emphasized in SchoolsAreas Where Values May Come into ConflictEconomic Realities that Impinge on Student BehaviorHidden Rules of Students in PovertyWhy Some Students feel Undervalued and PowerlessGeneral Suggestions for Working with Students from all Societal and Economic GroupsPersonal and Environmental Factors that Promote MisbehaviorConditions that Reside in Individual StudentsConditions that Reside in Class Peers and GroupsConditions that Reside in Instructional EnvironmentsConditions that Reside in Teachers and Other School PersonnelTerms Emphasized in this ChapterActivitiesReferences Chapter 3. How do I Recognize and Deal with Atypical Behavior that is Neurological-Based?

A Preview of This ChapterWhat to Look for in this ChapterOverview of Neurological Based BehaviorScenario 1Principal Diagnoses Related to Neurological Based BehaviorA Word about Brain InjuriesIndicators of NBBSensory Integration DysfunctionScenario 2Attention Deficit Hyperactivity Disorder (ADHD)Oppositional Defiant Disorder (ODD)Bipolar DisorderLearning Disabilities (LD)Scenario 3Autism Spectrum Disorder (ASD)Scenario 4Fetal Alcohol Spectrum Disorder (FASD)Scenario 5RageScenario 6Medication for Students with Behavioral IssuesConcluding RemarksScenario 7Terms and Concepts Emphasized in this ChapterActivitiesReferences Chapter 4. What Are the Foundations that Underlie Today's Best Systems of Discipline?

A Preview of this ChapterUnderstandng Group Dynamics: Fritz Redl and William Wattenberg Principles of Behavior Shaping: B.F. SkinnerBehavior as Choice: William Glasser Lesson Management: Jacob Kounin Congruent Communication: Haim Ginott Human Needs and Democratic Teaching: Rudolf Dreikurs Assertive Discipline: Lee and Marlene CanterResponsibility and Inner Discipline: Barbara Coloroso Classroom Learning Communities: Alfie Kohn Terms Highlighted in this ChapterActivitiesReferences Part II. What are Some of Today's Most Outstanding Approaches to Classroom Discipline? Chapter 5. How Does Ronald Morrish use Purposeful Teacher Guidance to Establish Class Discipline? A Preview of Morrish's Approach to DisciplineWhat to Look for in this ChapterHow and Why Modern Discipline has Gone WrongMorrish's Solution-Real DisciplineMaxims Regarding the Mindset for Real DisciplineThe Three-Phase Approach to Real DisciplinePhase 1. Training for CompliancePhase 2. Teaching Students How to BehavePhase 3. Managing Student ChoicePlanning and Implementing the Discipline ProgramDeveloping Teacher-Student RelationshipsConsequences in Real DisciplineAbout Motivation and RewardsDon't Promote Self-IndulgenceWhen Students Fail to ComplySummary Rubric for Applying Real Discipline in the ClassroomTerms Emphasized in this ChapterConcept CasesYou Are the TeacherActivitiesReferences Chapter 6. How Do Harry and Rosemary Wong use Responsibilities and Procedures to Establish Class Discipline?

A Preview of this ChapterWhat to Look for in This ChapterA Quick Read of The Wongs's Principal SuggestionsAbout Roles and ResponsibilitiesAbout Classrooms and ProceduresAbout SchoolAbout TeachingAbout Testing and EvaluationAbout DisciplineAbout The First Day of ClassAbout The First Week of TeachingA Discipline PlanPlanning and OrganizingProcedures, and What They EntailExamples of Procedures in a Fourth Grade ClassroomHow to Begin a Class SuccessfullyThe First Five Minutes are CriticalThe First Day of SchoolThe First Ten Days of SchoolProcedures for Cooperative Work GroupsA Word to Secondary TeachersSummary Rubric for Applying The Wong's Suggestions in the ClassroomConcept CasesYou Are The TeacherActivitiesReferences Chapter 7. How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?

A Preview of Jones's Approach to DisciplineWhat to Look for in this ChapterProblems that Jones brought to Light Massive Time Wasting Student Passivity. Aimlessness. Helpless Handraising. Ineffective Nagging.Jones's Conclusions about What Effective Teachers Do Conserve Time and Don't Allow Students to waste it. Clearly Communicate They Mean Business.Place Clearly-Defined Limits on Behavior. Keep Students Actively Engaged in Learning.IIncrease Student Motivation and Responsibility through Judicious use of Incentives. Provide Help Efficiently During Independent Work.Jones's Study Group ActivitySummary Rubric for Implementing Jones's Approach in the ClassroomSpecial Terms in Jones's ApproachConcept CasesYou Are the TeacherActivitiesReferences Chapter 8. How does William Glasser use Choice Theory and Quality Education to Establish Class Discipline?

