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Table Of Contents

OBJECTIVES
DO YOU BELIEVE IN DEMOCRACY?
ROLE OF TEACHERS IN A DEMOCRACY
DEMOCRACY: WHAT DOES IT REALLY MEAN?
A “DEMOCRACY-METER”
ARE STUDENTS CITIZENS?
JUSTICE: A DEMOCRATIC TERM
CHOICE: ANOTHER DEMOCRATIC TERM
LIBERTY: STILL ONE MORE DEMOCRATIC TERM
FREE SCHOOLS—ARE THEY TOO DEMOCRATIC?
HOW THE TERMS THAT DEFINE DEMOCRACY MAKE A DIFFERENCE
DEWEY, DISCIPLINE, AND DEMOCRACY
OUR CONSTITUTION: ITS IMPACT ON DISCIPLINE
Preamble
Amendment I
Amendment IV
Amendment V
Amendment VIII
Amendment XIV
PLEDGE OF ALLEGIANCE
SIGNING AWAY A CHILD’S RIGHTS
A REALITY CHECK!
ANOTHER REALITY CHECK!
CONCLUSION
DISCIPLINE MODELS: THEIR ORIGIN
A SCHOOLS OF THOUGHT FRAMEWORK: WOLFGANG AND GLICKMAN
A SOCIAL BASES OF POWER FRAMEWORK: FRENCH AND RAVEN
Coercive Power
Reward Power
Manipulation: The Common Element
Overlooked Bases of Social Power and Influence
Legitimate Power
Referent Power
Expert Power
Building Referent Power
Building Expert Power
Conclusion
A BEHAVIORIST-HUMANIST FRAMEWORK: SKINNER VERSUS ROGERS
Which Are You: A Skinnerian or a Rogerian?
Interpreting the Exercise
A KEEPING IT SIMPLE FRAMEWORK: LEWIS
WHY NOT AN ECLECTIC APPROACH?: A FEW FINAL ARGUMENTS
USING A DISCIPLINE MODEL THAT “WORKS”
INTRODUCTION
CORPORAL PUNISHMENT DEFINED
“I GOT PADDLED AND I TURNED OUT OKAY!”
SPANKING THE TONGUE: A FACT OF LIFE
THE BURNER WITHOUT A BRAIN
WHAT ARE THE LEANINGS OF THE AMERICAN PUBLIC?
VIRTUES OF PUNISHMENT
FIRST-DAY APPROACHES OF TWO TEACHERS
OTHERS WHO SUPPORT PUNISHMENT
A LOOK AT THE PAST
THE HEADLINE READ “SPANKING IS OK!”
A ROSE BY ANY OTHER NAME IS STILL A ROSE: OR IS IT?
GUIDELINES FOR ADMINISTERING PUNISHMENT
THREE SWATS AND YOU ARE OUT
CHALLENGES TO PUNISHMENT
CORPORAL PUNISHMENT: SHOULD IT BE A STUDENT’S CHOICE?
ORGANIZATIONS FAVORING ABOLISHMENT OF CORPORAL PUNISHMENT
THE DEMOGRAPHICS OF PUNISHMENT
CENTER FOR THE STUDY OF CORPORAL PUNISHMENT IN SCHOOLS
WHAT IS YOUR BEST CASE FOR PUNISHMENT?
“C” FOR CONTROVERSY; “C” FOR CANTER
A “TAKE-CHARGE” ATTITUDE: BECOMING THE ALPHA MALE
TEACHER EXPECTATIONS
RESPONSE STYLES
RESPONSE STYLES IN ACTION
LESSONS FROM BAYWATCH
RULES AND A DISCIPLINE PLAN
POSITIVE RECOGNITION: A CANTER EMPHASIS
“I LIKE THE WAY THAT CISSIE.. . .!
PITTING ONE CHILD AGAINST ANOTHER
SEVERAL OTHER ASSERTIVE DISCIPLINE TACTICS
DELIVERING YOUR ASSERTIVE MESSAGE ASSERTIVELY
FROM THEORY TO PRACTICE
LAYER CAKE APPROACH
PREVENTION OF DISCIPLINE PROBLEMS: CLASSROOM STRUCTURE
Working the Crowd
REMEDIATION OF DISCIPLINE PROBLEMS: LIMIT SETTING
The Teacher’s Priority
The Teacher’s Emotional Response
The Teacher’s Physical Response
RESPONSIBILITY TRAINING (INCLUDING PATs)
Hurry-up Bonuses
Automatic Bonuses
Individual Bonuses
THE BACKUP SYSTEM
HOW DOES DEMOCRACY FIT IN JONES’ MODEL?
