School discipline and self-discipline: a practical guide to promoting prosocial student behavior
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York [u.a.]
Guilford Press
2010
|
| Series: | Guilford practical intervention in the schools series
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XV, 256 S. |
| ISBN: | 9781606236819 |
Staff View
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| 650 | 4 | |a Problem children |x Behavior modification | |
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Record in the Search Index
| _version_ | 1804143101042753536 |
|---|---|
| adam_text | CONTENTS 1. CLASSROOM MANAGEMENT AND SCHOOL DISCIPLINE: PUNISHMENT AND
ITS POSITIVE ALTERNATIVES TWO COMMON AIMS OFDISCIPLINE: MANAGING
STUDENTS AND DEVELOPING SELF-DISCIPLINE 1 THE NEED FOR A BALANCED AND
COMPREHENSIVE APPROACH 3 WHY PUNISHMENT IS OFTEN USED TO MANAGE STUDENT
BEHAVIOR 4 BEHAVIOR MANAGEMENT WITH PUNISHMENT: THE ZERO TOLERANCE
APPROACH 5 ZERO TOLERANCE APPROACH VERSUS REASONABLE ZERO TOLERANCE
POLICIES 6 LIMITATIONS TO PUNISHMENT 7 POSITIVE ALTERNATIVES TO ZERO
TOLERANCE AND PUNISHMENT 10 SCHOOLWIDE POSITIVE BEHAVIOR SUPP01TS 10
SOCIAL AND EMOTIONAL LEARNING 11 DIFFERENT, YET GOMPATIBLE 12
COMPREHENSIVE CLASSROOM AND SCHOOLWIDE DISCIPLINE AT THE UNIVERSAL LEVEL
12 GOMPONENT 1: DEVELOPING SELFDISCIPLINE 12 GOMPONENT 2: PREVENTING
BEHAVIOR PROBLEMS 13 GOMPONENT 3: GORRECTING BEHAVIOR PROBLEMS 14
GAUTION: DEVELOPING SELF-DISCIPLINE IS NOT THE SAME AS P.REVENTING AND
GORRECTING BEHAVIOR PROBLEMS 14 INTEGRATING STRATEGIES AND TECHNIQUES OF
SEL AND SWPBS FOR COMPREHENSIVE CLASSROOM AND SCHOOLWIDE DISCIPLINE 15
OVERVIEW OFTHIS VOLUME 16 SUMMARY 17 2. MANAGING STUDENT BEHAVIOR WITH
THE POSITIVE BEHAVIORAL TECHNIQUES OF SCHOOLWIDE POSITIVE BEHAVIOR
SUPPORTS KEY FEATURES OFTHE SWPBS APPROACH 19 THREE-TIERED MODEL OF
PREVENTION, INTERVENTIONS, AND SUPPORTS 20 DIRECT INSTRUCTION 20
EVIDENCE- OR RESEARCH-BASED BEHAVIORAL PRACTICES 21 SUPPORTIVE SYSTEMS
21 ONGOING GOLLECTION AND USE OF DATA FOR DECISION MAKING 21 XI 18 XII
CONTENTS KEY FEATURES AS MEASURED BY THE SCHOOLWIDE EVALUATION TOOL 22
STRENGTHS AND LIMITATIONS OF SWPBS 23 STRENGTHS 23 LIMITATIONS 26 SWPBS:
ADOPT? REJECT? 01 INTEGRATE? 34 SUMMARY 35 3. SELF-DISCIPLINE AND THE
SOCIAL AND EMOTIONAL LEARNING APPROACH TO SCHOOL DISCIPLINE WHAT IS
SELF-DISCIPLINE? 37 SELF-DISCIPLINE VERSUS COMPLIANCE 38 THE SEL
APPROACH 40 SUPPORTING THEORY AND RESEARCH 40 TARGETED SOCIAL AND
EMOTIONAL COMPETENCIES 41 CLOSE (MD SUPPORTIVE RELATIONSHIPS, ESPECIALLY
BETWEEN TEACHERS (MD ST UDENTS 42 PROGRAMS INCIUDED UNDER THE SEL
APPROACH 42 CHARACTER ED UCATION 42 POSITIVE PSYCHOLOGY 43 RESEARCH