A Preview of Glasser's Approach to DisciplineGlasser's Long-Lasting InfluenceMajor Concepts in Glasser's Noncoercive DisciplineFurther Clarification of Glasser's Noncoercive DisciplineMeeting Students' NeedsQuality CurriculumQuality TeachingMore on Lead TeachingChoice Theory Applied to the ClassroomThe Relation of Quality Teaching to DisciplineWhen Rules Are BrokenMoving Toward Quality ClassroomsEliminating The Seven Deadly HabitsEmphasizing the Seven Connecting HabitsGaining the Benefits of Quality ClassroomsSummary Rubric for Implementing Glasser's Ideas in the ClassroomTerms and Concepts Emphasized in this ChapterConcept CasesYou Are The TeacherActivitiesReferences Chapter 9. How does Spencer Kagan Use Structures and Teacher-Student Same-Side Collaboration to Establish Class Discipline?

A Preview of Kagan's Approach to DisciplineWhat to Look for in this ChapterWin-Win Discipline OverallGoal, Elements, and ProceduresThe ABCD of Disruptive BehaviorStudent Positions and their EffectStructures, Application, and TimingMore on Structures for the Moment of DisruptionMore on Structures for Follow-UpMore on Structures for Long-Term SuccessMore on Structures for Promoting Life SkillsIntervention Strategies for Types of MisbehaviorFor attention seeking behaviorFor attempts to avoid failure or embarrassmentFor being angryFor control-seekingFor overly energetic studentsFor bored studentsFor uninformed studentsParent and Community Alliances and Schoolwide ProgramsEstablishing Win-Win Discipline in the ClassroomBrief Review of Win-Win DisciplineSummary Rubric for Applying Win-Win DisciplineSpecial Terminology in Win-Win DisciplineConcept CasesYou Are the TeacherActivitiesReferences Chapter 10. How Does Marvin Marshall Establish Discipline by Activating Internal Motivation and Raising Student Responsibility? A Preview of Marshall's Approach to DisciplineWhat to Look for in this ChapterTen Practices that Damage Teaching and How They can be CorrectedThe Power of Internal MotivationTwo Ways of Managing PeopleMarshall's Hierarchy of Social DevelopmentValue of the HierarchyTeaching the Hierarchy to Students25 Tactics Useful in Stimulating Students to Behave ResponsiblyHow to Intervene when Students MisbehaveSummary of the Marvin Marshall Teaching ModelSelf-Evaluation for TeachersSummary Rubric for Applying Marshall's System in the ClassroomTerms and Concepts Emphasized in this ChapterConcept CasesYou Are the TeacherActivitiesReferences Chapter 11. How Does Craig Seganti Use Positive Teacher Leverage and Realistic Student Accountability to Establish Class Discipline?

A Preview of Seganti's Approach to DisciplineWhat to Look for in this ChapterKey Attitudes and Skills in Seganti's ApproachTeacher Attitude that Promotes High Quality Discipline and TeachingStudent Accountability and 11 Rules that Promote ItLeverage that Ensures Students Comply with the RulesManagement Tactics that Support Desirable BehaviorPutting Seganti's Approach into EffectTypes of Students to Look ForThe Doorway and Establishing ExpectationsAssigning SeatsLearning Students' NamesEstablishing LeverageExcluding Students from your ClassRole of Administrators, Counselors, and ParentsClosing Comment from Mr. SegantiSummary Rubric for Applying Seganti's Approach in the ClassroomTerms and Concepts Emphasized in this ChapterConcept CasesYou Are The TeacherActivitiesReferences Part III. What Additional Strategies Might I Use to Enhance My Personal System of Discipline? Chapter 12. How Do Top Teachers Establish Personal Influence with Students who are Difficult to Manage?

