Description

Appropriate for courses in Classroom Management and Classroom Discipline.

Charles is the leading classroom management models text. It covers and applies the most important management and discipline approaches, from Redl, Wattenberg, Skinner, and Glasser through Jones, Kagan, Cook, and others.

This book has two main goals. The first is to help readers understand and become highly competent in today’s major concepts, terminology, approaches, and strategies in discipline. Toward that end, information is presented on the nature of behavior and misbehavior, students’ behavioral traits, teachers’ obligations in discipline, and the goals and procedures of today’s most respected approaches in management. The second goal is to assist teachers in organizing systems of management that best meet their needs and those of their students. A comprehensive review of outstanding strategies and tactics is presented with further information and guidance to help teachers develop effective, well-rounded systems of management and discipline for any class.

On the New Edition of Building Classroom Discipline

“I feel the book is the best overview of Classroom Management for an entry-level teacher. It has a strong theoretical basis and provides students with a sound overview of classroom management. . . . [E]ach chapter is easy to follow and . . . [t]he case examples and the application examples strengthen each chapter. . . . A true gem of a book!”

--Aubrey Fine, CA Poly University

[Two things] I like about the new edition that the [previous edition did] not have [are] the chapter on self-assessment, as well as [the] inclusion of the Be the Teacher Scenarios in all the chapters. My students have enjoyed the Be the Teacher practice exercises a lot, and I am glad that with the new edition they will have even more opportunities to practice.”

--Madalina Tanase, University of North Florida

“Not only does Charles provide the essence of each model, but he focuses on how to execute the model in a classroom. The step-by-step approach is exceptional.”

--Deborah Burris, Southern Illinios University — Carbondale

Features

• Analyzes 18 models of management and discipline developed by leading educational thinkers over the past 60 years and shows how they can be applied in realistic situations.
• A unique contribution of this text is that the present-day theorists presented in the book work with the author to ensure accuracy in the presentation of their models.
• Includes the voices of practicing teachers.
• Includes a wealth of activities at the end of the chapters (tests, self tests, case studies) to help reinforce and apply the content for readers.

New to this Edition

This 11th edition of Building Classroom Discipline has been thoroughly reorganized for greater effectiveness in helping users develop discipline skills and personalized systems of discipline. These changes include:

• A new chapter on the neurological bases of behavior (Chapter 11).
• A new chapter that provides a comprehensive review of the best tactics and strategies today (Chapter 12).
• A new chapter containing self-assessment activities to help readers refine their capabilities across a comprehensive array of concepts and tactics (Chapter 13).
• More opportunities to practice, reflect, and apply throughout the book (e.g., Be the Teacher Scenarios exercise are now throughout the book).
• A Planning Rubric in Chapter 14 to help readers organize high-quality discipline approaches that meet their particular needs as well as those of their students.
• Insightful reflections by experienced elementary and secondary teachers in every chapter on the application of chapter concepts in real classrooms.

Table of Contents

Phase I Conceptual Grounding in Discipline

Chapter 1 - Classroom Discipline: The Problems and the Promise

Chapter 2 - Recognizing Your Obligations and Charting the Course Ahead

 

Phase II Preparing Yourself to Take Charge in the Classroom

Chapter 3 - The Development of Modern Discipline

Chapter 4 - Ron Morrish on Organizing and Presenting a Basic Discipline Plan

Chapter 5 - Craig Seganti on Taking Charge of the Classroom

Chapter 6 - Harry and Rosemary Wong on the First Things You Should Teach

 

Phase III Engaging with Your Students and Activating Their Internal Motivation

Chapter 7 - Fred Jones on Keeping Students Willingly Engaged in Learning

Chapter 8 - Marvin Marshall on Fostering Responsible Behavior

Chapter 9 - William Glasser on Releasing the Power of Positive Choice

Chapter 10 - Spencer Kagan on Working on the Same Side with Students

Chapter 11 - Paula Cook on Helping Students Who Exhibit Neurological-Based Behavior

 

Phase IV Perfecting and Personalizing Your Approach to Discipline

Chapter 12 - Aligning Authoritative Views with the Eight Fundamental Questions in Discipline

Chapter 13 - Striving for Personal Excellence in Discipline

Chapter 14 - Building Your Personalized Approach to Discipline