Table of Contents

Preface

 

Stragegy 1.  Optimizing Student Success

Developing and Implementing a Comprehensive, Optimizing Approach to Classroom Discipline

Developing a Personal System of Discipline

Five Guiding Principles in Building a Personal System of Discipline

Notes on Professionalism, Ethics, and Legalities

On-Going Attention to the Five Principles

Three Contributions from Preservice Teachers

Two Sample Plans from Teachers In Service

Consultant: Barbara Coloroso on the Purpose and Practice of Discipline

In Summary

References

 

Strategy 2.  Preventing Misbehavior

Taking Proactive Steps to Prevent the Occurrence of Misbehavior in the Classroom

Chapter Preview

Definitions of Misbehavior

Types of Misbehavior

Causes of Misbehavior and What to Do about Them

Causes of Misbehavior that Reside in Individual Students

Causes of Misbehavior that Reside in Class Peers and Groups

Causes of Misbehavior that Reside in Instructional Environments

Causes of Misbehavior that Reside in Teachers and Other School Personnel

Recognizing and Correcting Teacher Misbehavior

Consultant: C. M. Charles on Preventing Misbehavior through Synergetic Teaching

In Summary

References

 

Strategy 3.  Clarifying Expectations

Explicitly Teaching Students How They Are Expected to Conduct Themselves in the Classroom

Chapter Preview

Clarifying Behavior Expectations for your Class

C. M. Charles on the Teacher/Student Cooperative Approach

Consultant: Ronald Morrish on the Teacher-Structured Approach

Consultant: Harry K. Wong on Classroom Procedures

A Sample of Wong’s Advice

The First Five Minutes are Critical

How to Establish Procedures for Your Classroom

Classroom Procedures Must Be Taught

About Classrooms, Teachers, and Procedures

About Roles and Responsibilities

About Discipline

More about the First Day

About The First Week of Teaching

In Summary

References

 

Strategy 4. Establishing Trust and Civility

Establishing and Maintaining an Atmosphere of Trust and Civility in your Classroom

Chapter Preview

The Meaning and Importance of Trust in the Classroom

Ethical Principles that Promote Trust

The Meaning and Importance of Civility in the Classroom

Consultant: P. M. Forni on Civility and Considerate Behavior

Consultant: Michele Borba on Developing Moral Intelligence

The Nature of Moral Intelligence

The Seven Virtues of Goodness

Why Building Moral Intelligence is Worth the Effort

Teaching Moral Intelligence in the Schools

The Relation of Moral Intelligence to Classroom Discipline

The Patient Teacher

In Summary

References

 

Strategy 5. Intervening Positively

Dealing with Misbehavior in a Positive and Productive Manner that Maintains Student Cooperation and Preserves Good Relationships

Chapter Preview

Normal Tactics for Use at the Moment of Disruption

Suggestions from Haim Ginott

Suggestions from Linda Albert

Suggestions from William Glasser

Suggestions from Marvin Marshall

Suggestions from Barbara Coloroso

Suggestions from Spencer Kagan

Suggestions from Ronald Morrish

Suggestions from C. M. Charles

Suggestions from Michele Borba

Suggestions from Ed Ford

Tactics for Use with Students who are More Difficult to Manage

Richard Curwin and Allen Mendler on At-Risk Students

Marvin Marshall on Working with Disaffected Teenagers

Barbara Coloroso on Dealing with Bullying and Hate Crimes

In Summary

References

 

Strategy 6. Adjusting Instruction

Teaching in a ‘Quality’ Manner, with the Instructional Program Aligned with Students’ Traits, Needs, and Interests.

Chapter Preview

Performance Goals for Quality Instruction

Methods of Teaching that Produce the Results You Want

Aligning Instruction with Student Characteristics

General Traits of Students at Four Points in School

Student Needs that Affect Behavior

Value Systems as They Affect Education

Information about Middle Class Caucasian-American Students

Information about Hispanic American Students

Information about African American Students

Information about Asian American and Pacific Islander Students

Information about American Indian/Alaska Native Students

Information about Recently-Arrived Immigrant Students

Information about Economically Disadvantaged Students

General Suggestions for Working with Students from all Ethnic and Economic Groups

In Summary

References

 

Strategy 7. Fostering a Sense of Togetherness

Developing a Sense of Togetherness among Members of the Class, with Emphasis on Safety, Belonging, Cooperation, and Mutual Support.

