Building classroom discipline:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 10. ed., internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 322 S. ill. 24 cm |
| ISBN: | 9780137062898 |
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| 100 | 1 | |a Charles, Carol Morgan |e Verfasser |0 (DE-588)139493050 |4 aut | |
| 245 | 1 | 0 | |a Building classroom discipline |c C. M. Charles ; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen VanWie, Terrell Brown |
| 250 | |a 10. ed., internat. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
| 300 | |a XVII, 322 S. |b ill. |c 24 cm | ||
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| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a School discipline | |
| 650 | 4 | |a Classroom management | |
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Datensatz im Suchindex
| _version_ | 1804143933380362240 |
|---|---|
| adam_text | CONTENTS
PREFACE
xix
ACKNOWLEDGMENTS
xxxv
PART I How Do I Begin Organizing a System of Discipline
That Meets My Needs?
1
Ц
What Is Classroom Discipline and How Do I Encourage
Productive Efforts in My Classroom?
4
A PREVIEW OF THIS CHAPTER
5
WHAT TO LOOK FOR IN THIS CHAPTER
5
Professionalism in Teaching and Discipline
6
Seven Suggestions for Moving toward Higher Levels of Professionalism
Behavior, Misbehavior, and Discipline
13
Contrasting the Behavior in Two Classrooms
14
A Closer Look at Student Misbehavior
15
Two Vignettes
16
Developing a Personalized Approach to Discipline
17
For Reflection and Orientation:
20
Topics about Discipline
18
TERMS AND CONCEPTS
20
ACTIVITIES
20
REFERENCES
20
Q
How Can I Anticipate My Students Behavior
and Deal with Factors That Promote Misbehavior?
21
A PREVIEW OF THIS CHAPTER
21
WHAT TO LOOK FOR IN THIS CHAPTER
22
Typical Behaviors and Interests of Students at Four Levels of
Development
22
Primary Grades (Ages
5
to
8) 22
Intermediate Grades (Ages
9
to
11 ) 23
Middle School Grades (Ages
12
to
14) 24
High School Grades (Ages
15
to
18) 24
VII
viii Contents
Needs, Interests, and Habits That Motivate Behavior (and Misbehavior)
25
Discussing Needs, Interests, and Habits with Your Students
26
Exploring What Students Need and Want in Teachers and Schools
27
Socio-Cultural Realities That Influence Behavior
28
Values That Are Usually Emphasized in Schools
28
Areas Where Values May Come into Conflict
28
Economic Realities That Impinge on Student Behavior
29
Hidden Rules of Students in Poverty
29
Why Some Students Feel Undervalued and Powerless
30
General Suggestions for Working with Students from All Societal
and Economic Groups
30
Personal and Environmental Factors That Promote Misbehavior
31
Conditions That Reside in Individual Students
32
Conditions That Reside in Class Peers and Groups
35
Conditions That Reside in Instructional Environments
36
Conditions That Reside in Teachers and Other School Personnel
37
TERMS AND CONCEPTS
39
ACTIVITIES
39
REFERENCES
40
How Do I Recognize and Deal with Atypical Behavior
That Is Neurological-Based?
41
A PREVIEW OF THIS CHAPTER
41
WHAT TO LOOK FOR IN THIS CHAPTER
42
Overview of Neurological-Based Behavior
42
Principal Diagnoses Related to Neurological-Based Behavior
43
A Word about Brain Injuries
45
Indicators of
NBB
45
Sensory Integration Dysfunction (SID)
46
Attention-Deficit Hyperactivity Disorder (ADHD)
47
Oppositional Defiant Disorder (ODD)
47
Bipolar Disorder
48
Learning Disabilities (LD)
49
Indicators of LD
49
About Dyslexia
49
Autism Spectrum Disorder (ASD)
51
Contents ix
Fetal
Alcohol Spectrum Disorder (FASD)
52
The Rage Cycle
53
Medication for Students with Behavioral Issues
56
Concluding Remarks
56
TERMS AND CONCEPTS
58
ACTIVITIES
59
REFERENCES
59
What Are the Foundations That Underlie
Today s Best Systems of Discipline?
