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Copyright, ii
Preface, xv
Acknowledgments, xxvii
About the Author, xxviii
Building Classroom Discipline, IFC-1
1. Classroom Discipline: The Problem and the Solution, 1
Chapter Preview, 1
Competencies Required for Teaching in Today’s Schools, 2
INTASC Recommendations, 2
The Praxis Series of Tests, 6
Danielson and Professional Teaching Competencies, 7
Discipline as a Basic Teacher Competency, 7
The Meanings of Behavior and Misbehavior, 8
Types of Misbehavior You Will Encounter, 8
Clarifying the Terms Discipline and Behavior Management, 9
Toward Resolving the Discipline Problem, 10
Suggestions for Working with Students Effectively, 10
Building a Personal System of Discipline, 11
Five Principles for Building a Personal System of Discipline, 11
Twenty Questions for Clarifying Your Ideas about Discipline, 14
Getting Started, 16
Standards of Professionalism, 16
Legalities Pertaining to Student Safety and Well-Being, 17
Ethics of Instruction, 18
Key Terms and Concepts Emphasized in This Chapter, 19
Activities, 19
References, 19
2. Potential Influences of Cultural and Economic Backgrounds on Student Behavior, 20
Chapter Preview, 20
Value Systems, 20
Information about Selected Ethnic and Cultural Groups, 21
Middle-Class Caucasian American Students, 21
Hispanic American Students, 22
African American Students, 23
Asian American and Pacific Islander Students, 24
American Indian/Alaska Native Students, 26
Recently Arrived Immigrant Students, 28
Information about Economically Disadvantaged Students, 28
General Suggestions for Working with Students from All Ethnic and Economic Groups, 30
Key Terms and Concepts Emphasized in This Chapter, 31
Activities, 31
References, 31
3. The Special Challenges of Neurological-Based Behavior, 34
Chapter Preview, 34
Introduction to Neurological-Based Behavior (NBB), 35
Extent of the Problem, 36
A Word about Brain Injuries, 37
Indicators of NBB, 38
Sensory Integration Dysfunction, 39
Common Pediatric/Adolescent Mental Health Diagnoses, 40
Attention-Deficit Hyperactivity Disorder (ADHD), 40
Oppositional Defiant Disorder (ODD), 40
Bipolar Disorder, 41
Learning Disabilities (LD), 42
Autism Spectrum Disorder (ASD), 44
Fetal Alcohol Spectrum Disorder (FASD), 45
Rage, 46
Medications for Students with Behavioral Issues, 49
In Summary, 50
Key Terms and Concepts Emphasized in This Chapter, 51
Activities, 51
References, 52
4. Twentieth-Century Pioneers in Classroom Discipline, 54
Chapter Preview, 54
The Evolution of Classroom Discipline, 54
Fritz Redl and William Wattenberg: Discipline through Influencing Group Behavior, 55
Redl and Wattenberg’s Principal Teachings, 55
Review of Redl and Wattenberg’s Contributions, 56
B. F. Skinner: Discipline through Shaping Desired Behavior, 57
Skinner’s Principal Teachings, 57
Review of Skinner’s Contributions, 58
Jacob Kounin: Improving Discipline through Lesson Management, 58
Kounin’s Principal Teachings, 58
Review of Kounin’s Contributions, 59
Haim Ginott: Discipline through Congruent Communication, 60
Ginott’s Principal Teachings, 60
Review of Ginott’s Contributions, 62
Rudolf Dreikurs: Discipline through Democratic Teaching, 63
Dreikurs’s Principal Teachings, 63
Review of Dreikurs’s Contributions, 64
Lee and Marlene Canter: Discipline through Assertive Tactics, 65
The Canters’ Principal Teachings, 65
Review of the Canters’ Contributions to Discipline, 69
Key Terms and Concepts Emphasized in This Chapter, 70
Questions and Activities, 70
References, 71
5. Three Bridges to Twenty-First-Century Discipline, 72
Chapter Preview, 72
Part 1 William Glasser: Discipline Guided by Choice Theory, 73
Glasser on Student Needs, Quality, and Choice Theory, 73
Meeting Students’ Needs, 73
Choice Theory in the Classroom, 74
Quality Curriculum, 74
Quality Teaching, 75
More on Lead Teaching, 75
Standards of Conduct, 76
When Behavior Agreements Are Broken, 76
Seven Deadly Habits and Seven Connecting Habits, 77
Establishing Quality Classrooms, 77
Part 2 Thomas Gordon: Discipline through Inner Self-Control, 79
Gordon on Influence Techniques and Helping Skills, 79
