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| Preface | |
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| Classroom Discipline: The Problem and the Solution | |
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| Chapter Preview | |
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| The Problem of Student Misbehavior | |
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| The Meanings of Behavior and Misbehavior | |
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| Types of Misbehavior You Will Encounter | |
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| The Roles of Discipline and Behavior Management | |
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| Toward Resolving the Discipline Problem | |
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| Organizing a Personal System of Discipline | |
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| Your Entry Point for Developing a Personal System of Discipline | |
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| Getting Started on Principle 1: Presenting and Conducting Yourself in a Professional Manner | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Questions and Activities | |
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| References | |
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| Great Pioneers in Classroom Discipline | |
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| Chapter Preview | |
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| The Evolution of Classroom Discipline | |
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| Fritz Redl and William Wattenberg: Discipline through Influencing Group Behavior | |
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| B. F. Skinner: Discipline through Shaping Desired Behavior | |
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| Jacob Kounin: Improving Discipline through Lesson Management | |
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| Haim Ginott: Discipline through Congruent Communication | |
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| Rudolf Dreikurs: Discipline through Democratic Teaching | |
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| Thomas Gordon: Discipline as Self-Control | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Questions and Activities | |
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| References | |
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| Lee and Marlene Canter's Assertive Discipline | |
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| Overview of the Canters' Model | |
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| About Lee and Marlene Canter | |
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| The Canters' Contributions to Discipline | |
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| The Canters' Central Focus | |
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| The Canters' Principal Teachings | |
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| Analysis of the Canters' Assertive Discipline | |
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| Strengths of the Canters' Assertive Discipline | |
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| Initiating the Canters' Assertive Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Lee and Marlene Canter | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Fred Jones's Positive Classroom Discipline | |
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| Overview of Jones's Model | |
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| About Fred Jones | |
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| Jones's Contributions to Discipline | |
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| Jones's Central Focus | |
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| Jones's Principal Teachings | |
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| Analysis of Jones's Positive Classroom Discipline | |
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| Strengths of Jones's Positive Classroom Discipline | |
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| Initiating Jones's Positive Classroom Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Fred Jones | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| William Glasser's Noncoercive Discipline | |
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| Overview of Glasser's Model | |
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| About William Glasser | |
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| Glasser's Contributions to Discipline | |
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| Glasser's Central Focus | |
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| Glasser's Principal Teachings | |
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| Analysis of Glasser's Noncoercive Discipline | |
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| Moving toward Quality Classrooms | |
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| Strengths of Glasser's Noncoercive Discipline | |
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| Initiating Glasser's Noncoercive Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from William Glasser | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Marvin Marshall's Discipline through Raising Responsibility | |
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| Overview of Marvin Marshall's Model | |
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| About Marvin Marshall | |
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| Marshall's Contributions to Discipline | |
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| Marshall's Central Focus | |
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| Marshall's Principal Teachings | |
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| Analysis of Marshall's Discipline through Raising Responsibility | |
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| Strengths of Marshall's Raise Responsibility System | |
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| Initiating Marshall's Raise Responsibility System | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Marvin Marshall | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom | |
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| Overview of Nelsen, Lott, and Glenn's Model | |
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| About Jane Nelsen, Lynn Lott, and H. Stephen Glenn | |
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| Nelsen, Lott, and Glenn's Contributions to Discipline | |
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| Nelsen, Lott, and Glenn's Central Focus | |
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| Nelsen, Lott, and Glenn's Principal Teachings | |
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| Analysis of Nelsen, Lott, and Glenn's Positive Discipline in the Classroom | |
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| Strengths of Positive Discipline in the Classroom | |
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| Initiating Positive Discipline in the Classroom | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Nelsen, Lott, and Glenn | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Richard Curwin and Allen Mendler's Discipline with Dignity | |
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| Overview of Curwin and Mendler's Model | |
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| About Richard Curwin and Allen Mendler | |
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| Curwin and Mendler's Contributions to Discipline | |
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| Curwin and Mendler's Central Focus | |
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| Curwin and Mendler's Principal Teachings | |
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| Analysis of Curwin and Mendler's Discipline with Dignity | |
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| Strengths of Curwin and Mendler's Discipline with Dignity | |
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| Initiating Curwin and Mendler's Discipline with Dignity | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Curwin and Mendler | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Barbara Coloroso's Inner Discipline | |
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| Overview of Coloroso's Model | |