Chapter Preview

Part 1. Classrooms as Communities

Consultant: Alfie Kohn on Classrooms as Communities

Establishing Behavior Standards in Cooperative Classrooms

Resolving Behavior Issues in Cooperative Class Communities

Consultant: Spencer Kagan on Teacher-Student Cooperation in Discipline

Part 2. Class Meetings as a Regular Part of the Curriculum

Consultants: Jane Nelsen and Lynn Lott on Organizing and Using Class Meetings

Part 3. Connecting with Students and Conducting Cooperative Learning

Consultant: William Glasser on How Teachers Can Connect with Students

Part 4. Formalized Cooperative Learning

Roger Johnson and David Johnson on Cooperative Learning

In Summary

References

 

Strategy 8.  Improving Relationships and Communication

Working toward Positive Relationships and Effective Communication among Teacher, Students, and Parents and Guardians

Chapter Preview

Enhancing Personal Relations

Fundamental Skills in Human Relations

Giving Students Personal Attention

Discussing Students’ Opinions about the Class

Jane Nelsen and Lynn Lott on the Use of Relationship Builders

Introducing and Practicing Skills of Human Relations

Human Relations in the Primary Grades

Enhancing Communication

Haim Ginott on Congruent Communication

Stephen Covey on Empathetic Listening

Thomas Gordon on Removing Roadblocks to Communication

Why You Should Not Argue With Students

A Brief Self-Appraisal Guide Concerning Student Involvement

Communicating with Students’ Parents and Guardians

In Summary

References

 

Strategy 9. Developing Responsibility

Helping Students Develop an Internal Sense of Responsibility.

Chapter Preview

Developing Responsibility in School

Consultant: Ed Ford on the Responsible Thinking Process (RTP)®

Nature of the Responsible Thinking Process

The Teacher’s Role in the Responsible Thinking Process

How Respect is Taught in the Responsible Thinking Process

The Questioning Sequence in the Responsible Thinking Approach

Consultant: Marvin Marshall on Raising Student Responsibility

Nature of the Raise Responsibility System

Moving Toward Responsible Behavior

The Hierarchy of Social Development, Its Value, and How It Is Used

Focus on Internal Motivation

25 Tactics to Stimulate Students to Behave Responsibly

How to Intervene when Misbehavior Occurs

In Summary

References

 

Strategy 10: Using Special Tactics

Using Special Discipline Tactics to Help Students with Neurological Based Behavior

Chapter Preview

The Meaning, Effects, and Incidence of Neurological Based Behavior

Tactics for Teachers

Dave Hingsburger on Power and Mindset

Marvin Marshall on the Value of Positive Images

Joyce Pickering on Teaching Self-Control

Attention Deficit Hyperactivity Disorder (ADHD): Nature and Incidence

Tom Daly on Discipline for Students with ADHD

Sensory Processing Disorder: Nature and Incidence

Michele Mitchell on Discipline for Students with Sensory Processing Disorder

Paula Cook on Dealing with Student Rage

The Nature of Rage

The Rage Cycle and its Phases

In Summary

References

 

Bibliography

Promotional Information

This book presents ten proven strategies that enable teachers to develop and implement high-quality systems of classroom discipline that increase student responsibility and ethical behavior. The contents of the book are organized to address two major tasks that lead to highly effective discipline. The first task, which is addressed before the year or term begins and put in place during the first week, involves initial implementation of an effective system of discipline to begin the year or term. The second task, accomplished over time after school begins, involves working with students and their parents and guardians to progressively enhance the discipline program. This book includes practical suggestions from the most respected authorities in discipline and related areas, including: Linda Albert, Michele Borba, Paula Cook, Barbara Coloroso, Richard Curwin, Tom Daly, Ed Ford, P. M. Forni, Haim Ginott, William Glasser, Thomas Gordon, Diane Gossen, David Johnson, Roger Johnson, Fred Jones, Spencer Kagan, Alfie Kohn, Lynn Lott, Marvin Marshall, Allen Mendler, Ronald Morrish, Jane Nelsen, Ruby Payne, and Harry Wong. Here's what your colleagues are saying about this book! "I'd call this book a 'One-Stop-Shop.' It is almost like you have sat in on my classes and noticed the gaps that I was filling with additional lecture material." --Julie K. Jackson, University of Texas at Austin "The book successfully covers classroom management and discipline through strategies and practical applications as opposed to theory and model-centered approaches of many other texts." --Julie L. Reagan, SUNY Potsdam

About the Author

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.