The leading text in the field, this book analyzes the contributions of the leading authorities in discipline to show how their theories and systems can be used by teachers to create structures of positive discipline. The text analyzes 18 models of school discipline developed by educational thinkers over the past 60 years and shows how they can be applied in realistic situations. A unique contribution of the text is that the present-day theorists listed also coordinate with Professor Charles to ensure accuracy in the presentation of their models. Teachers are motivated to create a structure of positive discipline based on the most effective elements from traditional and current disciplinary approaches.
Table of Contents
Preface New to this Edition The Primary Purpose of this Book The Nature of this Book and Primary Audiences The Chapters and How They Are Presented Review and Feedback from Authorities Timeline of Major Contributions in Discipline Acknowledgements Part I. How do I Begin Organizing a System of Discipline that Meets my Needs? Chapter 1. What is Classroom Discipline and How Do I Encourage Productive Efforts in my Classroom? A Preview of this Chapter What to Look for in This Chapter Professionalism in Teaching and Discipline Seven Suggestions for Moving Toward Higher Levels of Professionalism Behavior, Misbehavior, and Discipline Contrasting the Behavior in Two Classrooms A Closer Look at Student Misbehavior Developing a Personalized Approach to Discipline A Rubric for Planning a Personal System of Discipline Professional and Philosophical Considerations Specifics of My Discipline Plan Communicating the Discipline Plan to Students and Others For Reflection and Orientation: 20 Groups of Questions about Discipline Terms and Concepts Emphasized in this Chapter Activities References Chapter 2.How Can I Anticipate My Students' Behavior, and How do I Recognize and Deal with Factors that Promote Misbehavior? A Preview of this Chapter What to Look for in this Chapter Typical Behaviors and Interests of Students at Four Levels of Development Needs, Interests, and Habits that Motivate Behavior (and Misbehavior) Discussing Needs, Interests, and Habits with your Students Exploring What Students Need and Want in Teachers and Schools Socio-cultural Realities that Influence Behavior Values that are Usually Emphasized in Schools Areas Where Values May Come into Conflict Economic Realities that Impinge on Student Behavior Hidden Rules of Students in Poverty Why Some Students feel Undervalued and Powerless General Suggestions for Working with Students from all Societal and Economic Groups Personal and Environmental Factors that Promote Misbehavior Conditions that Reside in Individual Students Conditions that Reside in Class Peers and Groups Conditions that Reside in Instructional Environments Conditions that Reside in Teachers and Other School Personnel Terms Emphasized in this Chapter Activities References Chapter 3. How do I Recognize and Deal with Atypical Behavior that is Neurological-Based? A Preview of This Chapter What to Look for in this Chapter Overview of Neurological Based Behavior Scenario 1 Principal Diagnoses Related to Neurological Based Behavior A Word about Brain Injuries Indicators of NBB Sensory Integration Dysfunction Scenario 2 Attention Deficit Hyperactivity Disorder (ADHD) Oppositional Defiant Disorder (ODD) Bipolar Disorder Learning Disabilities (LD) Scenario 3 Autism Spectrum Disorder (ASD) Scenario 4 Fetal Alcohol Spectrum Disorder (FASD) Scenario 5 Rage Scenario 6 Medication for Students with Behavioral Issues Concluding Remarks Scenario 7 Terms and Concepts Emphasized in this Chapter Activities References Chapter 4. What Are the Foundations that Underlie Today's Best Systems of Discipline? A Preview of this Chapter Understandng Group Dynamics: Fritz Redl and William Wattenberg Principles of Behavior Shaping: B.F. Skinner Behavior as Choice: William Glasser Lesson Management: Jacob Kounin Congruent Communication: Haim Ginott Human Needs and Democratic Teaching: Rudolf Dreikurs Assertive Discipline: Lee and Marlene Canter Responsibility and Inner Discipline: Barbara Coloroso Classroom Learning Communities: Alfie Kohn Terms Highlighted in this Chapter Activities References Part II. What are Some of Today's Most Outstanding Approaches to Classroom Discipline? Chapter 5. How Does Ronald Morrish use Purposeful Teacher Guidance to Establish Class Discipline? A Preview of Morrish's Approach to Discipline What to Look for in this Chapter How and Why Modern Discipline has Gone Wrong Morrish's Solution--Real Discipline Maxims Regarding the Mindset for Real Discipline The Three-Phase Approach to Real Discipline Phase 1. Training for Compliance Phase 2. Teaching Students How to Behave Phase 3. Managing Student Choice Planning and Implementing the Discipline Program Developing Teacher-Student Relationships Consequences in Real Discipline About Motivation and Rewards Don't Promote Self-Indulgence When Students Fail to Comply Summary Rubric for Applying Real Discipline in the Classroom Terms Emphasized in this Chapter Concept Cases You Are the Teacher Activities References Chapter 