Chapter PreviewDave Hingsburger's Technique: Use Power Sparingly and Grasp the Student's Point of ViewStephen R. Covey's Technique: Find the Student's Frame of Reference and Listen EmpatheticallyHaim Ginott's Technique: Use Congruent Language that Confers DignityJane Nelsen and Lynn Lott's Technique: Use Relationship Builders while Avoiding Relationship BarriersWilliam Glasser's Technique: Make Assiduous Use of Seven Connecting HabitsTom Daly's Technique: Find Ways to Relate Well with Your Few Most Problematic StudentsRichard Curwin and Allen Mendler's Technique: Confer Dignity and Reestablish HopeEd Ford's Technique: Expose Students to the Responsible Thinking Process (R) (RTP)Questions and ActivitiesReferences Chapter 13. How do P. M. Forni, Michele Borba, and Diane Gossen Engender Respect and Civility in the Classroom? A Preview of this ChapterWhat to Look for in This ChapterP. M. Forni on Civility in the ClassroomMichele Borba on Developing Moral IntelligenceThe Role of Moral Intelligence in Classroom DisciplineThe Seven Virtues of GoodnessManners in Character DevelopmentDiane Gossen on Self-Restitution in DisciplineGossen's Principal TeachingsFollowing the Least Coercive RoadEstablishing the Social Contract and Building a Sense of BelongingEstablishing Limits and Clarifying Personal PowerRestitution - Making Things Right and Healing OneselfSummary Rubric for Applying Forni, Borba, and Gossen's Suggestions in the ClassroomTerms Emphasized in this ChapterConcept CasesYou Are the TeacherActivitiesReferences Chapter 14. How do C. M. Charles and Others Energize their Classes?

A Preview of this ChapterWhat to Look for in This ChapterEstablishing Synergetic Teaching and Discipline in the ClassroomOther Voices from the Ranks of TeachersMarilyn Page on Making Changes in Teacher Language to Help Energize ClassesBenna Golubtchik on Creating a Multisensory ClassroomRosemary Shaw on Teaching Students How to Do Online ResearchJudy Jones on Building a Community of Learners -- High School StyleNancy Powell on Keeping Students Engaged in Learning with Marker BoardsRubric for Increasing Levels of Synergy in the ClassroomTerms and Concepts Emphasized in this ChapterConcept CasesYou are The TeacherActivitiesReferences Chapter 15. How Does Eileen Kalberg VanWie Build and Maintain Democratic Learning Communities in Technology-Rich Environments?A Preview of this ChapterWhat to Look for in This ChapterTwo Fundamental Terms in Technology-Rich Learning EnvironmentsFour Primary Challenges in Establishing Democratic Learning Communities in Technology-Rich Learning EnvironmentsChallenge #1. How Do Teachers Discharge their Multiple Roles? Challenge #2. How Do Teachers Provide a Quality Learning Environment That Emphasizes the Use of Digital Tools? Challenge #3. How Do Teachers Establish a Learning-Centered Approach - Thus Ensuring Enhanced Learning and Interaction Among Students? Challenge #4. How Do Teachers Ensure That Participants' Social Skills Are Employed and Imporved - Communication, Relationships, Collaboration, Conflict Resolution, and Other Interpersonal Skills and Qualities? Issues to Consider in Using Digital MediaA Culminating ScenarioKey Terms and Concepts Emphasized in This ChapterApplication ActivitiesCase ConceptsQuestions and ActivitiesReferencesWebliography Part IV. What Remains to be Done? Chapter 16. How Do I Finalize a System of Discipline Designed Especially for Me and My Students? The Planning Rubric, with RemindersProfessional and Philosophical ConsiderationsSpecifics of My Discipline PlanCommunicating My Discipline Plan to Students and OthersTwo Prototypical Approaches to DisciplinePrototype #1. An Approach That Emphasizes Rules and ConsequencesPrototype #2. An Approach That Emphasizes Prevention and Cooperation between Teacher and StudentsThe Formula for Success is Now in Your HandsSpecial Terms in this Chapter Glossary of Terms in Discipline References

About the Author

C. M. Charles was a public school teacher from 1953 to 1959, then moved into higher education and held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and San Diego State University, where he is now professor emeritus. At San Diego State, Charles directed innovative programs in teacher education and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Those dealing most directly with school discipline are "Teachers""'"" Petit Piaget" (1972); "The Synergetic Classroom: Joyful Teaching and Gentle Discipline" (2000); "Essential Elements of Effective Discipline "(2002); "Classroom Management for Middle Grades Teachers "(2004); "Elementary Classroom Management "(5th edition 2008); "Today's Best Classroom Management Strategies: Paths to Positive Discipline "(2008), and "Building Classroom Discipline" (10th edition 2011). Charles, who resides in California and Australia, is married and has two children, both teachers.

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