I-Messages and You-Messages, 80
Gordon’s Plan for Discipline, 80
Influence Rather Than Control, 80
Preventive Skills, 80
Discipline and Who Owns the Problem, 81
Confrontive Skills, 81
Helping Skills, 82
No-Lose Conflict Resolution, 83
Part 3 Alfie Kohn: Beyond Discipline, 84
Kohn on Classrooms as Communities, 84
The Trouble with Discipline for Compliance, 85
The Classroom Management We Need, 86
The Trouble with Today’s Teaching, 87
How Instruction Should Be Done, 88
Key Terms and Concepts Emphasized in This Chapter, 89
Selected Seven—Summary Suggestions from Glasser, Gordon, and Kohn, 90
Concept Cases, 90
Activities, 91
References, 91
6. Discipline through Belonging, Cooperation, and Self-Control, 93
Chapter Preview, 93
Part 1 Linda Albert: Belonging and Cooperation, 93
Albert’s Fundamental Hypothesis, 93
Albert’s Cooperative Discipline, 94
Genuine and Mistaken Goals, 94
The Three C’s of Cooperative Discipline, 94
Class Code of Conduct, 96
Types of Misbehavior, 96
Albert’s Plethora of Strategies, 97
Avoiding and Defusing Confrontations, 97
Dealing with More Severe Confrontations, 98
Implementing Consequences, 98
Part 2 Barbara Coloroso: Inner Self-Control, 99
Coloroso’s Fundamental Hypothesis, 99
Coloroso’s Inner Discipline, 99
Principles of Good Discipline, 100
How Punishment Differs from Discipline, 100
Misbehavior and How to Deal with It, 101
How Classroom Discipline Leads to Inner Discipline, 102
Mistakes, Reality, and Problem Solving, 103
Part 3 Jane Nelsen and Lynn Lott: Encouragement and Support, 104
Nelsen and Lott’s Fundamental Hypothesis, 104
Nelsen and Lott’s Positive Discipline, 104
Relationship Barriers and Relationship Builders, 105
The Role of Classroom Meetings, 106
Building Blocks for Classroom Meetings, 106
Standard Format for Class Meetings, 108
When Classroom Meetings Fail to Function as Intended, 109
Key Terms and Concepts Emphasized in This Chapter, 109
Selected Seven—Summary Suggestions from This Chapter, 110
Concept Cases, 110
Activities, 111
You Are the Teacher, 111
References, 112
7. Discipline through Active Student Involvement, 113
Chapter Preview, 113
Fundamental Hypothesis of Jones’s Approach, 113
Overview of the Nature and Practice of Jones’s Approach, 113
Jones on Teaching and Learning, 114
Misbehavior and Loss of Teaching–Learning Time, 114
How Effective Teachers Teach, 115
How Students Misbehave, 116
Recouping Lost Time, 116
Skill Clusters in Jones’s Model, 117
Study Group Activity Guide, 125
Initiating Jones’s Approach in the Classroom, 126
Key Terms and Concepts Emphasized in This Chapter, 126
Selected Seven—Summary Suggestions from Fred Jones, 127
Concept Cases, 127
Activities, 128
You Are the Teacher, 128
References, 129
8. Discipline through Pragmatic Classroom Management, 130
Chapter Preview, 130
Fundamental Hypothesis of the Wongs’ Approach, 130
A Quick Read of the Wongs’ Principal Suggestions, 130
About School, 131
About Teaching, 131
About Classrooms and Procedures, 132
About Roles and Responsibilities, 132
About Discipline, 133
About Testing and Evaluation, 133
About the First Day of Class, 133
About the First Week of Teaching, 133
The Problem Is Not Discipline, 134
A Discipline Plan Is Necessary, However, 134
Why Planning and Organizing Are So Important, 135
Procedures, and What They Entail, 136
How to Decide on Procedures for Your Classroom, 136
Classroom Procedures Must Be Taught, 136
Examples of Procedures in a Fourth Grade Classroom, 137
How to Begin a Class Successfully, 141
The First Five Minutes Are Critical, 144
Mrs. Pantoja’s Plan for the First Day, 144
The First Ten Days of School, 145
Procedures for Cooperative Work Groups, 146
For Additional Ideas from the Wongs, 146
A Special Word to Secondary Teachers, 147
Initiating the Wongs’ Pragmatic Approach in the Classroom, 147
Key Terms and Concepts Emphasized in This Chapter, 148
Selected Seven—Summary Suggestions from Harry and Rosemary Wong, 148
Concept Cases, 148
Activities, 149
You Are the Teacher, 149
References, 150
9. Discipline through Same-Side Win-Win Strategies, 151
Chapter Preview, 151
