Tabla de contenidos provista por Syndetics

• Preface(p. xv)
• 1 Classroom Discipline: The Problem and the Solution(p. 1)
• Chapter Preview(p. 1)
• The Problem of Student Misbehavior(p. 2)
• The Meanings of Behavior and Misbehavior(p. 3)
• Types of Misbehavior You Will Encounter(p. 3)
• The Roles of Discipline and Behavior Management(p. 4)
• Toward Resolving the Discipline Problem(p. 5)
• Organizing a Personal System of Discipline(p. 6)
• Your Entry Point for Developing a Personal System of Discipline(p. 8)
• Getting Started on Principle 1: Presenting and Conducting Yourself in a Professional Manner(p. 16)
• Key Terms and Concepts Presented in This Chapter(p. 19)
• Questions and Activities(p. 19)
• References(p. 20)
• 2 Great Pioneers in Classroom Discipline(p. 21)
• Chapter Preview(p. 21)
• The Evolution of Classroom Discipline(p. 21)
• Fritz Redl and William Wattenberg: Discipline through Influencing Group Behavior(p. 22)
• B. F. Skinner: Discipline through Shaping Desired Behavior(p. 24)
• Jacob Kounin: Improving Discipline through Lesson Management(p. 25)
• Haim Ginott: Discipline through Congruent Communication(p. 27)
• Rudolf Dreikurs: Discipline through Democratic Teaching(p. 30)
• Thomas Gordon: Discipline as Self-Control(p. 33)
• Key Terms and Concepts Presented in This Chapter(p. 35)
• Questions and Activities(p. 36)
• References(p. 36)
• 3 Lee and Marlene Canter's Assertive Discipline(p. 37)
• Overview of the Canters' Model(p. 37)
• About Lee and Marlene Canter(p. 38)
• The Canters' Contributions to Discipline(p. 38)
• The Canters' Central Focus(p. 38)
• The Canters' Principal Teachings(p. 39)
• Analysis of the Canters' Assertive Discipline(p. 40)
• Strengths of the Canters' Assertive Discipline(p. 50)
• Initiating the Canters' Assertive Discipline(p. 51)
• Key Terms and Concepts Presented in This Chapter(p. 51)
• Selected Seven--Summary Suggestions from Lee and Marlene Canter(p. 52)
• Concept Cases(p. 52)
• Questions and Activities(p. 53)
• You Are the Teacher(p. 53)
• References(p. 54)
• 4 Fred Jones's Positive Classroom Discipline(p. 55)
• Overview of Jones's Model(p. 55)
• About Fred Jones(p. 56)
• Jones's Contributions to Discipline(p. 56)
• Jones's Central Focus(p. 56)
• Jones's Principal Teachings(p. 57)
• Analysis of Jones's Positive Classroom Discipline(p. 58)
• Strengths of Jones's Positive Classroom Discipline(p. 68)
• Initiating Jones's Positive Classroom Discipline(p. 68)
• Key Terms and Concepts Presented in This Chapter(p. 69)
• Selected Seven--Summary Suggestions from Fred Jones(p. 69)
• Concept Cases(p. 70)
• Questions and Activities(p. 70)
• You Are the Teacher(p. 71)
• References(p. 72)
• 5 William Glasser's Noncoercive Discipline(p. 73)
• Overview of Glasser's Model(p. 73)
• About William Glasser(p. 74)
• Glasser's Contributions to Discipline(p. 74)
• Glasser's Central Focus(p. 75)
• Glasser's Principal Teachings(p. 75)
• Analysis of Glasser's Noncoercive Discipline(p. 77)
• Moving toward Quality Classrooms(p. 85)
• Strengths of Glasser's Noncoercive Discipline(p. 87)
• Initiating Glasser's Noncoercive Discipline(p. 88)
• Key Terms and Concepts Presented in This Chapter(p. 89)
• Selected Seven--Summary Suggestions from William Glasser(p. 89)
• Concept Cases(p. 89)
• Questions and Activities(p. 90)
• You Are the Teacher(p. 91)
• References(p. 91)
• 6 Marvin Marshall's Discipline through Raising Responsibility(p. 93)
• Overview of Marvin Marshall's Model(p. 93)
• About Marvin Marshall(p. 94)
• Marshall's Contributions to Discipline(p. 94)
• Marshall's Central Focus(p. 94)
• Marshall's Principal Teachings(p. 94)
• Analysis of Marshall's Discipline through Raising Responsibility(p. 96)
• Strengths of Marshall's Raise Responsibility System(p. 106)
