Preface
New to this Edition
The Primary Purpose of this Book
The Nature of this Book and Primary Audiences
The Chapters and How They Are Presented
Review and Feedback from Authorities
Timeline of Major Contributions in Discipline
Acknowledgements
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 Chapter
What to Look for in This Chapter
Professionalism in Teaching and Discipline
Seven Suggestions for Moving Toward Higher Levels of Professionalism
Behavior, Misbehavior, and Discipline
Contrasting the Behavior in Two Classrooms
A Closer Look at Student Misbehavior
Developing a Personalized Approach to Discipline
A Rubric for Planning a Personal System of Discipline
Professional and Philosophical Considerations
Specifics of My Discipline Plan
Communicating the Discipline Plan to Students and Others
For Reflection and Orientation: 20 Groups of Questions about Discipline
Terms and Concepts Emphasized in this Chapter
Activities
References
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 Chapter
What to Look for in this Chapter
Typical Behaviors and Interests of Students at Four Levels of Development
Needs, Interests, and Habits that Motivate Behavior (and Misbehavior)
Discussing Needs, Interests, and Habits with your Students
Exploring What Students Need and Want in Teachers and Schools
Socio-cultural Realities that Influence Behavior
Values that are Usually Emphasized in Schools
Areas Where Values May Come into Conflict
Economic Realities that Impinge on Student Behavior
Hidden Rules of Students in Poverty
Why Some Students feel Undervalued and Powerless
General Suggestions for Working with Students from all Societal and Economic Groups
Personal and Environmental Factors that Promote Misbehavior
Conditions that Reside in Individual Students
Conditions that Reside in Class Peers and Groups
Conditions that Reside in Instructional Environments
Conditions that Reside in Teachers and Other School Personnel
Terms Emphasized in this Chapter
Activities
References
Chapter 3. How do I Recognize and Deal with Atypical Behavior that is Neurological-Based?
A Preview of This Chapter
What to Look for in this Chapter
Overview of Neurological Based Behavior
Scenario 1
Principal Diagnoses Related to Neurological Based Behavior
A Word about Brain Injuries
Indicators of NBB
Sensory Integration Dysfunction
Scenario 2
Attention Deficit Hyperactivity Disorder (ADHD)
Oppositional Defiant Disorder (ODD)
Bipolar Disorder
Learning Disabilities (LD)
Scenario 3
Autism Spectrum Disorder (ASD)
Scenario 4
Fetal Alcohol Spectrum Disorder (FASD)
Scenario 5
Rage
Scenario 6
Medication for Students with Behavioral Issues
Concluding Remarks
Scenario 7
Terms and Concepts Emphasized in this Chapter
Activities
References
Chapter 4. What Are the Foundations that Underlie Today’s Best Systems of Discipline?
A Preview of this Chapter
Understandng Group Dynamics: Fritz Redl and William Wattenberg
Principles of Behavior Shaping: B.F. Skinner
Behavior as Choice: William Glasser
Lesson Management: Jacob Kounin
Congruent Communication: Haim Ginott
Human Needs and Democratic Teaching: Rudolf Dreikurs
Assertive Discipline: Lee and Marlene Canter
Responsibility and Inner Discipline: Barbara Coloroso
Classroom Learning Communities: Alfie Kohn
Terms Highlighted in this Chapter
Activities
References
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 Discipline
What to Look for in this Chapter
How and Why Modern Discipline has Gone Wrong
Morrish’s Solution—Real Discipline
Maxims Regarding the Mindset for Real Discipline
The Three-Phase Approach to Real Discipline
Phase 1. Training for Compliance
Phase 2. Teaching Students How to Behave
Phase 3. Managing Student Choice
Planning and Implementing the Discipline Program
Developing Teacher-Student Relationships
Consequences in Real Discipline
About Motivation and Rewards
Don’t Promote Self-Indulgence
When Students Fail to Comply
Summary Rubric for Applying Real Discipline in the Classroom
Terms Emphasized in this Chapter
Concept Cases
You Are the Teacher
Activities
References
Chapter 6. How Do Harry and Rosemary Wong use Responsibilities and Procedures to Establish Class Discipline?
A Preview of this Chapter
What to Look for in This Chapter
A Quick Read of The Wongs’s Principal Suggestions
About Roles and Responsibilities
About Classrooms and Procedures
About School
About Teaching
About Testing and Evaluation
About Discipline
About The First Day of Class
About The First Week of Teaching
A Discipline Plan
Planning and Organizing
Procedures, and What They Entail
Examples of Procedures in a Fourth Grade Classroom
How to Begin a Class Successfully
The First Five Minutes are Critical
The First Day of School
The First Ten Days of School
Procedures for Cooperative Work Groups
A Word to Secondary Teachers
Summary Rubric for Applying The Wong’s Suggestions in the Classroom
Concept Cases
You Are The Teacher
Activities
References
Chapter 7. How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?
A Preview of Jones’s Approach to Discipline
What to Look for in this Chapter
Problems 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 Activity
Summary Rubric for Implementing Jones’s Approach in the Classroom
Special Terms in Jones’s Approach
Concept Cases
You Are the Teacher
Activities
References
Chapter 8. How does William Glasser use Choice Theory and Quality Education to Establish Class Discipline?
A Preview of Glasser’s Approach to Discipline
Glasser’s Long-Lasting Influence
Major Concepts in Glasser’s Noncoercive Discipline
Further Clarification of Glasser's Noncoercive Discipline
Meeting Students’ Needs
Quality Curriculum
Quality Teaching
More on Lead Teaching
Choice Theory Applied to the Classroom
The Relation of Quality Teaching to Discipline
When Rules Are Broken
Moving Toward Quality Classrooms
Eliminating The Seven Deadly Habits
Emphasizing the Seven Connecting Habits
Gaining the Benefits of Quality Classrooms
Summary Rubric for Implementing Glasser's Ideas in the Classroom
Terms and Concepts Emphasized in this Chapter
Concept Cases
You Are The Teacher
Activities
References
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 Discipline
What to Look for in this Chapter
Win-Win Discipline Overall
Goal, Elements, and Procedures
The ABCD of Disruptive Behavior
Student Positions and their Effect
Structures, Application, and Timing
More on Structures for the Moment of Disruption
More on Structures for Follow-Up
More on Structures for Long-Term Success
More on Structures for Promoting Life Skills
Intervention Strategies for Types of Misbehavior
For attention seeking behavior
For attempts to avoid failure or embarrassment
For being angry
For control-seeking
For overly energetic students
For bored students
For uninformed students
Parent and Community Alliances and Schoolwide Programs
Establishing Win-Win Discipline in the Classroom
Brief Review of Win-Win Discipline
Summary Rubric for Applying Win-Win Discipline
Special Terminology in Win-Win Discipline
Concept Cases
You Are the Teacher
Activities
References
Chapter 10. How Does Marvin Marshall Establish Discipline by Activating Internal Motivation and Raising Student Responsibility?
