Building Classroom Discipline / Edition 5

by C. M. Charles

Overview

This bestselling book focuses on helping teachers develop their own personal systems of discipline that will lead to productive and pleasant class room environments. Building Classroom Discipline presents and analyizes models of discipline, including two new models, developed by some of the most influential educational thinkers in the past 50 years. The book shifts the usual "behavior modification" theme to students learning control and teachers creating a sense of community in the classroom. The new trend of students taking more responsibility for their behavior is addressed, and the book offers a wealth of practical techniques for tailoring systems of discipline to suit teacher preferences, the realities of the school, and special needs of students.

Product Details

ISBN-13:	2900801315076
Publisher:	Longman Publishing Group
Publication date:	08/28/1995
Edition description:	Older Edition
Pages:	28
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About the Author

C. M. Charles, PhD. is Professor Emeritus of Teacher Education, San Diego State University, Honorary Phi Beta Kappa, was a public school teacher from 1953 to 1959, then moved into higher education. He has held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and of course, San Diego State University. At San Diego State, Charles directed innovative programs in teacher education, and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books, most of them in education, that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Besides this new edition of Building Classroom Discipline, the texts he’s affiliated with and dealing most directly with school discipline are: Teachers' Petit Piaget (1972); The Synergetic Classroom: Joyful Teaching and Gentle Discipline (2000); Essential Elements of Effective Discipline (2002); Classroom Management for Middle Grades Teachers (2004); Elementary Classroom Management (5th edition 2008); and Today’s Best Classroom Management Strategies: Paths to Positive Discipline (2008), Charles, who resides in California and Australia, is married and has two children, both teachers.

Table of Contents

Preface.

1. Classroom Discipline: The Problem and the Struggle.

2. Great Pioneers in Modern Discipline: Fritz Redl & William Wattenberg, B.F. Skinner, William Glasser, Jacob Kounin, Haim Ginott, and Rudolf Dreiker.

3. Lee and Marlene Canter's Assertive Discipline.

4. Fredric Jones's Positive Classroom Discipline.

5. Linda Albert's Cooperative Discipline.

6. Thomas Gordon's Discipline as Self-Control.

7. Jane Nelsen, Lynn Lott, and H. Stephen Glenn's Positive Discipline in the Classroom.

8. William Glasser's Non-Coercive Discipline.

9. Richard Curwin and Allen Mendler's Discipline with Dignity.

10. Barbara Coloroso's Inner Discipline.

11. Patricia Kyle, Spencer Kagan, and Sally Scott's Win-Win.

12. Alfie Kohn's Beyond Discipline.

13. C. M. Charles's Synergetic Discipline.

14. Clarifying Your Philosophy and Theory of Discipline.

15. Finalizing A Personal System of Discipline.

Appendix A: Classroom Scenarios for Analysis and Practice.

Appendix B: Synopses of Models of Discipline Analyzed in This Book.

Appendix C: Authorities in Discipline Included in This Book.

Appendix D: Major Themes in Discipline, Arranged Alphabetically.

Appendix E: Glossary of Terms Related to Discipline.

Editorial Reviews

On the New Edition of Building Classroom Discipline

“I feel the book is the best overview of Classroom Management for an entry-level teacher. It has a strong theoretical basis and provides students with a sound overview of classroom management. . . . [E]ach chapter is easy to follow and . . . [t]he case examples and the application examples strengthen each chapter. . . . I feel that Chapter 13 and 14 provide the students with a formula that helps them determine their knowledge of CM and the steps they can take to properly develop their own approach. . . . I like the format of Chapter 12, which looks at the eight fundamental questions in discipline. . . . It allows the students to become more cognizant of how they can apply CM in their future classes. . . . A true gem of a book!”

--Aubrey Fine, CA Poly University

“I like the approach this new edition takes. The author presents information that is accurate and up-to-date with the research in the field. I particularly like the author’s attention to detail, as he interacted with the authorities in the field (who were featured in this textbook) to ensure their points of view were accurate. . . . The activities at the end of the chapters (tests, self tests, case studies) were great reinforcements of the content covered in the chapters, enabling the students to apply what they have learned. . . . [Two things] I like about the new edition that the [previous edition did] not have [are] the chapter on self-assessment, as well as [the] inclusion of the Be the Teacher Scenarios in all the chapters. My students have enjoyed the Be the Teacher practice exercises a lot, and I am glad that with the new edition they will have even more opportunities to practice.”

--Madalina Tanase, University of North Florida

“Not only does Charles provide the essence of each model, but he focuses on how to execute the model in a classroom. The step-by-step approach is exceptional. . . . I believe the 11th edition is much more suited to college teaching in all aspects. The organizations of the chapters are much more ordered and the less explained/known theorists have been omitted. . . . Chapter 14 is a welcomed, refined addition! We have our students design their Classroom Management Plan and this certainly will provide them with an outline aligned with the content from the text.”

--Deborah Burris, Southern Illinios University — Carbondale

On MyEducationLab for Classroom Management

“I have used MyEducationLab for Classroom Management in the past. I find that this material is useful in expanding the learning experience outside of t he classroom and provides some great ideas for further explanation, exploration, and application of concepts learned in the class. I have also used Simulations in Classroom Management as part of my course. I do find them to be reasonable starting places to understand how to apply a theory to a classroom situation.”

--Robert Harrington, University of Kansas

From the Publisher