Discipline in the Secondary Classroom A Positive Approach to Behavior Management

ISBN-10: 1118450876
ISBN-13: 9781118450871
Edition: 3rd 2013
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Description: Revised edition of the classic book on classroom managementThis third edition of Discipline in the Secondary Classroom is a treasure trove of practical advice, tips, checklists, reproducibles, and ready-to-use activities that will save secondary  More...

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Book details

Edition: 3rd
Copyright year: 2013
Publisher: John Wiley & Sons, Limited
Publication date: 9/3/2013
Binding: Paperback
Pages: 464
Size: 9.00" wide x 11.50" long x 1.25" tall
Weight: 2.420
Language: English

Revised edition of the classic book on classroom managementThis third edition of Discipline in the Secondary Classroom is a treasure trove of practical advice, tips, checklists, reproducibles, and ready-to-use activities that will save secondary teachers time and help them become more effective educators. Both new and seasoned teachers will find the book invaluable for designing a management plan that prevents problems, motivates students, and teaches students to behave responsibly.Offers a proven classroom management plan based on Sprick's acclaimed STOIC framework for training teachers: Structure for success, Teach expectations, Observe and monitor, Interact positively, and Correct fluentlyIncludes information on everything from creating a vision for classroom behavior to addressing misbehavior and motivating studentsBonus DVD features video of Sprick explaining core practicesThis accessible, value-packed resource shows educators how to work with students to create a well-managed classroom where learning can flourish.