6. How Do Harry and Rosemary Wong use Responsibilities and Procedures to Establish Class Discipline? A Preview of this Chapter What to Look for in This Chapter A Quick Read of The Wongs's Principal Suggestions About Roles and Responsibilities About Classrooms and Procedures About School About Teaching About Testing and Evaluation About Discipline About The First Day of Class About The First Week of Teaching A Discipline Plan Planning and Organizing Procedures, and What They Entail Examples of Procedures in a Fourth Grade Classroom How to Begin a Class Successfully The First Five Minutes are Critical The First Day of School The First Ten Days of School Procedures for Cooperative Work Groups A Word to Secondary Teachers Summary Rubric for Applying The Wong's Suggestions in the Classroom Concept Cases You Are The Teacher Activities References Chapter 7. How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved? A Preview of Jones's Approach to Discipline What to Look for in this Chapter Problems that Jones brought to Light Massive Time Wasting Student Passivity. Aimlessness. Helpless Handraising. Ineffective Nagging. Jones's Conclusions about What Effective Teachers Do Conserve Time and Don't Allow Students to waste it. Clearly Communicate They Mean Business. Place Clearly-Defined Limits on Behavior. Keep Students Actively Engaged in Learning. IIncrease Student Motivation and Responsibility through Judicious use of Incentives. Provide Help Efficiently During Independent Work. Jones's Study Group Activity Summary Rubric for Implementing Jones's Approach in the Classroom Special Terms in Jones's Approach Concept Cases You Are the Teacher Activities References Chapter 8. How does William Glasser use Choice Theory and Quality Education to Establish Class Discipline? A Preview of Glasser's Approach to Discipline Glasser's Long-Lasting Influence Major Concepts in Glasser's Noncoercive Discipline Further Clarification of Glasser's Noncoercive Discipline Meeting Students' Needs Quality Curriculum Quality Teaching More on Lead Teaching Choice Theory Applied to the Classroom The Relation of Quality Teaching to Discipline When Rules Are Broken Moving Toward Quality Classrooms Eliminating The Seven Deadly Habits Emphasizing the Seven Connecting Habits Gaining the Benefits of Quality Classrooms Summary Rubric for Implementing Glasser's Ideas in the Classroom Terms and Concepts Emphasized in this Chapter Concept Cases You Are The Teacher Activities References Chapter 9. How does Spencer Kagan Use Structures and Teacher-Student Same-Side Collaboration to Establish Class Discipline? A Preview of Kagan's Approach to Discipline What to Look for in this Chapter Win-Win Discipline Overall Goal, Elements, and Procedures The ABCD of Disruptive Behavior Student Positions and their Effect Structures, Application, and Timing More on Structures for the Moment of Disruption More on Structures for Follow-Up More on Structures for Long-Term Success More on Structures for Promoting Life Skills Intervention Strategies for Types of Misbehavior For attention seeking behavior For attempts to avoid failure or embarrassment For being angry For control-seeking For overly energetic students For bored students For uninformed students Parent and Community Alliances and Schoolwide Programs Establishing Win-Win Discipline in the Classroom Brief Review of Win-Win Discipline Summary Rubric for Applying Win-Win Discipline Special Terminology in Win-Win Discipline Concept Cases You Are the Teacher Activities References Chapter 10. How Does Marvin Marshall Establish Discipline by Activating Internal Motivation and Raising Student Responsibility? A Preview of Marshall's Approach to Discipline What to Look for in this Chapter Ten Practices that Damage Teaching and How They can be Corrected The Power of Internal Motivation Two Ways of Managing People Marshall's Hierarchy of Social Development Value of the Hierarchy Teaching the Hierarchy to Students 25 Tactics Useful in Stimulating Students to Behave Responsibly How to Intervene when Students Misbehave Summary of the Marvin Marshall Teaching Model Self-Evaluation for Teachers Summary Rubric for Applying Marshall's System in the Classroom Terms and Concepts Emphasized in this Chapter Concept Cases You Are the Teacher Activities References Chapter 11. How Does Craig Seganti Use Positive Teacher Leverage and Realistic Student Accountability to Establish Class Discipline? A Preview of Seganti's Approach to Discipline What to Look for in this Chapter Key Attitudes and Skills in Seganti's Approach Teacher Attitude that Promotes High Quality Discipline and Teaching Student Accountability and 11 Rules that Promote It Leverage that Ensures Students Comply with the Rules Management Tactics that Support Desirable Behavior Putting Seganti's Approach into Effect Types of Students to Look For The Doorway and Establishing Expectations Assigning Seats Learning Students' Names Establishing Leverage Excluding Students from your Class Role of Administrators, Counselors, and Parents Closing Comment from Mr. Seganti Summary Rubric for Applying Seganti's Approach in the Classroom Terms and Concepts Emphasized in