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Building Classroom Discipline helps teachers develop personal systems of discipline tailored to their individual philosophies and personalities, as well as to the needs of their schools and communities. The text presents the latest developments in classroom discipline, as well as historical and transitional models of discipline, developed by some of the most astute educational thinkers of the past half century. Comprehensive enough to serve as a primary text, yet compact enough for use with other texts, this book can be used for courses in discipline and classroom management, learning and instruction, methods and teaching, and educational psychology.
New to This Edition
* A new structure presents today’s major discipline strategies and tactics within “themes” rather than solely within separate theorists’ models of discipline.
* A new chapter on understanding and working productively with students whose behavior is affected by neurological issues (Chapter 3) addresses an emerging need in classrooms.
* New chapters featuring Harry Wong’s views of classroom management (Chapter 8) and Ronald Morrish’s views on teacher guidance in discipline (Chapter 13) keep this text current with the latest thinking.
* A new chapter focuses on the nature and uses of self-restitution and moral intelligence (Chapter 11).
* New material helps readers understand the roles that professionalism, INTASC standards, and the Praxis Series play in classroom discipline.
* Expanded background information more clearly depicts the major historical efforts in discipline and howthose efforts have led to today’s most popular discipline approaches.
* A video of selected authorities commenting on their work and models is available free to adopters of the text. Contact your sales representative for more information.
“The book [Building Classroom Discipline] is undoubtedly the best available on the topic.”
–Edward Vockell, Purdue University, Hammond
“Building Classroom Discipline is a wonderful text to provide the backdrop for individual philosophies related to behavior management and guidance that needs to be challenged and developed.”
–Margaret Torrie, Iowa State University
|Introduction: Classroom Discipline: Myriad Problems and Multiple Prospects||1|
|Pt. I||Foundational Work in Classroom Discipline|
|Ch. 1||Group Dynamics and Classroom Discipline: The Pioneering Work of Fritz Redl and William Wattenberg||16|
|Ch. 2||Instructional Management and Democratic Teaching: The Contributions of Jacob Kounin and Rudolf Dreikurs||34|
|Ch. 3||Shaping Behavior Through Communication and Reinforcement: The Contributions of Haim Ginott and B. F. Skinner||56|
|Pt. II||Application Models of Classroom Discipline|
|Ch. 4||Lee and Marlene Canter's Assertive Discipline||82|
|Ch. 5||Fredric Jones's Positive Classroom Discipline||105|
|Ch. 6||Linda Albert's Cooperative Discipline||123|
|Ch. 7||Thomas Gordon's Discipline as Self-Control||143|
|Ch. 8||Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom||163|
|Ch. 9||William Glasser's Noncoercive Discipline||180|
|Ch. 10||Richard Curwin and Allen Mendler's Discipline with Dignity||198|
|Ch. 11||Two Emerging Views on Classroom Discipline: Barbara Coloroso's Inner Discipline and Alfie Kohn's Beyond Discipline||217|
|Pt. III||Toward Building a Personal System of Discipline|
|Ch. 12||Classrooms that Encourage Good Behavior||242|
|Ch. 13||Building a Personal System of Discipline||257|
|App||Classroom Scenarios for Analysis and Practice||283|