61
A PREVIEW OF THIS CHAPTER
61
WHAT TO LOOK FOR IN THIS CHAPTER
62
Understanding Group Dynamics: Fritz
Redl
and William
Wattenberg 62
Principles of Behavior Shaping: B. F. Skinner
63
Behavior as Choice: William Glasser
65
Lesson Management: Jacob Kounin
66
Congruent Communication: Haim Ginott
68
Human Needs and Democratic Teaching: Rudolf
Dreikurs 70
Assertive Discipline: Lee and
Marlene
Canter
72
Responsibility and Inner Discipline: Barbara Coloroso
74
Classroom Learning Communities:
Alfie Kohn
75
TERMS AND CONCEPTS
78
ACTIVITIES
78
REFERENCES
78
PART II What Are Some of Today s Most Outstanding Approaches
to Classroom Discipline?
81
Q
How Does Ronald Morrish Use Purposeful Teacher Guidance
to Establish Class Discipline?
83
A PREVIEW OF THIS CHAPTER
84
WHAT TO LOOK FOR IN THIS CHAPTER
84
How and Why Modern Discipline Has Gone Wrong
84
Contents
Morrish s Solution
—
Real Discipline
85
Maxims Regarding the Mindset for Real Discipline
86
The Three-Phase Approach to Real Discipline
86
Phase
1 :
Training for Compliance
87
Phase
2:
Teaching Students How to Behave
89
Phase
3:
Managing Student Choice
90
Planning and Implementing the Discipline Program
91
Developing Teacher-Student Relationships
94
Consequences in Real Discipline
95
About Motivation and Rewards
95
Don t Promote Self-Indulgence
96
When Students Fail to Comply
97
SUMMARY RUBRIC: APPLYING REAL DISCIPLINE IN THE CLASSROOM
97
TERMS AND CONCEPTS
98
CONCEPT CASES
98
YOU ARE THE TEACHER
99
ACTIVITIES
100
REFERENCES
100
How Do Harry and Rosemary Wong Use Responsibilities
and Procedures to Establish Class Discipline?
101
A PREVIEW OF THIS CHAPTER
102
WHAT TO LOOK FOR IN THIS CHAPTER
102
A Quick Read of the Wongs Principal Suggestions
102
About Roles and Responsibilities
102
About Classrooms and Procedures
103
About School
103
About Teaching
103
About Testing and Evaluation
104
About Discipline
104
About the First Day of Class
104
About the First Week of Teaching
105
A Discipline Plan
105
Planning and Organizing
106
Procedures and What They Entail
106
Contents xi
Examples of Procedures
¡η
a Fourth-Grade Classroom
107
How to Begin a Class Successfully
111
The First Five Minutes Are Critical
113
The First Day of School
113
The First
10
Days of School
115
Procedures for Cooperative Work Groups
115
A Word to Secondary Teachers
116
SUMMARY RUBRIC: APPLYING THE WONGS SUGGESTIONS IN THE
CLASSROOM
116
TERMS AND CONCEPTS
117
CONCEPT CASES
117
YOU ARE THE TEACHER
118
ACTIVITIES
119
REFERENCES
119
How Does Fred Jones Establish Class Discipline
by Keeping Students Responsibly Involved?