PROs AND CONs OF JONES’ MODEL
LEARNING MORE ABOUT JONES’ TOOLS FOR TEACHING DISCIPLINE MODEL
A DEMOCRATIC MODEL
Revenge Seeking
Displays of Inadequacy
NATURAL, LOGICAL, AND CONTRIVED CONSEQUENCES
Natural Consequences
Logical Consequences
Contrived Consequences
ENCOURAGEMENT OR PRAISE?
PRAISE VERSUS ENCOURAGEMENT RESEARCH—AN EYE-OPENER!
IS PRAISE A BASIC HUMAN NEED?
AN ENCOURAGEMENT EXPERIMENT
DELIVERING ENCOURAGEMENT MESSAGES
Praise Messages
Encouragement Messages
IF A CHILD.. . .!
HOW DOES DEMOCRACY FIT IN DREIKURS’ MODEL?
PROs AND CONs OF DREIKURS’ MODEL
LEARNING MORE ABOUT DREIKURS’ SOCIAL DISCIPLINE MODEL
SCHOOLS WITHOUT FAILURE
ELEMENTS OF REALITY THERAPY
SCHOOL MUST BE A GOOD PLACE
FORMING RULES
STEPS IN REALITY THERAPY
Step One: Secure Student Involvement—Be Personal
Step Two: Identify the Problem Behavior
Step Three: Call for Value Judgments
Step Four: Plan a New Behavior
Step Five: Get a Commitment
Step Six: Accept No Excuses
Step Seven: Don’t Punish
Step Eight: Never Give Up—Be Persistent
CHOICE THEORY IN THE CLASSROOM
TEN AXIOMS OF CHOICE THEORY
BASIC HUMAN NEEDS DETERMINE OUR CHOICES
RELATIONSHIP BUILDING
WHAT CHOICES WE MAKE ARE INTERNALLY MOTIVATED
LEARNING: THE KEY FOR MEETING ALL BASIC HUMAN NEEDS
WHAT DEFINES A QUALITY SCHOOL?
THE QUALITY SCHOOL: MANAGING STUDENTS WITHOUT COERCION
A TREASURE CHEST: REWARDS WITHOUT STRINGS ATTACHED
HOW DOES DEMOCRACY FIT IN GLASSER’S MODEL?
PROs AND CONs OF GLASSER’S MODEL
Thomas Gordon: Teacher Effectiveness Training
A CREDO
A Credo
TWO COMMON PROBLEMS
T.E.T.: SOME BACKGROUND
THE T.E.T. RECTANGLE
PRACTICE WITH “OTHER OWNS THE PROBLEM” SITUATIONS
ROADBLOCKS TO COMMUNICATION
Advising or giving solutions
Probing, Questioning, or Interrogating
Analyzing or Diagnosing
Lecturing, Giving Logical Arguments
ALTERNATIVES TO ROADBLOCKS
DON’T TALK; LISTEN!
I-MESSAGES: WHEN YOU OWN A PROBLEM
DIFFERENCES BETWEEN A CANTER AND A GORDON I-MESSAGE
A Canter I-Message
A Gordon I-Message
DON’T KEEP T.E.T. A SECRET
HOW DOES DEMOCRACY FIT IN GORDON’S MODEL?
PROs AND CONs OF GORDON’S MODEL
LEARNING MORE ABOUT GORDON’S TEACHER EFFECTIVENESS TRAINING MODEL
TIME TO CHOOSE ONE OF THE SIX “TRIED AND TRUE” DISCIPLINE MODELS
WHAT IS MY NEXT STEP?
WHAT DO I DO WITH THE REST OF THIS BOOK?
