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| Preface | |
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| New to this Edition | |
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| The Primary Purpose of this Book | |
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| The Nature of this Book and Primary Audiences | |
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| The Chapters and How They Are Presented | |
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| Review and Feedback from Authorities | |
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| Timeline of Major Contributions in Discipline | |
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| Acknowledgements | |
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| How do I Begin Organizing a System of Discipline that Meets my Needs? | |
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| What is Classroom Discipline and How Do I Encourage Productive Efforts in my Classroom? | |
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| A Preview of this Chapter | |
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| What to Look for in This Chapter | |
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| Professionalism in Teaching and Discipline | |
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| Seven Suggestions for Moving Toward Higher Levels of Professionalism | |
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| Behavior, Misbehavior, and Discipline | |
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| Contrasting the Behavior in Two Classrooms | |
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| A Closer Look at Student Misbehavior | |
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| Developing a Personalized Approach to Discipline | |
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| A Rubric for Planning a Personal System of Discipline | |
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| Professional and Philosophical Considerations | |
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| Specifics of My Discipline Plan | |
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| Communicating the Discipline Plan to Students and Others | |
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| For Reflection and Orientation: 20 Groups of Questions about Discipline | |
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| Terms and Concepts Emphasized in this Chapter | |
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| Activities | |
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| References | |
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| How Can I Anticipate My Students' Behavior, and How do I Recognize and Deal with Factors that Promote Misbehavior? | |
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| A Preview of this Chapter | |
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| What to Look for in this Chapter | |
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| Typical Behaviors and Interests of Students at Four Levels of Development | |
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| Needs, Interests, and Habits that Motivate Behavior (and Misbehavior) | |
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| Discussing Needs, Interests, and Habits with your Students | |
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| Exploring What Students Need and Want in Teachers and Schools | |
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| Socio-cultural Realities that Influence Behavior | |
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| Values that are Usually Emphasized in Schools | |
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| Areas Where Values May Come into Conflict | |
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| Economic Realities that Impinge on Student Behavior | |
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| Hidden Rules of Students in Poverty | |
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| Why Some Students feel Undervalued and Powerless | |
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| General Suggestions for Working with Students from all Societal and Economic Groups | |
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| Personal and Environmental Factors that Promote Misbehavior | |
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| Conditions that Reside in Individual Students | |
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| Conditions that Reside in Class Peers and Groups | |
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| Conditions that Reside in Instructional Environments | |
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| Conditions that Reside in Teachers and Other School Personnel | |
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| Terms Emphasized in this Chapter | |
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| Activities | |
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| References | |
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| How do I Recognize and Deal with Atypical Behavior that is Neurological-Based? | |
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| A Preview of This Chapter | |
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| What to Look for in this Chapter | |
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| Overview of Neurological Based Behavior | |
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| Principal Diagnoses Related to Neurological Based Behavior | |
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| A Word about Brain Injuries | |
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| Indicators of NBB | |
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| Sensory Integration Dysfunction | |
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| Attention Deficit Hyperactivity Disorder (ADHD) | |
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| Oppositional Defiant Disorder (ODD) | |
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| Bipolar Disorder | |
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| Learning Disabilities (LD) | |
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| Autism Spectrum Disorder (ASD) | |
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| Fetal Alcohol Spectrum Disorder (FASD) | |
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| Rage | |
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| Medication for Students with Behavioral Issues | |
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| Concluding Remarks | |
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| Terms and Concepts Emphasized in this Chapter | |
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| Activities | |
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| References | |
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| What Are the Foundations that Underlie Today's Best Systems of Discipline? | |
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| A Preview of this Chapter | |
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| Understandng Group Dynamics: Fritz Redl and William Wattenberg | |
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| Principles of Behavior Shaping: B.F. Skinner | |
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| Behavior as Choice: William Glasser | |
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| Lesson Management: Jacob Kounin | |
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| Congruent Communication: Haim Ginott | |
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| Human Needs and Democratic Teaching: Rudolf Dreikurs | |
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| Assertive Discipline: Lee and Marlene Canter | |
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| Responsibility and Inner Discipline: Barbara Coloroso | |
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| Classroom Learning Communities: Alfie Kohn | |
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| Terms Highlighted in this Chapter | |
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| Activities | |