120
A PREVIEW OF THIS CHAPTER
120
WHAT TO LOOK FOR IN THIS CHAPTER
121
Problems That Jones Brought to Light
121
Massive Time Wasting
121
Student Passivity
122
Aimlessness
122
Helpless Handraising
122
Ineffective Nagging
123
Jones s Conclusions about What Effective Teachers Do
123
Conserve Time and Don t Allow Students to Waste It
123
Clearly Communicate They Mean Business
125
Place Clearly Defined Limits on Behavior
125
Keep Students Actively Engaged in Learning
127
Increase Student Motivation and Responsibility through Judicious
Use of Incentives
128
Provide Help Efficiently during Independent Work
132
Jones s Study Group Activity
133
SUMMARY RUBRIC: IMPLEMENTING JONES S APPROACH
IN THE CLASSROOM
134
XÜ Contents
TERMS AND CONCEPTS
134
CONCEPT CASES
135
YOU ARE THE TEACHER
136
ACTIVITIES
137
REFERENCES
137
How Does William Glasser Use Choice Theory
and Quality Education to Establish Class Discipline?
138
A PREVIEW OF THIS CHAPTER
138
WHAT TO LOOK FOR IN THIS CHAPTER
139
Glasser s Long-Lasting Influence
139
Major Concepts in Glasser s Noncoercive Discipline
140
Further Clarification of Glasser s Noncoercive Discipline
141
Meeting Students Needs
142
Quality Curriculum
142
Quality Teaching
143
More on Lead Teaching
144
Choice Theory Applied to the Classroom
145
The Relation of Quality Teaching to Discipline
147
When Rules Are Broken
148
Moving toward Quality Classrooms
149
Eliminating the Seven Deadly Habits
149
Emphasizing the Seven Connecting Habits
149
Gaining the Benefits of Quality Classrooms
150
SUMMARY RUBRIC: IMPLEMENTING GLASSER S IDEAS IN THE CLASSROOM
151
TERMS AND CONCEPTS
152
CONCEPT CASES
152
YOU ARE THE TEACHER
154
ACTIVITIES
155
REFERENCES
155
How Does Spencer
Kagan
Use Structures and Teacher-Student
Same-Side Collaboration to Establish Class Discipline?
156
A PREVIEW OF THIS CHAPTER
157
WHAT TO LOOK FOR IN THIS CHAPTER
157
Win-Win Discipline Overall
157
Contents xiii
Goal, Elements,
and Procedures
157
The ABCD
of Disruptive Behavior
159
Student Positions and Their Effects
160
Structures, Application, and Timing
160
More on Structures for the Moment of Disruption
161
More on Structures for Follow-Up
161
More on Structures for
Long-Term
Success
162
More on Structures for Promoting Life Skills
163
Intervention Strategies for Types of Misbehavior
164
For Attention-Seeking Behavior
164
For Attempts to Avoid Failure or Embarrassment
165
For Angry Students
165
For Control-Seeking Behavior
166
For Overly Energetic Students
166
For Bored Students
166
For Uninformed Students
167
Parent and Community Alliances and Schoolwide Programs
167
Establishing Win-Win Discipline in the Classroom
168
Brief Review of Win-Win Discipline
170
SUMMARY RUBRIC: APPLYING WIN-WIN DISCIPLINE IN THE CLASSROOM
171
TERMS AND CONCEPTS
171
CONCEPT CASES
171
YOU ARE THE TEACHER
173
ACTIVITIES
174
REFERENCES
174
How Does Marvin Marshall Establish Discipline by Activating
Internal Motivation and Raising Student Responsibility?
175
A PREVIEW OF THIS CHAPTER
175
WHAT TO LOOK FOR IN THIS CHAPTER
176
10
Practices That Damage Teaching and How They Can Be Corrected
176
The Power of Internal Motivation
178
Two Ways of Managing People
178
Marshall s Hierarchy of Social Development
180
Value of the Hierarchy
181
Teaching the Hierarchy to Students
181
xiv Contents
25
Tactics Useful in Stimulating Students to Behave Responsibly
183
How to Intervene When Students Misbehave
186
Self-Evaluation for Teachers
188
SUMMARY RUBRIC: APPLYING MARSHALL S SYSTEM IN THE CLASSROOM
190
TERMS AND CONCEPTS
191
CONCEPT CASES
191
YOU ARE THE TEACHER
192
ACTIVITIES
193
REFERENCES
193
How Does Craig
Seganti Use
Positive
Teacher Leverage and Realistic Student
Accountability to Establish Class Discipline?
