Building classroom discipline (10th ed )

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Langue : Anglais
Couverture de l'ouvrage Building classroom discipline (10th ed )

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Ouvrage 336 p. · 19.1x23.5 cm · Broché

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.


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


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



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



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


Scenario 6

Medication for Students with Behavioral Issues

Concluding Remarks

Scenario 7

Terms and Concepts Emphasized in this Chapter



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