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| References | |
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| What are Some of Today's Most Outstanding Approaches to Classroom Discipline? | |
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| How Does Ronald Morrish use Purposeful Teacher Guidance to Establish Class Discipline? | |
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| A Preview of Morrish's Approach to Discipline | |
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| What to Look for in this Chapter | |
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| How and Why Modern Discipline has Gone Wrong | |
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| Morrish's Solution-Real Discipline | |
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| Maxims Regarding the Mindset for Real Discipline | |
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| The Three-Phase Approach to Real Discipline | |
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| Training for Compliance | |
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| Teaching Students How to Behave | |
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| Managing Student Choice | |
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| Planning and Implementing the Discipline Program | |
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| Developing Teacher-Student Relationships | |
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| Consequences in Real Discipline | |
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| About Motivation and Rewards | |
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| Don't Promote Self-Indulgence | |
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| When Students Fail to Comply | |
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| Summary Rubric for Applying Real Discipline in the Classroom | |
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| Terms Emphasized in this Chapter | |
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| Concept Cases | |
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| You Are the Teacher | |
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| Activities | |
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| References | |
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| How Do Harry and Rosemary Wong use Responsibilities and Procedures to Establish Class Discipline? | |
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| A Preview of this Chapter | |
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| What to Look for in This Chapter | |
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| A Quick Read of The Wongs's Principal Suggestions | |
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| About Roles and Responsibilities | |
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| About Classrooms and Procedures | |
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| About School | |
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| About Teaching | |
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| About Testing and Evaluation | |
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| About Discipline | |
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| About The First Day of Class | |
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| About The First Week of Teaching | |
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| A Discipline Plan | |
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| Planning and Organizing | |
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| Procedures, and What They Entail | |
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| Examples of Procedures in a Fourth Grade Classroom | |
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| How to Begin a Class Successfully | |
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| The First Five Minutes are Critical | |
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| The First Day of School | |
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| The First Ten Days of School | |
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| Procedures for Cooperative Work Groups | |
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| A Word to Secondary Teachers | |
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| Summary Rubric for Applying The Wong's Suggestions in the Classroom | |
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| Concept Cases | |
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| You Are The Teacher | |
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| Activities | |
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| References | |
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| How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved? | |
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| A Preview of Jones's Approach to Discipline | |
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| What to Look for in this Chapter | |
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| Problems that Jones brought to Light | |
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| Massive Time Wasting | |
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| Student Passivity. | |
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| Aimlessness. | |
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| Helpless Handraising. | |
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| Ineffective Nagging. | |
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| Jones's Conclusions about What Effective Teachers Do | |
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| Conserve Time and Don't Allow Students to waste it. | |
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| Clearly Communicate They Mean Business. | |
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| Place Clearly-Defined Limits on Behavior. | |
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| Keep Students Actively Engaged in Learning. | |
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| IIncrease Student Motivation and Responsibility through Judicious use of Incentives. | |
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| Provide Help Efficiently During Independent Work. | |
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| Jones's Study Group Activity | |
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| Summary Rubric for Implementing Jones's Approach in the Classroom | |
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| Special Terms in Jones's Approach | |
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| Concept Cases | |
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| You Are the Teacher | |
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| Activities | |
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| References | |
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| How does William Glasser use Choice Theory and Quality Education to Establish Class Discipline? | |
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| A Preview of Glasser's Approach to Discipline | |
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| Glasser's Long-Lasting Influence | |
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| Major Concepts in Glasser's Noncoercive Discipline | |
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| Further Clarification of Glasser's Noncoercive Discipline | |
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| Meeting Students' Needs | |
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| Quality Curriculum | |
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| Quality Teaching | |
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| More on Lead Teaching | |
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| Choice Theory Applied to the Classroom | |
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| The Relation of Quality Teaching to Discipline | |
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| When Rules Are Broken | |
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| Moving Toward Quality Classrooms | |
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| Eliminating The Seven Deadly Habits | |
