Building classroom discipline (10th ed )
Auteur : CHARLES C. M.
The leading text in the field, this book analyzes the contributions of the leading authorities in discipline to show how their theories and systems can be used by teachers to create structures of positive discipline. The text analyzes 18 models of school discipline developed by educational thinkers over the past 60 years and shows how they can be applied in realistic situations. A unique contribution of the text is that the present-day theorists listed also coordinate with Professor Charles to ensure accuracy in the presentation of their models. Teachers are motivated to create a structure of positive discipline based on the most effective elements from traditional and current disciplinary approaches.
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 an
Date de parution : 02-2010
Ouvrage de 336 p.
19.1x23.5 cm
Disponible chez l'éditeur (délai d'approvisionnement : 12 jours).
Prix indicatif 63,97 €
Ajouter au panier