Title:
Developing self-discipline and preventing and correcting misbehavior
Personal Author:
Publication Information:
Boston, MA : Allyn & Bacon, 2005
ISBN:
9780205293537
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010121261 | LB3012 B36 2005 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
This text offers a balanced and comprehensive approach to show how a variety of research-supported and practical strategies and techniques are used to prevent and correct misbehaviour and to help achieve the long-term aim of developing self-discipline.
Table of Contents
| Preface |
| 1 Developing Self-Discipline |
| Developing Self-Discipline and Using Discipline: Two National Priorities |
| What is Self-Discipline? |
| Why Development of Self-Discipline Should Be an Educational Priority |
| Developing Self-Discipline: The Need for Comprehensive Classroom Discipline |
| 2 Using Discipline: Issues and Controversies |
| Common Criticisms of Punishment |
| What is Punishment? |
| Zero Tolerance |
| Limitations to the Use of Punishment |
| Given Its Many Limitations, Why is Punishment so Popular? |
| 3 Critical Issues: Changing Perspectives on Governing Students and Developing Character |
| Introduction |
| Early Approaches and Methods of Classroom Discipline |
| Early Methods of Classroom Discipline: A Focus on Corporal Punishment and Direct Instruction |
| Challenges and alternatives to the Harsh Authoritarian Approach |
| Same Approaches But Different Methods |
| Changing Demographics and Pressure to Change Classroom Discipline |
| Character Education |
| 4 Critical Issues: Causes of School Violence, the Legal Rights of Students, and Problems of Character Education |
| Increasing Behavior Problems, and Decreasing Character Education |
| Rapid Decline in Character Education and an Increase in Alternative Models of School Discipline |
| Regaining Control of Classrooms |
| 5 Goals, Encouragement, and Logical Consequences: Dreikurs' Model of Classroom Discipline |
| Teachings and Philosophy of Dreikurs |
| Strategies for Developing Self-Discipline and for Preventing and Correcting Misbehavior |
| Critique of Dreikurs' Model of Classroom Discipline |
| 6 Responsible Choices and Confrontation: Glasser's Model of Classroom Discipline |
| The Teachings and Philosophy in Glasser's Reality Therapy |
| Strategies for Preventing and Correcting Problems of Classroom Discipline |
| Control Theory: Glasser's More Recent Version of RealityTherapy |
| Critique of Glasser's Reality Therapy |
| 7 Assertive Discipline: From ldquo;Take Chargerdquo |
| To ldquo;Be Positive.rdquo; |
| The 1976 Take Charge Version of Assertive Discipline |
| The 1992 and 2001 Versions of Assertive Discipline: Be Positive! |
| 8 Developing Social and Moral Problem Solving, and Self Discipline |
| Social Cognitive Components of Self-Discipline |
| Strategies and Techniques for Developing Social and Moral Problem Solving |
| 9 Developing Emotional Competencies, and Self- Discipline |
| Three Case Studies |
| Emotion-Related Goals for Developing Self-discipline |
| Strategies and Techniques for Emotional Competence (and for Effective Classroom Discipline) |
| 10 Preventing Behavior Problems Through Effective Classroom Management |
| Guiding Research for Effective Classroom Management |
| Strategies and Techniques for Effective Classroom Management |
| 11 Behavior Replacement Techniques for Correcting Misbehavior |
| Authoritative Discipline in the Correction of Misbehavior |
| Applied Behavior Analysis |
| Behavior Replacement Techniques |
| 12 Behavior Reduction Techniques for Correcting Misbehavior |
| Guiding Principles for Selecting Reductive Techniques |
| The Hierarchy of Restrictiveness |
| 13 Addressing Serious and Chronic Behavior Problems: Alternative and Special Education |
| Suspension and Expulsion |
| Discipline and Children with Disabilities |
| Suspensions and Expulsion of Students with Disabilities |
| Section 504 of the Vocational Rehabilitation Act |
| Remediation and the Regular Classroom Teacher |
| Violence, Security, and Safety |
| Appendices |
| A Needs Assessment and Implementation Guide for Comprehensive School Discipline |
| B Common Features of Popular Models of Classroom Discipline |
| C Recommended Procedures for Conducting Class Meetings Dealing With Social and Moral Problems |
| D Progression of Techniques for Correcting Misbehavior |
| Index |
| Appendix |
| Glossary |
| Index |