• Initiating Marshall's Raise Responsibility System(p. 107)
• Key Terms and Concepts Presented in This Chapter(p. 107)
• Selected Seven--Summary Suggestions from Marvin Marshall(p. 108)
• Concept Cases(p. 108)
• Questions and Activities(p. 109)
• You Are the Teacher(p. 109)
• References(p. 110)
• 7 Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom(p. 111)
• Overview of Nelsen, Lott, and Glenn's Model(p. 111)
• About Jane Nelsen, Lynn Lott, and H. Stephen Glenn(p. 112)
• Nelsen, Lott, and Glenn's Contributions to Discipline(p. 112)
• Nelsen, Lott, and Glenn's Central Focus(p. 112)
• Nelsen, Lott, and Glenn's Principal Teachings(p. 113)
• Analysis of Nelsen, Lott, and Glenn's Positive Discipline in the Classroom(p. 113)
• Strengths of Positive Discipline in the Classroom(p. 124)
• Initiating Positive Discipline in the Classroom(p. 124)
• Key Terms and Concepts Presented in This Chapter(p. 125)
• Selected Seven--Summary Suggestions from Nelsen, Lott, and Glenn(p. 125)
• Concept Cases(p. 126)
• Questions and Activities(p. 126)
• You Are the Teacher(p. 127)
• References(p. 127)
• 8 Richard Curwin and Allen Mendler's Discipline with Dignity(p. 128)
• Overview of Curwin and Mendler's Model(p. 128)
• About Richard Curwin and Allen Mendler(p. 129)
• Curwin and Mendler's Contributions to Discipline(p. 129)
• Curwin and Mendler's Central Focus(p. 130)
• Curwin and Mendler's Principal Teachings(p. 130)
• Analysis of Curwin and Mendler's Discipline with Dignity(p. 131)
• Strengths of Curwin and Mendler's Discipline with Dignity(p. 142)
• Initiating Curwin and Mendler's Discipline with Dignity(p. 142)
• Key Terms and Concepts Presented in This Chapter(p. 143)
• Selected Seven--Summary Suggestions from Curwin and Mendler(p. 144)
• Concept Cases(p. 144)
• Questions and Activities(p. 145)
• You Are the Teacher(p. 145)
• References(p. 146)
• 9 Barbara Coloroso's Inner Discipline(p. 147)
• Overview of Coloroso's Model(p. 147)
• About Barbara Coloroso(p. 148)
• Coloroso's Contributions to Discipline(p. 148)
• Coloroso's Central Focus(p. 148)
• Coloroso's Principal Teachings(p. 149)
• Analysis of Coloroso's Inner Discipline(p. 150)
• Strengths of Coloroso's Inner Discipline(p. 159)
• Initiating Coloroso's Inner Discipline(p. 159)
• Key Terms and Concepts Presented in This Chapter(p. 160)
• Selected Seven--Summary Suggestions from Barbara Coloroso(p. 161)
• Concept Cases(p. 161)
• Questions and Activities(p. 162)
• You Are the Teacher(p. 162)
• References(p. 163)
• 10 Budd Churchward's Honor Level System of Discipline(p. 164)
• Overview of Churchward's Model(p. 164)
• About Budd Churchward(p. 165)
• Churchward's Contributions to Discipline(p. 165)
• Churchward's Central Focus(p. 165)
• Churchward's Principal Teachings(p. 166)
• Analysis of Churchward's Honor Level System(p. 167)
• Strengths of Churchward's Honor Level System(p. 176)
• Initiating Churchward's Honor Level System(p. 177)
• Key Terms and Concepts Presented in This Chapter(p. 177)
• Selected Seven--Summary Suggestions from Budd Churchward(p. 178)
• Concept Cases(p. 178)
• Questions and Activities(p. 179)
• You Are the Teacher(p. 179)
• References(p. 180)
• 11 Spencer Kagan, Patricia Kyle, and Sally Scott's Win-Win Discipline(p. 181)
• Overview of Kagan, Kyle, and Scott's Model(p. 181)
• About Spencer Kagan, Patricia Kyle, and Sally Scott(p. 182)
• Kagan, Kyle, and Scott's Contributions to Discipline(p. 182)
• Kagan, Kyle, and Scott's central Focus(p. 183)
• Kagan, Kyle, and Scott's Principal Teachings(p. 183)
• Analysis of Kagan, Kyle, and Scott's Win-Win Discipline(p. 184)
• Parent and Community Alliances and Schoolwide Programs(p. 193)
• Strengths of Kagan, Kyle, and Scott's Win-Win Discipline(p. 194)
