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eText: 
ISBN-10 0205614795ISBN-13 9780205614790
Print: 
ISBN-10 0-205-51070-1ISBN-13 978-0-205-51070-2
Author(s): C. M. Charles
Publisher: Pearson
Copyright year: © 2008 Pages: 208
Description

This text presents ten proven strategies that enable teachers to develop and implement high quality systems of classroom discipline that increase student responsibility and ethical behavior.

The contents of the text are organized to address two major tasks that lead to highly effective discipline. The first task, which is addressed before the year or term begins and put in place during the first week, involves initial implementation of an effective system of discipline to begin the year or term.  Strategies within this first task include:

1.      Organizing and putting in place a comprehensive, empowering approach to discipline that optimizes student success and personal growth.

2.      Determining proactively how to reduce the likelihood of misbehavior in the classroom.

3.      Clarifying and teaching in detail how students are to conduct themselves with routines they are to follow when engaging in class activities.

4.      Establishing procedures and activities that promote trust and civility in the classroom.

5.      Clarifying tactics to be used when students misbehave–tactics that a) stop the misbehavior, b) help students learn to behave in a responsible manner that brings success, and c) maintain and promote positive attitudes, cooperation, and effective personal relations.      

The second task, accomplished over time after school begins, involves working with students and their parents and guardians to progressively enhance the discipline program. Strategies for accomplishing this task include:

6.      Bringing instruction and discipline tactics into alignment with students’ traits, needs, interests, and social, cultural, and economic realities.

7.       Establishing a sense of togetherness among members of the class, with attention to safety, belonging, cooperation, and mutual support.

8.      Increasing the quality of communication and personal relationships among teacher, students, and parents/guardians. 

9.      Providing on-going assistance to help students develop an internal sense of personal responsibility.

10.  Developing and using special discipline tactics that help students with neurological based behavior prosper in school.

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