Fundamental Hypothesis of Win-Win Discipline, 151
Win-Win Discipline, 151
The Goal of Win-Win Discipline, 152
The Premises of Win-Win Discipline, 153
Key Elements in Win-Win Discipline, 153
How Win-Win Discipline Works, 155
Before the Class Begins, 155
During Instruction and Other Class Interactions, 156
More on Types of Disruptive Behavior—ABCD, 157
More on Student Positions and Associated Misbehavior, 157
Intervention Strategies for Types of Disruption, 158
More on Responding in the Moment of Disruption, 160
More on Follow-Ups and Long-Term Goals, 161
Promoting Life Skills, 162
Parent and Community Alliances and Schoolwide Programs, 163
Initiating Kagan, Kyle, and Scott’s Win-Win Discipline, 163
Summary Review of Kagan, Kyle, and Scott’s Advice, 164
Key Terms and Concepts Emphasized in This Chapter, 165
Selected Seven—Summary Suggestions from Kagan, Kyle, and Scott, 165
Concept Cases, 166
Questions and Activities, 166
You Are the Teacher, 167
References, 167
10. Discipline through Dignity and Hope for Challenging Youth, 168
Chapter Preview, 168
Fundamental Hypothesis of Discipline with Dignity, 168
The Nature and Practice of Discipline with Dignity, 168
A Four-Phase Plan for Schools and Educators, 170
Identify the Core Values, 170
Create Rules and Consequences, 170
Model the Values, 170
Use No Interventions That Violate Core Values, 171
Preparing Oneself in Advance, 171
Working with Students Who Are Behaviorally at Risk of Failure, 172
Disciplining Students Who Are Difficult to Control, 173
Rules and Consequences, 174
Preventing Escalation, 175
Dealing with Aggression, Hostility, Violence, and Conflict, 176
Dealing with Bullying and Hate Crimes, 178
Helping Students Regain Hope, 179
Motivating Students Who Are Difficult to Manage, 180
Making Changes in Yourself, 180
Putting Curwin and Mendler’s Ideas into Practice, 182
Key Terms and Concepts Emphasized in This Chapter, 183
Selected Seven—Summary Suggestions from Curwin and Mendler, 183
Concept Cases, 184
Activities, 184
You Are the Teacher, 185
References, 186
11. Discipline through Self-Restitution and Moral Intelligence, 187
Chapter Preview, 187
Part 1 Diane Gossen: Restitution Self-Discipline, 187
Fundamental Hypothesis of Self-Restitution, 187
Self-Restitution Theory, 188
The Restitution Triangle and How It Is Used, 189
The Least Coercive Road, 190
Open Up the Territory—Maximizing Freedom, 191
Establish the Social Contract—Building a Sense of Belonging, 191
Establish Limits—Clarifying Personal Power, 192
Self-Restitution—Making Things Right and Healing Oneself, 194
Part 2 Michele Borba: Building Moral Intelligence, 195
Fundamental Hypothesis of Moral Intelligence, 195
Moral Intelligence and the Foundations of Character, 196
Empathy, 196
Conscience, 197
Self-Control, 198
Respect, 198
Kindness, 199
Tolerance, 199
Fairness, 200
Reasons for Building Moral Intelligence, 200
Fostering Moral Intelligence, 201
Accentuate a Character Trait or Virtue, 201
Tell the Meaning and Value of the Trait, 202
Teach What the Trait Looks and Sounds Like, 202
Provide Opportunities to Practice the Moral Habits of the Trait, 202
Provide Effective Feedback, 203
Fostering Prosocial Behavior, 203
The Relation of Moral Intelligence to Classroom Discipline, 204
Key Terms and Concepts Emphasized in This Chapter, 205
Selected Eight—Summary Suggestions from Gossen and Borba, 205
Concept Cases, 206
Questions and Activities, 206
You Are the Teacher, 207
References, 207
12. Discipline through Raising Student Responsibility, 208
Chapter Preview, 208
Fundamental Hypothesis of Marshall’s Raise Responsibility System, 208
The Nature and Practice of the Raise Responsibility System, 208
Theories of How to Manage Others, 209
Moving toward Responsible Behavior, 209
The Hierarchy of Social Development, Its Value, and How It Is Used, 210
Focus on Internal Motivation, 213
Twenty-Five Tactics to Stimulate Students to Behave Responsibly, 214
How to Intervene When Misbehavior Occurs, 218
Initiating the Raise Responsibility System in the Classroom, 220
Summary of the Raise Responsibility System, 221
Raise Responsibility Self-Analysis, 222