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| Emphasizing the Seven Connecting Habits | |
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| Gaining the Benefits of Quality Classrooms | |
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| Summary Rubric for Implementing Glasser's Ideas in the Classroom | |
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| Terms and Concepts Emphasized in this Chapter | |
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| Concept Cases | |
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| You Are The Teacher | |
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| Activities | |
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| References | |
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| How does Spencer Kagan Use Structures and Teacher-Student Same-Side Collaboration to Establish Class Discipline? | |
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| A Preview of Kagan's Approach to Discipline | |
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| What to Look for in this Chapter | |
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| Win-Win Discipline Overall | |
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| Goal, Elements, and Procedures | |
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| The ABCD of Disruptive Behavior | |
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| Student Positions and their Effect | |
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| Structures, Application, and Timing | |
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| More on Structures for the Moment of Disruption | |
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| More on Structures for Follow-Up | |
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| More on Structures for Long-Term Success | |
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| More on Structures for Promoting Life Skills | |
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| Intervention Strategies for Types of Misbehavior | |
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| For attention seeking behavior | |
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| For attempts to avoid failure or embarrassment | |
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| For being angry | |
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| For control-seeking | |
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| For overly energetic students | |
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| For bored students | |
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| For uninformed students | |
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| Parent and Community Alliances and Schoolwide Programs | |
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| Establishing Win-Win Discipline in the Classroom | |
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| Brief Review of Win-Win Discipline | |
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| Summary Rubric for Applying Win-Win Discipline | |
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| Special Terminology in Win-Win Discipline | |
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| Concept Cases | |
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| You Are the Teacher | |
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| Activities | |
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| References | |
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| How Does Marvin Marshall Establish Discipline by Activating Internal Motivation and Raising Student Responsibility? | |
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| A Preview of Marshall's Approach to Discipline | |
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| What to Look for in this Chapter | |
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| Ten Practices that Damage Teaching and How They can be Corrected | |
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| The Power of Internal Motivation | |
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| Two Ways of Managing People | |
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| Marshall's Hierarchy of Social Development | |
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| Value of the Hierarchy | |
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| Teaching the Hierarchy to Students | |
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| 25 Tactics Useful in Stimulating Students to Behave Responsibly | |
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| How to Intervene when Students Misbehave | |
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| Summary of the Marvin Marshall Teaching Model | |
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| Self-Evaluation for Teachers | |
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| Summary Rubric for Applying Marshall's System in the Classroom | |
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| Terms and Concepts Emphasized in this Chapter | |
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| Concept Cases | |
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| You Are the Teacher | |
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| Activities | |
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| References | |
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| How Does Craig Seganti Use Positive Teacher Leverage and Realistic Student Accountability to Establish Class Discipline? | |
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| A Preview of Seganti's Approach to Discipline | |
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| What to Look for in this Chapter | |
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| Key Attitudes and Skills in Seganti's Approach | |
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| Teacher Attitude that Promotes High Quality Discipline and Teaching | |
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| Student Accountability and 11 Rules that Promote It | |
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| Leverage that Ensures Students Comply with the Rules | |
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| Management Tactics that Support Desirable Behavior | |
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| Putting Seganti's Approach into Effect | |
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| Types of Students to Look For | |
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| The Doorway and Establishing Expectations | |
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| Assigning Seats | |
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| Learning Students' Names | |
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| Establishing Leverage | |
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| Excluding Students from your Class | |
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| Role of Administrators, Counselors, and Parents | |
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| Closing Comment from Mr. Seganti | |
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| Summary Rubric for Applying Seganti's Approach in the Classroom | |
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| Terms and Concepts Emphasized in this Chapter | |
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| Concept Cases | |
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| You Are The Teacher | |
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| Activities | |
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| References | |
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| What Additional Strategies Might I Use to Enhance My Personal System of Discipline? | |
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| How Do Top Teachers Establish Personal Influence with Students who are Difficult to Manage? | |
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| Chapter Preview | |
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| Dave Hingsburger's Technique: Use Power Sparingly and Grasp the Student's Point of View | |