The Author
Acknowledgments
How to Use This Book
DVD Contents
Foreword
Preface
Introduction
Structure Your Classroom for Success
Vision: Understand key concepts about managing student behavior
Understand the Basic Principles of Behavior Modification and Your Role in That Process
Understand Motivation and the Variables That Can Be Manipulated to Increase It
Develop and Implement Guidelines for Success
Maintain High Expectations for Students' Academic and Behavioral Performance
Initiate and Maintain Family Contacts
Initial Contact
Ongoing Contact
In Conclusion
Grading and Instruction: Design instruction and evaluation systems
Develop Clear Goals for Each Class You Teach
Design Instruction and Evaluation Procedures That Create a Clear Relationship between Student Effort and Success
Establish a System to Provide Students Feedback on Behavior and Effort; Incorporate This into Your Grading System
Establish a Grade Percentage for Classroom Behavior or Effort
Determine the Approximate Number of Total Points Students May Earn During the Term
Determine the Approximate Number of Total Points Based on Behavior and Effort
Design an Efficient System for Monitoring and Recording Daily Classroom Behavior Points
Determine the Impact of Excused and Unexcused Absences on Your Grading of Behavior and Effort
Assign Weekly Performance Points and Provide Feedback to Students
Summary of Behavior Feedback Within Grading Systems
Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades
Implement Effective Instructional Practices
Teacher's Presentational Style
Actively Involving Students in Lessons
Ensuring High Rates of Student Success
Providing Students with Immediate Performance Feedback
Present Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm
In Conclusion
Organization: Prepare routines and procedures
Arrange the Schedule of Activities for Each Class Period to Maximize Instructional Time and Responsible Behavior
Arrange the Physical Space in Your Classroom to Promote Positive Student-Teacher Interactions and Reduce Disruption
Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention
Design Efficient, Effective Procedures for Beginning and Ending the Class Period
Entering Class
Opening Activities
Materials
Dealing with Students Returning after an Absence
End of Class or Period
Dismissal
Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work
Assigning Classwork and Homework
Collecting Completed Work
Returning Graded Work to Students
Late or Missing Assignments
Manage Independent Work Periods
In Conclusion
Classroom Management Plan: Plan to encourage responsible behavior and to respond consistently to student misbehavior
Adjust the Structure of Your Management Plan Based on Your Needs and the Needs of Your Students
Consider Your Needs
Consider Your Students' Needs
Identify the Level of Structure You Will Use
Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback
Develop a Plan for Correcting Early-Stage Misbehaviors
Proximity
Gentle Verbal Reprimand
Discussion
Family Contact
Humor
Restitution
Conclusion
Develop Consequences for Rule Violations
Loss of Point
Time Owed
Time-Out
Restitution
Detention
Demerits
Office Referral
Know When and When Not to Use Disciplinary Referral
In Conclusion
Teach Expectations
Expectations: Plan to teach students how to be successful
Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities
Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both within and between Activities, That Occur during a Typical School Day
Develop a Preliminary Plan, and Prepare Lessons for Teaching Your Expectations to Students
In Conclusion
Preparation and Launch: Pull it all together for the first day
Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students
Complete Your Preparations for the First Day
Implement Your Plan for the First Day
Communicate Your Expectations
Monitor Student Behavior
Give Students Feedback on Their Implementation of Expectations
Gradually Decrease the Amount of Time You Spend Teaching Expectations, Procedures, and Routines
Mark on Your Planning Calendar Particular Times When You Will Reteach Your Expectations
In Conclusion
Observe Student Behavior
Monitor Student Behavior: Implement and adjust your classroom management plan
Circulate When Possible, and Scan All Sections of the Classroom Continuously
Circulating
Visual Scanning
Auditory Scanning
Collect Objective Data about Classroom Behavior, and Adjust Your Management Plan Accordingly
Champs and Achieve versus Daily Reality Rating Scales
Ratio of Interactions Monitoring Forms
Misbehavior Recording Sheet
Grade Book Analysis Worksheet
On-Task Behavior Observation Sheet
Opportunities to Respond Observation Sheet
Student Satisfaction Survey
In Conclusion
Interact Positively
Motivation: Enhance students' desire to succeed
Understand the Importance of Building Personal Relationships with Students
Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention
Give Students Positive Feedback on Their Successes in a Variety of Ways
Plan to Interact at Least Three Times More Often with Students When They Are Behaving Appropriately Than When They Are Misbehaving
Effectively Employ a Classwide System or Systems If Needed to Increase Motivation and Responsible Behavior
Identify Problems, Goals, Level of Structure Needed, and the Type of System You Will Use
Select a System and Prepare to Implement It
Identify How You Will Maintain, Modify, and Fade a Reward-Based System
Menu of Classwide Systems
Reward-Based Systems for High-Structure Classes
Reward-Based Systems for Medium-Structure Classes
Nonreward-Based Systems for Low-Structure Classes
In Conclusion
Correct Fluently
Proactive Planning for Chronic Misbehavior
Use Effective Correction Techniques
Addressing Chronic Misbehavior
Analyze and, If Needed, Adjust the Implementation of Your Basic Management Plan
Analyze and, If Needed, Adjust the Strategies You Are Using to Build a Positive Relationship with This Student
Analyze the Misbehavior and Develop a Function-Based Intervention
Intervention Planning Steps
Identify the target (problem) behavior and collect objective data; Use those data as you proceed to step 2
Develop a hypothesis (educated guess) about the function of the misbehavior
Identify Any Specific Contexts or Conditions (Time, Locations, Tasks) When the Target Behavior Typically Occurs (or Does Not Occur)
Develop a Preliminary Behavior Change (Intervention) Plan Based on Your Hypothesis about the Function of the Misbehavior and Your Understanding of When (Under What Conditions) the Behavior Typically Occurs
Develop an Intervention for Awareness-Type Misbehaviors
Make Sure the Student Knows What Behavior You Expect Her to Exhibit (the Target or Coal Behavior)
Respond to Instances of the Misbehavior in a Manner That Lets the Student Know That She Is Not Meeting the Goal
Monitor the Students Behavior So That You and the Student Will Have an Objective Basis for Discussing Progress
Provide Positive Feedback When the Student Improves
Develop an Intervention for Ability-Type Misbehaviors
At a Neutral Time, Have a Discussion and Provide Information That Teaches the Replacement Behavior
Correct Errors in a Manner That Provides Instruction
Make Accommodations to Increase the Student's Chance of Success
Provide Positive Feedback When the Student Is Successful or Improves
Develop an Intervention for Attention-Seeking Misbehaviors
Determine Whether Ignoring Is an Appropriate Response
Discuss the Proposed Plan with the Student
When the Misbehavior Occurs, Continue What You Are Doing and Provide Positive Feedback to Other Students
When the Attention-Seeking Misbehavior Ceases, Give the Student Attention
Maintain Frequent Interactions with the Student When He Is Not Misbehaving
Monitor the Students Behavior to Determine Whether Progress Is Being Made
Develop an Intervention for Habitual and Purposeful Types of Misbehaviors
Remove Any Positive or Satisfying Aspects of Demonstrating the Misbehavior
Demonstrate to the Student That Positive Behavior Leads to Positive Results
Respond to the Misbehavior by Assigning Appropriate Corrective Consequences
Implement the Intervention Plan for Purposeful/Habitual Misbehavior
Discuss Your Preliminary Intervention Plan with the Student and, If Appropriate, the Students Family
Implement the Intervention Plan for at Least Two Weeks; Continue to Collect Data on the Target Behavior to Evaluate the Plan's Effectiveness
In Conclusion
The Evidence Base behind Discipline in the Secondary Classroom
Schoolwide Implementation of Discipline in the Secondary Classroom
Cultural Competence
Professionalism for the First-Year Teacher
Mapping Discipline in the Secondary Classroom to a Framework for Teaching
CHAMPS Icons
References
Name Index
Subject Index
How to Use the DVD

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