• Initiating Kagan, Kyle, and Scott's Win-Win Discipline(p. 194)
• Key Terms and Concepts Presented in This Chapter(p. 195)
• Selected Seven--Summary Suggestions from Kagan, Kyle, and Scott(p. 196)
• Concept Cases(p. 196)
• Questions and Activities(p. 197)
• You Are the Teacher(p. 197)
• References(p. 198)
• 12 Linda Albert's Cooperative Discipline(p. 199)
• Overview of Albert's Model(p. 199)
• About Linda Albert(p. 200)
• Albert's Contributions to Discipline(p. 200)
• Albert's Central Focus(p. 200)
• Albert's Principal Teachings(p. 201)
• Analysis of Albert's Cooperative Discipline(p. 202)
• Strengths of Albert's Cooperative Discipline(p. 214)
• Initiating Albert's Cooperative Discipline(p. 214)
• Key Terms and Concepts Presented in This Chapter(p. 215)
• Selected Seven--Summary Suggestions from Linda Albert(p. 215)
• Concept Cases(p. 216)
• Questions and Activities(p. 216)
• You Are the Teacher(p. 216)
• References(p. 217)
• 13 C. M. Charles's Synergetic Discipline(p. 218)
• Overview of Charles's Model(p. 218)
• About C. M. Charles(p. 219)
• Charles's Contributions to Discipline(p. 219)
• Charles's Central Focus(p. 219)
• Charles's Principal Teachings(p. 219)
• Analysis of Charles's Synergetic Discipline(p. 221)
• Strengths of Charles's Synergetic Discipline(p. 235)
• Initiating Charles's Synergetic Discipline(p. 235)
• Key Terms and Concepts Presented in This Chapter(p. 235)
• Selected Seven--Summary Suggestions from C. M. Charles(p. 236)
• Concept Cases(p. 236)
• Questions and Activities(p. 237)
• You Are the Teacher(p. 237)
• References(p. 238)
• 14 Alfie Kohn's Beyond Discipline(p. 239)
• Overview of Kohn's Model(p. 239)
• About Alfie Kohn(p. 240)
• Kohn's Central Focus(p. 240)
• Kohn's Contributions to Discipline(p. 240)
• Kohn's Principal Teachings(p. 241)
• Analysis of Kohn's Beyond Discipline(p. 242)
• Strengths of Kohn's Beyond Discipline(p. 251)
• Implementing Kohn's Beyond Discipline(p. 251)
• Key Terms and Concepts Presented in This Chapter(p. 252)
• Selected Seven--Summary Suggestions from Alfie Kohn(p. 253)
• Concept Cases(p. 253)
• Questions and Activities(p. 254)
• You Are the Teacher(p. 254)
• References(p. 255)
• 15 Working Effectively with All Students(p. 256)
• Chapter Preview(p. 256)
• Working with Economically Disadvantaged Students(p. 256)
• Working with Recently Arrived Immigrant Students(p. 257)
• Working with African American Students(p. 258)
• Working with American Indian/Alaska Native Students(p. 259)
• Working with Asian American Students(p. 260)
• Working with Hispanic American Students(p. 262)
• Working with Students Who Are Behaviorally at Risk of Failure(p. 263)
• Working with Students Who Have Attention Deficit and Hyperactivity Disorder (ADHD)(p. 264)
• Working with Students Who Abuse Drugs and Alcohol(p. 265)
• Working with Students Prone to Violence, Bullying, and Hate Crimes(p. 267)
• Getting Parents on Your Side(p. 269)
• Key Terms and Concepts Presented in This Chapter(p. 270)
• Questions and Activities(p. 270)
• References(p. 271)
• 16 Formalizing Your Personal System of Discipline(p. 273)
• Chapter Preview(p. 273)
• The Five Principles and Your Personal System of Discipline(p. 273)
• Clarifying Your Philosophy of Discipline(p. 274)
• Clarifying Your Theory of Discipline(p. 275)
• Clarifying Your Practice of Discipline(p. 277)
• Two Sample Approaches to Discipline(p. 282)
• Finalizing Your Personal System of Discipline(p. 288)
• Key Terms and Concepts Presented in This Chapter(p. 290)
• Glossary of Terms Related to Discipline(p. 291)
• Bibliography(p. 304)
• Index(p. 309)

Notas de autor provistas por Syndetics

C. M. Charles: Emeritus, San Diego State University
Gail W. Senter: California State University San Marcos