School discipline and self-discipline: a practical guide to promoting prosocial student behavior
The Guilford practical intervention in the schools series
Short Title:
School discipline and self-discipline
Format:
Book
Publication Date:
Nov 30, 2009
Publisher:
Guilford Press
Place of Publication:
New York
Pages:
256
Sources ID:
107026
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: Classroom management and school discipline: punishment and its positive alternatives -- Managing student behavior with positive behavioral techniques of schoolwide positive behavior supports -- Self-discipline and the social and emotional learning approach to school discipline -- Strategies for developing self-discipline (and a positive school climate) -- Preventing behavior problems -- Praise and rewards: use with caution? -- Strategic use of praise and rewards for developing self-discipline and a positive school climate -- When extrinsic rewards are needed: implementing the good behavior game (while developing self-discipline) -- Authoritative discipline in the correction of misbehavior -- Developing self-discipline when correcting misbehavior -- Implementing schoolwide change.Note(s): Includes bibliographical references and index.Class Descriptors: LC: LB3012; Dewey: 371.5Responsibility: George G. Bear.Vendor Info: Brodart Baker and Taylor Coutts Information Services YBP Library Services (BROD BTCP COUT YANK) $35.00Entry: 20100309Update: 20181108Provider: OCLC1 Classroom Management and School Discipline: Punishment and Its Positive Alternatives 1(17) Two Common Aims of Discipline: Managing Students and Developing Self-Discipline 1(2) TheNeed for a Balanced and Comprehensive Approach 3(1) Why Punishment is Often Used to Manage Student Behavior 4(1) Behavior Management with Punishment: The Zero Tolerance Approach 5(5) Zero Tolerance Approach versus Reasonable Zero Tolerance Policies 6(1) Limitations to Punishment 7(3) Positive Alternatives to Zero Tolerance and Punishment 10(2) Schoolwide Positive Behavior Supports 10(1) Social and Emotional Learning 11(1) Different, Yet Compatible 12(1) Comprehensive Classroom and Schoolwide Discipline at the Universal Level 12(3) Component 1 Developing Self-Discipline 12(1) Component 2 Preventing Behavior Problems 13(1) Component 3 Correcting Behavior Problems 14(1) Caution: Developing Self-Discipline Is Not the Same as Preventing and Correcting Behavior Problems 14(1) Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline 15(1) Overview of This Volume 16(1) Summary 17(1) 2 Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports 18(19) Key Features of the SWPBS Approach 19(3) Three-Tiered Model of Prevention, Interventions, and Supports 20(1) Direct Instruction 20(1) Evidence- or Research-Based Behavioral Practices 21(1) Supportive Systems 21(1) Ongoing Collection and Use of Data for Decision Making 21(1) Key Features as Measured by the Schoolwide Evaluation Tool22(1) Strengths and Limitations of SWPBS 23(11) Strengths 23(3) Limitations 26(8) SWPBS: Adopt? Reject? or Integrate? 34(1) Summary 35(2) 3 Self-Discipline and the Social and Emotional Learning Approach to School Discipline 37(19) What Is Self-Discipline? 37(1) Self-Discipline versus Compliance 38(2) The SEL Approach 40(2) Supporting Theory and Research 40(1) Targeted Social and Emotional Competencies 41(1) Close and Supportive Relationships, Especially between Teachers and Students 42(1) Programs Included under the SEL Approach 42(3) Character Education 42(1) Positive Psychology 43(2) Research Supporting the Importance of Self-Discipline and SEL 45(9) Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems 45(1) Relation of Self-Discipline and SEL to Other Important Outcomes 46(5) Research Supporting the Importance of Caring and Supportive Relationships 51(1) Research Demonstrating the Effectiveness of SEL Programs 52(2) Studies of Techniques Used in SEL 54(1) Summary 54(2) 4 Strategies for Developing Self-Discipline (and a Positive School Climate) 56(24) What Should Be Developed? 57(1) Four Steps to Developing Self-Discipline 58(4) Step 1 Develop Student Sensitivity to Social and Moral Problems 58(1) Step 2 Determine What One Ought to Do 59(1) Step 3 Decide among Alternatives 60(1) Step 4 Do What One Decides to Do 60(2) Strategies for Developing Self-Discipline 62(11) Strategy 1 Use Praise and Rewards Strategically and Wisely, with the Aim of Developing Self-Discipline 63(1) Strategy 2 Build and Maintain a Positive Teacher-Student Relationship Characterized by a Balance of Structure and Support 63(1) Strategy 3 Implement Curriculum Activities That Directly Teach Social, Emotional, and Behavioral Competencies 64(2) Strategy 4 Provide Multiple Models of Social and Moral Problem Solving, Moral and Regulated Emotions, and Responsible Behavior 66(1) Strategy 5 Provide Multiple Opportunities for Students to Apply and Practice Social, Emotional, and Moral Competencies of Self-Discipline 67(5) Strategy 6 Use Disciplinary Encounters to Help Develop Self-Discipline 72(1) Summary 73(7) 5 Preventing Behavior Problems 80(20) What Works in the Prevention of Behavior Problems? 