A Preview of Marshall’s Approach to Discipline
What to Look for in this Chapter
Ten Practices that Damage Teaching and How They can be Corrected
The Power of Internal Motivation
Two Ways of Managing People
Marshall’s Hierarchy of Social Development
Value of the Hierarchy
Teaching the Hierarchy to Students
25 Tactics Useful in Stimulating Students to Behave Responsibly
How to Intervene when Students Misbehave
Summary of the Marvin Marshall Teaching Model
Self-Evaluation for Teachers
Summary Rubric for Applying Marshall’s System in the Classroom
Terms and Concepts Emphasized in this Chapter
Concept Cases
You Are the Teacher
Activities
References
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 Discipline
What to Look for in this Chapter
Key Attitudes and Skills in Seganti’s Approach
Teacher Attitude that Promotes High Quality Discipline and Teaching
Student Accountability and 11 Rules that Promote It
Leverage that Ensures Students Comply with the Rules
Management Tactics that Support Desirable Behavior
Putting Seganti’s Approach into Effect
Types of Students to Look For
The Doorway and Establishing Expectations
Assigning Seats
Learning Students’ Names
Establishing Leverage
Excluding Students from your Class
Role of Administrators, Counselors, and Parents
Closing Comment from Mr. Seganti
Summary Rubric for Applying Seganti’s Approach in the Classroom
Terms and Concepts Emphasized in this Chapter
Concept Cases
You Are The Teacher
Activities
References
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 Preview
Dave Hingsburger’s Technique: Use Power Sparingly and Grasp the Student’s Point of View
Stephen R. Covey’s Technique: Find the Student’s Frame of Reference and Listen Empathetically
Haim Ginott’s Technique: Use Congruent Language that Confers Dignity
Jane Nelsen and Lynn Lott’s Technique: Use Relationship Builders while Avoiding Relationship Barriers
William Glasser’s Technique: Make Assiduous Use of Seven Connecting Habits
Tom Daly’s Technique: Find Ways to Relate Well with Your Few Most Problematic Students
Richard Curwin and Allen Mendler’s Technique: Confer Dignity and Reestablish Hope
Ed Ford’s Technique: Expose Students to the Responsible Thinking Process® (RTP)
Questions and Activities
References
Chapter 13. How do P. M. Forni, Michele Borba, and Diane Gossen Engender Respect and Civility in the Classroom?
A Preview of this Chapter
What to Look for in This Chapter
P. M. Forni on Civility in the Classroom
Michele Borba on Developing Moral Intelligence
The Role of Moral Intelligence in Classroom Discipline
The Seven Virtues of Goodness
Manners in Character Development
Diane Gossen on Self-Restitution in Discipline
Gossen’s Principal Teachings
Following the Least Coercive Road
Establishing the Social Contract and Building a Sense of Belonging
Establishing Limits and Clarifying Personal Power
Restitution – Making Things Right and Healing Oneself
Summary Rubric for Applying Forni, Borba, and Gossen’s Suggestions in the Classroom
Terms Emphasized in this Chapter
Concept Cases
You Are the Teacher
Activities
References
Chapter 14. How do C. M. Charles and Others Energize their Classes?
A Preview of this Chapter
What to Look for in This Chapter
Establishing Synergetic Teaching and Discipline in the Classroom
Other Voices from the Ranks of Teachers
Marilyn Page on Making Changes in Teacher Language to Help Energize Classes
Benna Golubtchik on Creating a Multisensory Classroom
Rosemary Shaw on Teaching Students How to Do Online Research
Judy Jones on Building a Community of Learners -- High School Style
Nancy Powell on Keeping Students Engaged in Learning with Marker Boards
Rubric for Increasing Levels of Synergy in the Classroom
Terms and Concepts Emphasized in this Chapter
Concept Cases
You are The Teacher
Activities
References
Chapter 15. How Does Eileen Kalberg VanWie Build and Maintain Democratic Learning Communities in Technology-Rich Environments?
A Preview of this Chapter
What to Look for in This Chapter
Two Fundamental Terms in Technology-Rich Learning Environments
Four Primary Challenges in Establishing Democratic Learning Communities in Technology-Rich Learning Environments
Challenge #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 Media
A Culminating Scenario
Key Terms and Concepts Emphasized in This Chapter
Application Activities
Case Concepts
Questions and Activities
References
Webliography
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 Reminders
Professional and Philosophical Considerations
Specifics of My Discipline Plan
Communicating My Discipline Plan to Students and Others
Two Prototypical Approaches to Discipline
Prototype #1. An Approach That Emphasizes Rules and Consequences
Prototype #2. An Approach That Emphasizes Prevention and Cooperation between Teacher and Students
The Formula for Success is Now in Your Hands
Special Terms in this Chapter
Glossary of Terms in Discipline References
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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