Key Terms and Concepts Emphasized in This Chapter, 223
Selected Seven—Summary Suggestions from Marvin Marshall, 223
Concept Cases, 224
Questions and Activities, 224
You Are the Teacher, 225
References, 225
13. Discipline through Careful Teacher Guidance and Instruction, 227
Chapter Preview, 227
Fundamental Hypothesis of Real Discipline, 227
Morrish on Discipline Gone Wrong, 228
Real Discipline, 228
Maxims Regarding the Mindset for Real Discipline, 229
Real Discipline’s Three-Phase Approach, 230
Phase 1. Training for Compliance, 230
Phase 2. Teaching Students How to Behave, 233
Phase 3. Managing Student Choice, 233
Planning the Discipline Program, 234
Developing Teacher–Student Relationships, 237
Consequences in Real Discipline, 238
About Motivation and Rewards, 239
Don’t Promote Self-Indulgence, 240
When Students Fail to Comply, 240
Moving to Real Discipline, 241
Initiating Real Discipline in the Classroom, 241
Key Terms and Concepts Emphasized in This Chapter, 242
Selected Seven—Summary Suggestions from Ronald Morrish, 242
Concept Cases, 242
Activities, 243
You Are the Teacher, 243
References, 244
14. Discipline through Synergy and Reducing Causes of Misbehavior, 245
Chapter Preview, 245
Fundamental Hypothesis of Synergetic Discipline, 245
The Nature and Practice of Synergetic Discipline, 245
Synergy and Synergetic Discipline, 246
Establishing Conditions That Elevate Class Spirit and Energy, 247
Discuss and Take into Account Student Needs, 247
Emphasize Class Conditions and Activities Students Are Known to Like, 248
Work to Develop Class Ethics and Trust, 248
Emphasize and Use Your Personal Charisma, 248
Improve the Quality of Communication in Your Classroom, 249
Make Use of Coopetition, 249
Resolve Class Problems and Conflicts Amicably and Productively, 249
Addressing the Causes of Student Misbehavior, 250
Causes of Misbehavior That Reside in Individual Students, 250
Causes of Misbehavior That Reside in Class Peers and Groups, 253
Causes of Misbehavior That Reside in Instructional Environments, 254
Causes of Misbehavior That Reside in Teachers and Other School Personnel, 255
Recognizing and Correcting Teacher Misbehavior, 258
Establishing a Discipline Plan with Your Class, 258
Session 1, 258
Session 2, 259
Session 3, 259
Session 4, 259
Session 5, 260
Session 6, 260
Intervening When Students Misbehave, 261
First Intervention, 261
Second Intervention, 261
Third Intervention, 261
Fourth Intervention, 262
Key Terms and Concepts Emphasized in This Chapter, 263
Selected Seven—Summary Suggestions from Synergetic Discipline, 263
Concept Cases, 263
Questions and Activities, 264
You Are the Teacher, 264
References, 265
15. Formalizing Your Personal System of Discipline, 266
Chapter Preview, 266
Reflecting on a Philosophy of Discipline, 266
Reflecting on a Theory of Discipline, 267
Reflecting on the Practice of Discipline, 268
The Instruction Aspect of Discipline, 268
The Prevention Aspect of Discipline, 268
The Support and Intervention Aspects of Discipline, 269
Other Considerations in the Practice of Discipline, 270
The Five Principles and Your Personal System of Discipline, 273
Thoughts from Students Preparing Themselves to Be Teachers, 274
Two Sample Discipline Plans from Teachers in Service, 275
Sample 1. An Approach That Emphasizes Rules and Consequences, 275
Sample 2. An Approach That Emphasizes Prevention and Teacher–Student Cooperation, 278
Finalizing Your Personal System of Discipline, 281
Step 1. Specify How You Will Present and Conduct Yourself, 281
Step 2. Specify the Behavioral Goals for Your Students, 281
Step 3. Describe the Classroom Conditions You Will Provide, 282
Step 4. Specify How You Will Help Students Conduct Themselves Appropriately, 282
Step 5. Indicate How You Will Intervene When Misbehavior Occurs, 283
Step 6. Think Through and Write Out How You Will Introduce and Explain the System to Your Students, 283
Your Formula for Success Is in Your Hands, 284
Key Terms and Concepts Emphasized in This Chapter, 284
Glossary, 285
Bibliography, 294
Index, 301

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