this Chapter Concept Cases You Are The Teacher Activities References Part III. What Additional Strategies Might I Use to Enhance My Personal System of Discipline? Chapter 12. How Do Top Teachers Establish Personal Influence with Students who are Difficult to Manage? Chapter Preview Dave Hingsburger's Technique: Use Power Sparingly and Grasp the Student's Point of View Stephen R. Covey's Technique: Find the Student's Frame of Reference and Listen Empathetically Haim Ginott's Technique: Use Congruent Language that Confers Dignity Jane Nelsen and Lynn Lott's Technique: Use Relationship Builders while Avoiding Relationship Barriers William Glasser's Technique: Make Assiduous Use of Seven Connecting Habits Tom Daly's Technique: Find Ways to Relate Well with Your Few Most Problematic Students Richard Curwin and Allen Mendler's Technique: Confer Dignity and Reestablish Hope Ed Ford's Technique: Expose Students to the Responsible Thinking Process(R) (RTP) Questions and Activities References Chapter 13. How do P. M. Forni, Michele Borba, and Diane Gossen Engender Respect and Civility in the Classroom? A Preview of this Chapter What to Look for in This Chapter P. M. Forni on Civility in the Classroom Michele Borba on Developing Moral Intelligence The Role of Moral Intelligence in Classroom Discipline The Seven Virtues of Goodness Manners in Character Development Diane Gossen on Self-Restitution in Discipline Gossen's Principal Teachings Following the Least Coercive Road Establishing the Social Contract and Building a Sense of Belonging Establishing Limits and Clarifying Personal Power Restitution -- Making Things Right and Healing Oneself Summary Rubric for Applying Forni, Borba, and Gossen's Suggestions in the Classroom Terms Emphasized in this Chapter Concept Cases You Are the Teacher Activities References Chapter 14. How do C. M. Charles and Others Energize their Classes? A Preview of this Chapter What to Look for in This Chapter Establishing Synergetic Teaching and Discipline in the Classroom Other Voices from the Ranks of Teachers Marilyn Page on Making Changes in Teacher Language to Help Energize Classes Benna Golubtchik on Creating a Multisensory Classroom Rosemary Shaw on Teaching Students How to Do Online Research Judy Jones on Building a Community of Learners -- High School Style Nancy Powell on Keeping Students Engaged in Learning with Marker Boards Rubric for Increasing Levels of Synergy in the Classroom Terms and Concepts Emphasized in this Chapter Concept Cases You are The Teacher Activities References Chapter 15. How Does Eileen Kalberg VanWie Build and Maintain Democratic Learning Communities in Technology-Rich Environments? A Preview of this Chapter What to Look for in This Chapter Two Fundamental Terms in Technology-Rich Learning Environments Four Primary Challenges in Establishing Democratic Learning Communities in Technology-Rich Learning Environments Challenge #1. How Do Teachers Discharge their Multiple Roles? Challenge #2. How Do Teachers Provide a Quality Learning Environment That Emphasizes the Use of Digital Tools? Challenge #3. How Do Teachers Establish a Learning-Centered Approach - Thus Ensuring Enhanced Learning and Interaction Among Students? Challenge #4. How Do Teachers Ensure That Participants' Social Skills Are Employed and Imporved - Communication, Relationships, Collaboration, Conflict Resolution, and Other Interpersonal Skills and Qualities? Issues to Consider in Using Digital Media A Culminating Scenario Key Terms and Concepts Emphasized in This Chapter Application Activities Case Concepts Questions and Activities References Webliography Part IV. What Remains to be Done? Chapter 16. How Do I Finalize a System of Discipline Designed Especially for Me and My Students? The Planning Rubric, with Reminders Professional and Philosophical Considerations Specifics of My Discipline Plan Communicating My Discipline Plan to Students and Others Two Prototypical Approaches to Discipline Prototype #1. An Approach That Emphasizes Rules and Consequences Prototype #2. An Approach That Emphasizes Prevention and Cooperation between Teacher and Students The Formula for Success is Now in Your Hands Special Terms in this Chapter Glossary of Terms in Discipline References
C. M. Charles was a public school teacher from 1953 to 1959, then moved into higher education and held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and San Diego State University, where he is now professor emeritus. At San Diego State, Charles directed innovative programs in teacher education and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Those dealing most directly with school discipline are "Teachers""'"" Petit Piaget" (1972); "The Synergetic Classroom: Joyful Teaching and Gentle Discipline" (2000); "Essential Elements of Effective Discipline "(2002); "Classroom Management for Middle Grades Teachers "(2004); "Elementary Classroom Management "(5th edition 2008); "Today's Best Classroom Management Strategies: Paths to Positive Discipline "(2008), and "Building Classroom Discipline" (10th edition 2011). Charles, who resides in California and Australia, is married and has two children, both teachers.