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| About Barbara Coloroso | |
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| Coloroso's Contributions to Discipline | |
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| Coloroso's Central Focus | |
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| Coloroso's Principal Teachings | |
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| Analysis of Coloroso's Inner Discipline | |
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| Strengths of Coloroso's Inner Discipline | |
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| Initiating Coloroso's Inner Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Barbara Coloroso | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Budd Churchward's Honor Level System of Discipline | |
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| Overview of Churchward's Model | |
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| About Budd Churchward | |
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| Churchward's Contributions to Discipline | |
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| Churchward's Central Focus | |
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| Churchward's Principal Teachings | |
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| Analysis of Churchward's Honor Level System | |
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| Strengths of Churchward's Honor Level System | |
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| Initiating Churchward's Honor Level System | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Budd Churchward | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Spencer Kagan, Patricia Kyle, and Sally Scott's Win-Win Discipline | |
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| Overview of Kagan, Kyle, and Scott's Model | |
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| About Spencer Kagan, Patricia Kyle, and Sally Scott | |
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| Kagan, Kyle, and Scott's Contributions to Discipline | |
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| Kagan, Kyle, and Scott's central Focus | |
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| Kagan, Kyle, and Scott's Principal Teachings | |
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| Analysis of Kagan, Kyle, and Scott's Win-Win Discipline | |
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| Parent and Community Alliances and Schoolwide Programs | |
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| Strengths of Kagan, Kyle, and Scott's Win-Win Discipline | |
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| Initiating Kagan, Kyle, and Scott's Win-Win Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Kagan, Kyle, and Scott | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Linda Albert's Cooperative Discipline | |
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| Overview of Albert's Model | |
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| About Linda Albert | |
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| Albert's Contributions to Discipline | |
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| Albert's Central Focus | |
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| Albert's Principal Teachings | |
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| Analysis of Albert's Cooperative Discipline | |
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| Strengths of Albert's Cooperative Discipline | |
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| Initiating Albert's Cooperative Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Linda Albert | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| C. M. Charles's Synergetic Discipline | |
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| Overview of Charles's Model | |
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| About C. M. Charles | |
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| Charles's Contributions to Discipline | |
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| Charles's Central Focus | |
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| Charles's Principal Teachings | |
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| Analysis of Charles's Synergetic Discipline | |
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| Strengths of Charles's Synergetic Discipline | |
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| Initiating Charles's Synergetic Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from C. M. Charles | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Alfie Kohn's Beyond Discipline | |
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| Overview of Kohn's Model | |
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| About Alfie Kohn | |
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| Kohn's Central Focus | |
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| Kohn's Contributions to Discipline | |
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| Kohn's Principal Teachings | |
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| Analysis of Kohn's Beyond Discipline | |
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| Strengths of Kohn's Beyond Discipline | |
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| Implementing Kohn's Beyond Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Selected Seven--Summary Suggestions from Alfie Kohn | |
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| Concept Cases | |
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| Questions and Activities | |
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| You Are the Teacher | |
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| References | |
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| Working Effectively with All Students | |
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| Chapter Preview | |
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| Working with Economically Disadvantaged Students | |
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| Working with Recently Arrived Immigrant Students | |
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| Working with African American Students | |
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| Working with American Indian/Alaska Native Students | |
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| Working with Asian American Students | |
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| Working with Hispanic American Students | |
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| Working with Students Who Are Behaviorally at Risk of Failure | |
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| Working with Students Who Have Attention Deficit and Hyperactivity Disorder (ADHD) | |
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| Working with Students Who Abuse Drugs and Alcohol | |
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| Working with Students Prone to Violence, Bullying, and Hate Crimes | |
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| Getting Parents on Your Side | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Questions and Activities | |
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| References | |
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| Formalizing Your Personal System of Discipline | |
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| Chapter Preview | |
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| The Five Principles and Your Personal System of Discipline | |
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| Clarifying Your Philosophy of Discipline | |
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| Clarifying Your Theory of Discipline | |
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| Clarifying Your Practice of Discipline | |
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| Two Sample Approaches to Discipline | |
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| Finalizing Your Personal System of Discipline | |
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| Key Terms and Concepts Presented in This Chapter | |
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| Glossary of Terms Related to Discipline | |
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| Bibliography | |
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| Index | |