Strategies for teaching self-discipline in the middle grades

Authors:Charles H. Wolfgang, Betty J. Bennett, Judith L. Irvin

Summary:Practical help for implementing a system of classroom management and discipline that will ultimately help students become self-disciplined. In this guide readers will find the most comprehensive collection of practical methods and techniques from today's most widely-used discipline models: TET, Glasser, Dreikurs, Assertive Discipline, Behavior Analysis, and more.

Edition:View all formats and editions

Physical Description:1 online resource (xi, 287 pages) : illustrations

OCLC Number / Unique Identifier:681446815

Subjects:

Classes (Éducation) Conduite

Classroom management

Élèves du secondaire Discipline

Junior high school students Discipline

Maîtrise de soi Étude et enseignement (École moyenne)

Sekundarstufe 1

Selbstdisziplin

Self-control Study and teaching (Middle school)

Unterricht

Additional Physical Form Entry:

Print version:

Strategies for teaching self-discipline in the middle grades.

Wolfgang, Charles H.

39639991

Contents:

Preface

SECTION I Introduction

(28)

Chapter 1 Teacher Behavior, Misbehavior, and Discipline

(14)

The Severity Clause and "Stop" Statements

(1)

The Teacher Behavior Continuum: The TBC

(3)

The Three Faces of Discipline: A Concept, Not a Recipe

(1)

Teacher Personality Type

(1)

Summary

(3)

References

(1)

For Further Reading

(1)

Chapter 2 The Three Faces of Discipline System

(8)

Teacher Skill and Personality Type

(4)

Personality Fit

(3)

The Five Systems of an Effective Discipline Program

(3)

Limit-Setting System

(1)

Professional-Administrative Backup System

(1)

Incentive System

(1)

Encouragement System

(1)

Classroom (and School) Management System

(1)

Summary

(1)

References

(1)

SECTION II The Limit-Setting System: Using the Pathway of Power of the Teacher Behavior Continuum

(94)

Chapter 3 Looking: The Relationship-Listening Face

(28)

Limit Setting: The TBC's Looking

(9)

Fight-or-Flight Response

(4)

Eye Contact and Proxemics

(1)

Limit Setting on the Wing

(2)

Looking and the Three Faces Concept

(11)

Private versus Public Desist

(1)

Limit Setting as a Desist

(1)

Desist during Direct Instruction

(2)

Desist in Midsentence

(1)

Desist across the Room

(2)

Desist in an Open Field

(2)

Facial Expression

(1)

Additional Body Cues

(1)

Relaxing Breaths

(1)

Summary

(1)

References

(1)

Chapter 4 Naming: The Relationship-Listening Face

(13)

Verbal Encoding

(1)

Relationship-Listening Face

(10)

The I-Message (Behavior-Effect-Feeling)

(5)

Active Listening / Door Openers / Acknowledgments

(3)

Limit Setting and Relationship-Listening Techniques

(1)

Summary

(1)

References

(1)

Chapter 5 Questioning: The Confronting-Contracting Face

(11)

Confronting-Contracting Limit Setting

(1)

Limit Setting

(4)

Confronting-Contracting Orientation

(1)

The Outside Aggressor Phenomenon

(1)

Limit-Setting Techniques

(1)

Disengaging

(2)

Summary

(1)

References

(1)

Chapter 6 Commanding: The Rules and Consequences Face

(8)

Rules and Consequences

(1)

The Assertive Position

(3)

Characteristics of Assertive Teachers

(3)

The Nonassertive or Hostile Teacher

(1)

Characteristics of Nonassertive Teachers

(1)

The Backup System

(1)

Time Out

(1)

Summary

(1)

Chapter 7 Acting: The Rules and Consequences Face

(32)

Acting (Physical Intervention) and the Backup System

(15)

The Response Team

(3)

Crisis Level 1: Anxiety Phase

(1)

Crisis Level 2: Defiant Phase

(2)

Crisis Level 3: Physically Aggressive Phase (Assault)

(4)

Crisis Level 4: Tension Reduction (Calming) Phase

101

(1)

Private Meeting (Semi-Private)

102

(2)

The Supportive Stance

104

(3)

Assault

107

(6)

A Strike

107

(1)

A Grab

108

(5)

Nonviolent Restraining

113

(5)

Basket-Weave Hold Restraint

113

(1)

Team Restraint

114

(1)

Transporting Techniques

115

(3)

Classmates as Onlookers to the Assault

118

(2)

Class Meetings (Verbal Ventilation)

118

(2)

Summary

120

(1)

References

121

(2)

SECTION III The Professional-Administrative Backup System

123

(38)

Chapter 8 The Backup System

125

(36)

Documentation of the Backup Steps: The Backup System Checklist

125

(3)

Procedures

127

(1)

Private Conferences

128

(8)

Looking (Relationship-Listening Face)

128

(1)

Naming (Relationship-Listening Face)

128

(4)

Questioning (Confronting-Contracting Face)

132

(4)

Understanding Time Out

136

(5)

Types of Time Outs

136

(4)

Levels of Exclusion and Time Out

140

(1)

Disengaging

141

(2)

Contingency Contracting

142

(1)

Sealing the Contract

143

(1)

Common Questions Regarding Confronting-Contracting

143

(4)

Repeating Previous Steps

144

(1)

Clean Slate

144

(1)

Notifying Parents

145

(2)

Meetings and Conferencing in Public

147

(12)

The Relationship-Listening Metting

148

(1)

The Confronting-Contracting Meeting

149

(1)

Professional Staffing

150

(4)

Step 1: Stating the Problem (Overview of the Student's Behavior)

154

(2)

Step 2: Generating Solutions

156

(1)

Step 3: Evaluating Solutions

156

(1)

Step 4: Deciding on Solutions (A Final Written Plan)

157

(1)

Step 5: Implementing the Solution (A Commitment)

158

(1)

Step 6: Reevaluation Meeting

158

(1)

Summary

159

(1)

References

160

(1)