SUPPORTING THE IMPORTANCE OF SELF-DISCIPLINE AND SEL 45 SOCIAL AND
EMOTIONAL PROCESSES, DEJICIENCIES, AND COMPETENCIES LINKED TO
SELF-DISCIPLINE AND BEHAVIOR PROBLEMS 45 RELATION OF SELF-DISCIPLINE AND
SEL TO OTHER IMPORTANT O UTCOMES 46 RESEARCH S UPPORTINGTHE IMPORTANCE
OF CARING AND SUPPORTIVE RELATIONSHIPS 51 RESEARCH DEMONSTRATING THE
EFFECTIVENESS OF SEL PROGRAMS 52 STUDIES OFTECHNIQUES USED IN SEL 54
SUMMARY 54 37 4. STRATEGIES FOR DEVELOPING SELF-DISCIPLINE (AND A
POSITIVE SCHOOL CLIMATE) 56 WHAT SHOULD BE DEVELOPED? 57 FOUR STEPS TO
DEVELOPING SELF-DISCIPLINE 58 STEP 1: DEVELOP STUDENT SENSITIVITY TO
SOCIAL AND MORAL PROBLEMS 58 STEP 2: DETERMINE WHAT ONE OUGHT TO DO 59
STEP 3: DECIDE AMONG ALTERNATIVES 60 STEP 4: DO WHAT ONE DECIDES TO DO
60 STRATEGIES FOR DEVELOPING SELF-DISCIPLINE 62 STRATEGY 1: USE PRAISE
AND REWARDS STRATEGICALLY AND WISELY, WITH THE AIM OF DEVELOPING
SELF-DISCIPLINE 63 STRATEGY 2: BUILD AND MAINTAIN A POSITIVE
TEACHER-STUDENT RELATIONSHIP CHAMCTERIZED BY A BALANCE OF STMCTW-E AND
SUPPORT 63 STRATEGY 3: IMPLEMENT CURRICULUM ACTIVITIES THAT DIRECTLY
TEACH SOCIAL, EMOTIONAL, AND BEHAVIORAL COMPETENCIES 64 STMTEGY 4:
PROVIDE MULTIPLE MODELS OF SOCIAL AND MORAL PROBLEM SOLVING, MORAL AND
REGULATED EMOTIONS, AND RESPONSIBLE BEHAVIOR 66 STRATEGY 5: PMVIDE
MULTIPLE OPPORT UNITIESFOR STUDENTS TO APPLY AND PRACTICE SOCIAL,
EMOTIONAL, AND MORAL COMPETENCIES OFSELF-DISCIPLINE 67 STRATEGY 6: USE
DISCIPLINARY ENCOUNTERS TO HELP DEVELOP SELF-DISCIPLINE 72 SUMMARY 73
CONTENTS 5. PREVENTING BEHAVIOR PROBLEMS WHAT WORKS IN THE PREVENTION OF
BEHAVIOR PROBLEMS? 81 THE AUTHORITATIVE APPROACH TO CLASSROOM AND
SEHOOLWIDE DISEIPLINE 82 RESPONSIVENESS 82 DEMANDINGNESS 82
SUPPOL TINGRESEARCH 83 PREVENTIVE STRATEGIES AND TEEHNIQUES FOR
EFFECTIVE CLASSROOM AND SEHOOLWIDE DISEIPLINE 84 STMTEGY 1: DEMONSTMTE
CARING AND SUPPORT FOR ALL STUDENTS 85 STRATEGY 2: PROMOTE POSITIVE AND
PREVENT NEGATIVE PEER INTEMCTIONS 85 STMTEGY 3: CREATE A PHYSICAL
ENVIRONMENT THAT IS SAFE AND CONDUCIVE TO TEACHING (MD LEARNING 87
STMTEGY 4: ESTABLISH SOCIAL, EMOTIONAL, (MD ACADEMIC EXPECTATIONS THAT
ARE CLEM ,HIGH, REASONABLE, (MD RESPONSIVE TO DEVELOPMENTAL, CULTURAL,
AND INDIVIDUAL DIFFERENCES 89 STMTEGY 5: ESTABLISH PREDICTABLE
PROCEDURES AND ROUTINES 89 STRATEGY 6: ESTABLISH FAIR RULES (MD
CONSEQUENCES 90 STRATEGY 7: MONITOR STUDENT BEHAVIOR FREQUENTLY AND
RESPOND QUICKLY TO EARLY SIGNS OF MISBEHAVIOR 94 STMTEGY 8: PROVIDE
ACADEMIC INSTRUCTION AND ACTIVITIES THAT ENGAGE AND MOTIVATE LEARNING 96
STMTEGY 9: ESTABLISH (MD MAINTAIN CLOSE COMMUNICATION WITH EACH