194
A PREVIEW OF THIS CHAPTER
195
WHAT TO LOOK FOR IN THIS CHAPTER
195
Key Attitudes and Skills in Seganti s Approach
195
Teacher Attitude That Promotes High-Quality Discipline and Teaching
196
Student Accountability and
11
Rules That Promote It
197
Leverage That Ensures Students Comply with the Rules
201
Management Tactics That Support Desirable Behavior
202
Putting Seganti s Approach into Effect
205
Types of Students to Look For
205
The Doorway and Establishing Expectations
206
Assigning Seats
207
Learning Students Names
207
Establishing Leverage
207
Excluding Students from Your Class
207
Role of Administrators and Parents
209
Closing Comment from Mr.
Seganti
209
SUMMARY RUBRIC: APPLYING SEGANTI S APPROACH IN THE CLASSROOM
210
TERMS AND CONCEPTS
210
CONCEPT CASES
210
YOU ARE THE TEACHER
211
ACTIVITIES
212
REFERENCES
212
Contents xv
PART III What Additional Strategies Might I Use to Enhance My Personal
System of Discipline?
213
Щ
How Do Top Teachers Establish Personal Influence with
Students Who Are Difficult to Manage?
215
A PREVIEW OF THIS CHAPTER
215
WHAT TO LOOK FOR IN THIS CHAPTER
216
Dave Hingsburger: Use Power Sparingly and Grasp the Student s Point of
View
216
Stephen R. Covey: Find the Student s Frame of Reference and Listen
Empathetically
217
Haim Ginott: Use Congruent Language That Confers Dignity
218
Jane Nelsen and Lynn
Lott:
Use Relationship Builders While Avoiding
Relationship Barriers
220
William
Glassen
Make Assiduous Use of Seven Connecting Habits
222
Tom Daly: Find Ways to Relate Well with Your Few Most Problematic Students
223
Richard Curwin, Allen
Mendier,
and Brian
Mendier:
Confer Dignity
and Reestablish Hope
225
Ed Ford: Expose Students to the Responsible Thinking Process (RTP)
227
ACTIVITIES
230
REFERENCES
230
Щ
How Do Leading Experts Engender Respect
and Civility in the Classroom?
232
A PREVIEW OF THIS CHAPTER
232
WHAT TO LOOK FOR IN THIS CHAPTER
233
P. M.
Forni:
Civility in the Classroom
233
Michele
Borba:
Developing Moral Intelligence
235
The Role of Moral Intelligence in Classroom Discipline
235
The Seven Virtues of Goodness
236
Manners in Character Development
239
Diane
Gossen:
Self-Restitution in Discipline
239
Gossen s Principal Teachings
240
Following the Least Coercive Road
242
xvi Contents
SUMMARY RUBRIC: APPLYING
FORNI, BORBA,
AND GOSSEN S SUGGESTIONS
IN THE CLASSROOM
247
TERMS AND CONCEPTS
248
ACTIVITIES
248
REFERENCES
248
How Do C. M. Charles and Others Energize
Their Classes?
249
A PREVIEW OF THIS CHAPTER
250
WHAT TO LOOK FOR IN THIS CHAPTER
250
Establishing Synergetic Teaching and Discipline in the Classroom
250
Other Voices from the Ranks of Teachers
258
Marilyn Page: Making Changes in Teacher Language to Help Energize
Classes
258
Benna
Golubtchik: Creating a Multisensory Classroom
259
Rosemary Shaw: Teaching Students How to Do Online Research
261
Judy Jones: Building a Community of Learners
—
High School Style
262
Nancy Powell: Keeping Students Engaged in Learning with Marker
Boards
263
SUMMARY RUBRIC: INCREASING LEVELS OF SYNERGY IN THE CLASSROOM
264
TERMS AND CONCEPTS
264
ACTIVITIES
264
REFERENCES
265
How Does Eileen Kalberg VanWie Build
and Maintain Democratic Learning Communities
in Technology-Rich Environments?