LINDA ALBERT: COOPERATIVE DISCIPLINE
Cooperative Discipline
RICHARD CURWIN AND ALLEN MENDLER: DISCIPLINE WITH DIGNITY
Discipline with Dignity
FORREST GATHERCOAL: JUDICIOUS DISCIPLINE
Judicious Discipline: Its Theory
Judicious Consequences
HAIM G. GINOTT: COMMUNICATION DISCIPLINE
Ginott and Other Rogerian-Oriented Authors
HERB GROSSMAN: MULTICULTURAL DISCIPLINE
Introduction
Culturally Inappropriate Classroom Management
Disempowering Classroom Management
MADELINE HUNTER: ENHANCING TEACHING (PREVENTATIVE DISCIPLINE)
A Hunter Lesson: Preventative Discipline
SPENCER KAGAN: WIN-WIN MANAGEMENT
LARRY KOENIG: SMART DISCIPLINE
Smart Discipline for the Classroom
JACOB S. KOUNIN: WITHITNESS (AND MORE) DISCIPLINE
Withitness and Overlapping
Movement Management
Maintaining Group Focus
Positive Discipline
JOHN RIAK: CORPORAL PUNISHMENT OF SCHOOLCHILDREN
WILLIAM A. ROGERS (AUSTRALIAN AUTHOR): DECISIVE DISCIPLINE
Decisive Discipline
Decisive Discipline Language
Rogers: His Use of Other Discipline Models
MICHAEL VALENTINE: A FAMILY-SYSTEMS APPROACH ADAPTED TO SCHOOLS
Family-Systems Approach
Component One: Analyzing Belief Systems
Component Two: Analyzing Communication Patterns
Component Three: Backup Techniques
HARRY K. WONG: THE FIRST DAYS OF SCHOOL
The First Days of School: How to Be an Effective Teacher
r Article I, “The Positive Side of Negative Reinforcement”
ARTICLE I: THE POSITIVE SIDE OF NEGATIVE REINFORCEMENT
Two Major Problems
Negative Reinforcement Quiz
The Goals of Behavior Modification
Available Consequences
Teacher Use of Consequences
Score: 2–1
Unjustified Concerns
Examples of Negative Reinforcement
Quiz Results from Educators
Summary
ARTICLE II: THE NEGATIVE SIDE OF PRAISE
Praise Defined
Praise: Its Origin
Situation Three: When the Student Does Feel Praiseworthy
Alternative to Praise: Situation One
Alternative to Praise: Situation Two
Alternative to Praise: Situation Three
History of the Self-fulfilling Prophecy
Mechanisms of the Self-Fulfilling Prophecy
Step 1. Teacher Forms Expectations
Step 2. Teachers’ Differential Treatment of Students
Communicating Expectations
TURN TO THE ORIGINAL SOURCE
Self-Fulfilling Prophecy “Selected Citations”
Goals of Misbehavior
Power as a Goal of Misbehavior
Fighting Back
Giving In
Successful Alternative: Withdraw from the Conflict
Successful Alternative: Plan Ahead for Power Struggles
Respect for Students
Preventing Discipline Problems
Conveying a Professional Attitude
Specific Classroom-Related Techniques
Keeping a Teacher’s Role in Perspective
Just in Case
“A” for Act; Don’t Just React
“A” for Assign Responsibility
“B” for Back Away
“B” for Blank Slate
“C” for Calm and Businesslike
“C” for Catch Students Being Good
“C” for Individual or Private Correction
“D” for Make a Deal with a Fellow Teacher
“E” for Prepare an Emergency Plan
“E” for Enforce; Don’t Negotiate
“E” for Eye Messages
“F” for Let Students Save Face
“F” for Friendly versus Friends
“G” for Don’t Hold a Grudge
“I” for Identify Specific Misbehaviors
“J” for Judge and Jury
“M” for Mr. or Miss
“N” for Learn Their Names
“N” for Personal Needs: Yours and Theirs
“O” for Organized
“O” for Overprepare
“P” for Don’t Take It Personally
“P” for Premack Principle (Grandma’s Rule)
“P” for Punctuality
“R” for Return Assignments and Tests Quickly
“S” for Secure Their Attention—First!
“S” for Surprise Them, or “How Did You Know That?”
“T” for Say “Thank You”
“T” for Threats and Warnings
“U” for Be Up
“V” for Visibility (and At Times Invisibility)
“W” for Wait-Time
“W” for “We,” Not “You”
“X” for Exemplify Desired Behavior; Don’t Be a Hypocrite
PUTTING ON AN ACT
ANIMATION IN VOICE
ANIMATION IN BODY
CLASSROOM SPACE
HUMOR
HUMOR WITH A “DOWNUNDER” SLANT
SUSPENSE AND SURPRISE
“THANKS, I’D APPRECIATE THAT”
MUSIC TO SOOTHE THE SAVAGE BREAST
SUMMARY
SEARCH FOR MORE ON CLASSROOM MANAGEMENT AND ACTING
TRAGIC BULLYING STORIES
WHAT IS BULLYING?
WHO DOES THE BULLYING?
HOW MUCH BULLYING OCCURS?
THE OLWEUS BULLYING PREVENTION PROGRAM
What is the Olweus Bullying Prevention Program?
Does the Program Work?
BULLYING AND RELATIONAL AGGRESSION
What is Relational Aggression?
What Is the Cost of Relational Aggression?
How Do you Address Relational Aggression?
DEALING WITH BULLYING IN THE CLASSROOM
BULLIED AND BYSTANDERS: TAKE ACTION
CYBER BULLYING
FROM MUSCLE TO MIND, BRAWN TO BRAINS—THE EVOLUTION OF POWER
WHO WATCHES THE WATCHERS?
SELECTED BULLYING RESOURCES
THE INCREASING PROBLEM OF SCHOOL VIOLENCE
ADMINISTRATORS HAVE A SAY
WHAT CAN TEACHERS DO TO ADDRESS VIOLENCE?
RECOGNIZING WARNING SIGNS
TEACHER TRAINING: A NECESSITY!
SELECTING A SUPPORTIVE DISCIPLINE MODEL
SELECTED SCHOOL VIOLENCE RESOURCES
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Published by: Rusu Corduneanu Silviu Slatina on May 22, 2013
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