STUDENT S PARENTS (MD WORK HARD TO GARNER THEIR SUPPORT 98 STRATEGY 10:
USE PRAISE AND REWARDS IN A WISE AND STRATEGIC MANNER 99 SUMMARY 99 XIII
80 6. PRAISE AND REWARDS: USE WITH CAUTION? 100 DISTINGUISHING AMONG
POSITIVE REINFOREEMENT, REWARDS, AND PRAISE 101 THE CONTROVERSY OVER THE
USE OF PRAISE AND REWARDS 102 GOOD REASONS TO USE PRAISE (AND REWARDS),
OTHER THAN TO MANAGE 01 REINFORCE STUDENT BEHAVIOR 103 PRAETIEAL
LIMITATIONS TO PRAISE AND REWARDS 105 DO PRAISE AND REWARDS UNDERMINE
INTRINSIE MOTIVATION, AND, IFSO, WHEN DO THEY? 109 WHAT THE DEBATE IS
NOT ABOUT 110 THE VIEW OF ONE SIDE OF THE DEBATE: TANGIBLE REWARDS CAN
HARM INTRINSIC MOTIVATION 111 THE OTHER SIDE OF THE DEBATE: DON T WORRY
114 SUMMARY OF THE POTENTIAL NEGATIVE IMPACT ON INTRINSIC MOTIVATION 114
SUMMARY AND CONCLUSION: BEYOND PRAISE AND REWARDS FOR CONTROL 115 7.
STRATEGIE USE OF PRAISE AND REWARDS FOR DEVELOPING SELF-DISCIPLINE 116
AND A POSITIVE SCHOOL CLIMATE REEOMMENDATIONS FOR THE STRATEGIE USE OF
PRAISE AND REWARDS 117 SUMMARY 127 XIV CONTENTS 8. WHEN EXTRINSIC
REWARDS ARE NEEDED: IMPLEMENTING THE GOOD BEHAVIOR GAME (WHILE
DEVELOPING SELF-DISCIPLINE) THE GBG: SUPPORTING RESEARCH 130 STUDIES OF
THE GBG IN THE BALTIMORE CITY PUBLIC SCHOOLS 131 GBG IN THE NETHERLANDS
132 WHY DOES THE GBG WORK? 132 WHEN NOT TO PLAY THE GAME 133 PLAYING THE
GBG TO MANAGE STUDENTS BEHAVIOR AND DEVELOP SELF-DISCIPLINE 134
PREPARING FOR THE GAME 135 STEP 1: CREATE TEAMS AND PICK THEIR
MEMBERSHIP 135 STEP 2: TENTATIVELY DEFINE THE RULES OF THE GAME 136 STEP
3: DETERMINE WHAT REWARDS WILL BE USED AND WHEN THEY WILL BE GIVEN 137
STEP 4: DETERMINE HOW THE SCORE WILL BE KEPT AND WHAT SCORE IS NEEDED TO
WIN 138 DECIDE WHEN TO PLAY THE GAME AND WHEN YOU MIGHT STOP PLAYING IT
139 PLAYING THE GAME 140 PRESEASON PRACTICE 141 EXPANSION AND
GENERALIZATION/FADING 146 DEVELOPMENTAL, CULTURAL, AND INDIVIDUAL
DIFFERENCES 147 SUMMARY 147 9. AUTHORITATIVE DISCIPLINE IN THE
CORRECTION OF MISBEHAVIOR GENERAL PRINCIPLES TO GUIDE THE CORRECTION OF
BEHAVIOR PROBLEMS 153 SUMMARY 164 10. DEVELOPING SELF-DISCIPLINE WHEN
CORRECTING MISBEHAVIOR PROBLEM SOLVING DURING CORRECTION: PART 1. THE
PROBLEM-SOLVING MEETING AND REFLECTIVE ACTION PLAN 168 THE
PROBLEM-SOLVING MEETING 168 THE REFLECTIVE ACTION PLAN 172
SELF-MANAGEMENT TECHNIQUES 173 ADVANTAGES 174 LIMITATIONS 174 PROBLEM
SOLVING DURING CORRECTION: PART 2. THE SCHOOL S RESPONSIBILITY 174
DIRECTLY SUPPORTING THE STUDENT S REFLECTIVE ACTION PLAN 175 ALTERING
CUNENT PREVENTIVE AND CORRECTIVE PRACTICES 176 SUPPORT FROM PARENTS AND
PEERS 177 SUPPORTFROM PARENTS 177 SUPPORT FROM PEERS 178 WHEN THESE
SOLUTIONS ARE NOT SUFFICIENT 178 SUMMARY 179 129 151 167 11.