266
A PREVIEW OF THIS CHAPTER
267
WHAT TO LOOK FOR IN THIS CHAPTER
267
Two Fundamental Terms
267
Four Primary Questions in Establishing DLC in
TRE
267
Question
1 :
How Do Teachers Accomplish Their Multiple Roles?
268
Question
2:
How Do Teachers Provide a Quality Learning Environment
That Emphasizes the Use of Digital Tools?
269
Question
3:
How Do Teachers Establish a Learning-Centered Approach?
273
Contents xvü
Question
4:
How Do Teachers Ensure That Participants Learn
and Improve Social Skills?
275
Issues to Consider in Using Digital Media
276
Continuous Partial Attention
276
Acceptable Use Policy
276
Netiquette
277
Social Networks
277
Cyberbullying
278
Conflict Resolution
278
A Culminating Scenario
278
TERMS AND CONCEPTS
280
CONCEPT CASES
280
ACTIVITIES
280
REFERENCES
281
WEBLIOGRAPHY
282
PART IV What Remains to Be Done?
285
fQ How Do I Finalize a System of Discipline Designed Especially
for Me and My Students?
286
The Planning Rubric: Putting It All Together
286
Professional and Philosophical Considerations
286
Specifics of My Discipline Plan
288
Communicating My Discipline Plan to Students and Others
290
Two Prototypical Approaches to Discipline
291
Prototype
1:
An Approach That Emphasizes Rules and Consequences
291
Prototype
2:
An Approach That Emphasizes Prevention and Cooperation
between Teacher and Students
294
The Formula for Success Is Now in Your Hands
297
TERMS AND CONCEPTS
297
GLOSSARY
299
REFERENCES
307
INDEX
313
|
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| genre | 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV037296497 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:55:32Z |
| institution | BVB |
| isbn | 9780137062898 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-021208989 |
| oclc_num | 705461725 |
| open_access_boolean | |
| owner | DE-703 |
| owner_facet | DE-703 |
| physical | XVII, 322 S. ill. 24 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Pearson |
| record_format | marc |
| spelling | Charles, Carol Morgan Verfasser (DE-588)139493050 aut Building classroom discipline C. M. Charles ; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen VanWie, Terrell Brown 10. ed., internat. ed. Boston ; Munich [u.a.] Pearson 2011 XVII, 322 S. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Schuldisziplin (DE-588)4180119-2 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Schuldisziplin (DE-588)4180119-2 s DE-604 Unterrichtsdisziplin (DE-588)4078635-3 s Unterrichtserfolg (DE-588)4187076-1 s 2\p DE-604 Senter, Gail W. Sonstige oth Digitalisierung UB Bayreuth application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021208989&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Charles, Carol Morgan Building classroom discipline School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Schuldisziplin (DE-588)4180119-2 gnd |
| subject_GND | (DE-588)4187076-1 (DE-588)4078635-3 (DE-588)4180119-2 (DE-588)4143413-4 |
| title | Building classroom discipline |
| title_auth | Building classroom discipline |
| title_exact_search | Building classroom discipline |
| title_full | Building classroom discipline C. M. Charles ; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen VanWie, Terrell Brown |
| title_fullStr | Building classroom discipline C. M. Charles ; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen VanWie, Terrell Brown |
| title_full_unstemmed | Building classroom discipline C. M. Charles ; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen VanWie, Terrell Brown |
| title_short | Building classroom discipline |
| title_sort | building classroom discipline |
| topic | School discipline Classroom management Unterrichtserfolg (DE-588)4187076-1 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Schuldisziplin (DE-588)4180119-2 gnd |
| topic_facet | School discipline Classroom management Unterrichtserfolg Unterrichtsdisziplin Schuldisziplin Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021208989&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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