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Classroom discipline remains the single most common problem educators face in their day-to-day teaching. Because discipline problems are so prevalent and difficult to solve, many educators and specialists in related fields have attempted to provide help for teachers. Their suggestions come from a variety of perspectives and are based on different assumptions about the purposes of schooling and the capabilities of students. Teachers often fail to scrutinise the assumptions on which these discipline approaches are based or to measure them against their own values and educational philosophy.
This text is designed to help teachers explore various approaches to classroom discipline along with their own personal philosophy. The text emphasizes informed decision-making. The teacher must have an understanding of the assumptions behind a disciplinary approach, as well as the theory and practical applications of that approach.
Unit 1: Problems and issues in discipline Chapter 1: Discipline problems and their causes Chapter 2: Making decisions about discipline
Unit 2: Discipline models Chapter 3: The Behaviour modification model: B. F. Skinner Chapter 4: Assertive discipline model: Lee & Marlene Canter Chapter 5: Democratic discipline model: Rudolf Dreikurs Chapter 6: Choice theory, reality therapy and lead management model: William Glasser Chapter 7: The teacher effectiveness training model: Thomas Gordon Chapter 8: Responsible thinking process model: Ed Ford Chapter 9: Positive Behaviour Leadership model: Bill Rogers Chapter 10: The Pain model: Patrick Connor
Unit 3: Taking responsibility for discipline Chapter 11: Developing your personal discipline model Chapter 12: Developing your Classroom Organisation Skills Chapter 13: Special Considerations in Classroom Discipline
ISBN: 9780470814499 ISBN-10: 0470814497 Audience:
Tertiary; University or College
Number Of Pages: 398 Published: 14th March 2008 Publisher: John Wiley & Sons Australia Ltd Country of Publication: AU Dimensions (cm): 24.5 x 18.0
Weight (kg): 0.74
Edition Number: 1