IMPLEMENTING SCHOOLWIDE CHANGE 186 TINKERING VERSUS MEANINGFUL CHANGE?
186 DON T CHANGE, OR CHANGE VERY LITTLE, HYOU RE ALREADY EFFECTIVE! 187
CONTENTS DETERMINING THE NEED FOR CHANGE 188 EXAMINE EXISTING SCHOOLWIDE
DATA 189 SURVEY STRENGTHS AND NEEDS, AS CURRENTLY VIEWED BY MAJOR
STAKEHOLDERS 190 ADMINISTER ADDITIONAL MEASURES, AS NEEDED, THAT ASSESS
IMPORTANT OUTCOMES (MD MIGHT HELP TO IDENTIFY AREAS OF SPECIFIC NEED 191
REFLECT ON THE RESULT OF THE ASSESSMENT OF STRENGTHS AND NEEDS 193 WHEN
CHANGES ARE NEEDED: THE FIVE PHASES OF SYSTEMIC CHANGE 193 PHASE 1:
CREATE READINESS AND COMMITMENT TO CHANGE 194 PHASE 2: DEVELOPING A PLAN
195 PHASE 3: INITIAL IMPLEMENTATION 196 PHASE 4: INSTITUTIONALIZING THE
PROGRAM THROUGH POLICY, CURRICULUM, (MD THE CULTW-E OF THE SCHOOL 197
PHASE 5: ONGOING EVOLUTION AND CREATIVE RENEWAL 197 SUMMARY 199 APPENDIX
A. SEHOOLWIDE AND CLASSROOM STRENGTHS-AND-NEEDS ASSESSMENT: FROM
SEHOOLWIDE DISCIPLINE TO SELF-DISCIPLINE APPENDIX B. DELAWARE SEHOOL
CLIMATE SURVEY: STUDENT VERSION APPENDIX C. DELAWARE SEHOOL CLIMATE
SURVEY: TEAEHER AND STOFF VERSION APPENDIX D. DELAWARE SEHOOL CLIMATE
SURVEY: HOME VERSION REFERENCES INDEX XV 205 223 225 227 229 254
|
| any_adam_object | 1 |
| author | Bear, George G. 1953- |
| author_GND | (DE-588)1213382076 |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.5 |
| dewey-search | 371.5 |
| dewey-sort | 3371.5 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV036526186 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:42:18Z |
| institution | BVB |
| isbn | 9781606236819 |
| language | English |
| lccn | 2010009740 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020448083 |
| oclc_num | 698593139 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XV, 256 S. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | Guilford practical intervention in the schools series |
| spelling | Bear, George G. 1953- Verfasser (DE-588)1213382076 aut School discipline and self-discipline a practical guide to promoting prosocial student behavior George G. Bear New York [u.a.] Guilford Press 2010 XV, 256 S. txt rdacontent n rdamedia nc rdacarrier Guilford practical intervention in the schools series Includes bibliographical references and index School discipline Classroom management Problem children Behavior modification Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 s DE-604 Unterrichtsdisziplin (DE-588)4078635-3 s Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020448083&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bear, George G. 1953- School discipline and self-discipline a practical guide to promoting prosocial student behavior School discipline Classroom management Problem children Behavior modification Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| subject_GND | (DE-588)4180119-2 (DE-588)4078635-3 |
| title | School discipline and self-discipline a practical guide to promoting prosocial student behavior |
| title_auth | School discipline and self-discipline a practical guide to promoting prosocial student behavior |
| title_exact_search | School discipline and self-discipline a practical guide to promoting prosocial student behavior |
| title_full | School discipline and self-discipline a practical guide to promoting prosocial student behavior George G. Bear |
| title_fullStr | School discipline and self-discipline a practical guide to promoting prosocial student behavior George G. Bear |
| title_full_unstemmed | School discipline and self-discipline a practical guide to promoting prosocial student behavior George G. Bear |
| title_short | School discipline and self-discipline |
| title_sort | school discipline and self discipline a practical guide to promoting prosocial student behavior |
| title_sub | a practical guide to promoting prosocial student behavior |
| topic | School discipline Classroom management Problem children Behavior modification Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| topic_facet | School discipline Classroom management Problem children Behavior modification Schuldisziplin Unterrichtsdisziplin |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020448083&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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