81(1) The Authoritative Approach to Classroom and Schoolwide Discipline 82(2) Responsiveness 82(1) Demandingness 82(1) Supporting Research 83(1) Preventive Strategies and Techniques for Effective Classroom and Schoolwide Discipline 84(15) Strategy 1 Demonstrate Caring and Support for All Students 85(1) Strategy 2 Promote Positive and Prevent Negative Peer Interactions 85(2) Strategy 3 Create a Physical Environment That Is Safe and Conducive to Teaching and Learning 87(2) Strategy 4 Establish Social, Emotional, and Academic Expectations That Are Clear, High, Reasonable, and Responsive to Developmental, Cultural, and Individual Differences 89(1) Strategy 5 Establish Predictable Procedures and Routines 89(1) Strategy 6 Establish Fair Rules and Consequences 90(4) Strategy 7 Monitor Student Behavior Frequently and Respond Quickly to Early Signs of Misbehavior 94(2) Strategy 8 Provide Academic Instruction and Activities That Engage and Motivate Learning 96(2) Strategy 9 Establish and Maintain Close Communication with Each Student's Parents and Work Hard to Garner Their Support 98(1) Strategy 10 Use Praiseand Rewards in a Wise and Strategic Manner 99(1) Summary 99(1) 6 Praise and Rewards: Use with Caution? 100(16) Distinguishing among Positive Reinforcement, Rewards, and Praise 101(1) The Controversy over the Use of Praise and Rewards 102(1) Good Reasons to Use Praise (and Rewards), Other Than to Manage or Reinforce Student Behavior 103(2) Practical Limitations to Praise and Rewards 105(4) Do Praise and Rewards Undermine Intrinsic Motivation, and, If So, When Do They? 109(6) What the Debate Is Not About 110(1) The View ofOne Side of the Debate: Tangible Rewards Can Harm Intrinsic Motivation 111(3) The Other Side of the Debate: Don't Worry 114(1) Summary of the Potential Negative Impact on IntrinsicMotivation 114(1) Summary and Conclusion: Beyond Praise and Rewards for Control 115(1) 7 Strategic Use of Praise and Rewards for Developing Self-Discipline and a Positive School Climate116(13) Recommendations for the Strategic Use of Praise and Rewards 117(10) Summary 127(2) 8 When Extrinsic Rewards Are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline) 129(22) The GBG: Supporting Research 130(3) Studies of the GBG in the Baltimore City Public Schools 131(1) GBG in The Netherlands 132(1) Why Does the GBG Work? 132(1) When Not to Play the Game 133(1) Playing the GBG to Manage Students' Behavior and Develop Self-Discipline 134(1) Preparing for the Game 135(5) Step 1 Create Teams and Pick Their Membership 135(1) Step 2 Tentatively Define the Rules of the Game 136(1) Step 3 Determine What Rewards Will Be Used and When They Will Be Given 137(1) Step 4 Determine How the Score Will Be Kept and What Score Is Needed to Win 138(1) Decide When to Play the Game and When You Might Stop Playing It 139(1) Playing the Game 140(7) Preseason Practice 141(5) Expansion and Generalization/Fading 146(1) Developmental, Cultural, and Individual Differences 147(1) Summary 147(4) 9 Authoritative Discipline in the Correction of Misbehavior 151(16) General Principles to Guide the Correction of Behavior Problems 153(11) Summary 164(3) 10 Developing Self-Discipline WhenCorrecting Misbehavior 167(19) Problem Solving during Correction: Part 1. The Problem-Solving Meeting and Reflective Action Plan 168(5) The Problem-Solving Meeting 168(4) The Reflective Action Plan 172(1) Self-Management Techniques 173(1) Advantages 174(1) Limitations 174(1) Problem Solving during Correction: Part 2. The School's Responsibility 174(3) Directly Supporting the Student's Reflective Action Plan 175(1) Altering Current Preventive and Corrective Practices 176(1) Support from Parents and Peers 177(2) Support from Parents 177(1) Support from Peers 178(1) When These Solutions Are Not Sufficient 178(1) Summary 179(7) 11 Implementing Schoolwide Change 186(19) Tinkering versus Meaningful Change? 186(1) Don't Change, or Change Very Little, If You're Already Effective! 187(1) Determining the Need for Change 188(5) Examine Existing Schoolwide Data 189(1) Survey Strengths and Needs, as Currently Viewed by Major Stakeholders 190(1) Administer Additional Measures, as Needed, That Assess Important Outcomes and MightHelp to Identify Areas of Specific Need 191(2) Reflect on the Result of the Assessment of Strengths and Needs 193(1) When Changes Are Needed: The Five Phases of Systemic Change 193(6) Phase 1 Create Readiness and Commitment to Change 194(1) Phase 2 Developing a Plan 195(1) Phase 3 Initial Implementation 196(1) Phase 4 Institutionalizing the Program through Policy, Curriculum, and the Culture of the School 197(1) Phase 5 Ongoing Evolution and Creative Renewal 197(2) Summary 199(6) Appendix A Schoolwide and Classroom Strengths-and-Needs Assessment: From Schoolwide Discipline to Self-Discipline 205(18) Appendix B Delaware School Climate Survey: Student Version 223(2) Appendix C Delaware School Climate Survey:
Collection:
K-12 Social Emotional Learning (SEL)
Visibility:
Public (group default)
Abstract:
(Show)
How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals.