Description
“Building Classroom Discipline” helps teachers develop personal systems of discipline tailored to their individual philosophies and personalities, as well as to the needs of their schools and communities. The text presents the latest developments in classroom discipline, as well as historical and transitional models of discipline, developed by some of the most astute educational thinkers of the past half century. Comprehensive enough to serve as a primary text, yet compact enough for use with other texts, this book can be used for courses in discipline and classroom management, learning and instruction, methods and teaching, and educational psychology. New to This Edition * A new structure presents today s major discipline strategies and tactics within themes rather than solely within separate theorists models of discipline. * A new chapter on understanding and working productively with students whose behavior is affected by neurological issues (Chapter 3) addresses an emerging need in classrooms. * New chapters featuring Harry Wong s views of classroom management (Chapter 8) and Ronald Morrish s views on teacher guidance in discipline (Chapter 13) keep this text current with the latest thinking. * A new chapter focuses on the nature and uses of self-restitution and moral intelligence (Chapter 11). * New material helps readers understand the roles that professionalism, INTASC standards, and the Praxis Series play in classroom discipline. * Expanded background information more clearly depicts the major historical efforts in discipline and how those efforts have led to today s most populardiscipline approaches. * A video of selected authorities commenting on their work and models is available free to adopters of the text. Contact your sales representative for more information. The book [“Building Classroom Discipline”] is undoubtedly the best available on the topic. -Edward Vockell, Purdue University, Hammond “Building Classroom Discipline” is a wonderful text to provide the backdrop for individual philosophies related to behavior management and guidance that needs to be challenged and developed. -Margaret Torrie, Iowa State University
