Classroom Management: Sound Theory and Effective Practice

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Intellect Books, 1999 - Education - 339 pages
Educators need a balance between discipline theory and its practice in the classroom. This is especially important in today's education climate, with its increased demands for teacher accountability. Tauber has designed his book for both those who are new to teaching and those who are already seasoned teachers but who have had little, if any, course work in discipline. The book presents several sound frameworks that readers can use to evaluate the six tried-and-true discipline models (Dobson, Canters, Jones, Dreikurs, Glasser, and Gordon) that follow. All of these models work. Teachers need to select, learn, and implement a discipline model that best reflects how they feel students should be treated. This book can help. Tauber goes on to explore a number of topics, some controversial, all quite relevant, concerning how teachers can prevent, as well as handle, problem behaviors. A chapter describing "A through Z" discipline suggestions can be immediately put into use. Another chapter describes what other noted authors have to say on discipline, while the chapter on violence in schools addresses the unfortunate realities that exist in many classrooms. A final chapter on the Educational Resources Information Center (ERIC) equips the reader with the knowledge and skills necessary to learn more about any and all topics related to classroom management.
 

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Contents

Some Straight Talk on Discipline
3
Omission and Commission
9
Summary
15
Theoretical Frameworks for Selecting
17
Skinner versus Rogers
28
Lewis
35
TRIED AND TRUE MODELS OF CLASSROOM
41
FirstDay Approaches of Two Teachers
48
Choice Theory in the Classroom
142
Managing Students without Coercion
148
Test Yourself
154
Practice with Other Owns the ProblemSituations
161
Alternatives to Roadblocks
164
Differences Between a Canter and a Gordon Imessage
170
Ask Yourself Is This Model for You?
176
Cooperative Discipline
182

Challenges to Punishment
54
Selected Research on Dobsons A Place for Punishment Model
61
Assertive Discipline
67
Where Does the Canters Model Fall within the Four Theoretical
68
A Canter Emphasis
75
Punished by Rewards
81
Learning More about the CantersAssertive Discipline Model
87
Limit Setting
93
Responsibility Training Including PATs
99
Learning More about Jones Positive Discipline Model
106
Clues to a Childs Goal for Misbehaving
112
Alternative Behaviors far Teachers
115
Encouragement or Praise
121
Selected Research on Dreikurs Social Discipline Model
127
Reality Therapy Choice Theory
133
Judicious Discipline
188
Enhancing Teaching Preventative Discipline
194
Positive Discipline not the same as Jones Positive
200
The First Days of School
208
Changing TeachersAttitudes Toward Punishment
221
Test Yourself
231
Some Surprising Ideas about Discipline
233
The Positive Side of Negative Reinforcement
241
Alternatives to Fighting Back or Giving In
247
A Through Z Suggestions for More Effective
253
Test Yourself
285
Educational Resources Information Center ERIC
299
Author Index
329
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About the author (1999)

ROBERT T. TAUBER is Professor Emeritus at the Behrend College of The Pennsylvania State University./e His more than thirty years' experience includes teaching at an inner-city junior high, counseling at a vocational-technical high school, and teaching courses in educational psychology and foundations of education. He is the author of six books, among them Acting Lessons for Teachers (Praeger, 1994) and Self-Fulfilling Prophecy (Praeger, 1997).

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