Building Classroom Discipline

Appropriate for courses in Classroom Management and Classroom Discipline. Charles is the leading classroom management models text. It covers and applies the most important management and discipline approaches, from Redl, Wattenberg, Skinner, and Glasser through Jones, Kagan, Cook, and others. This book has two main goals. The first is to help readers understand and become highly competent in today’s major concepts, terminology, approaches, and strategies in discipline. Toward that end, information is presented on the nature of behavior and misbehavior, students’ behavioral traits, teachers’ obligations in discipline, and the goals and procedures of today’s most respected approaches in management. The second goal is to assist teachers in organizing systems of management that best meet their needs and those of their students. A comprehensive review of outstanding strategies and tactics is presented with further information and guidance to help teachers develop effective, well-rounded systems of management and discipline for any class.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. . . . A true gem of a book!” --Aubrey Fine, CA Poly University[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.”--Deborah Burris, Southern Illinios University — Carbondale

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.Gail W. Senter earned her doctorate in Curriculum and Instruction from the University of Southern California. After teaching in public schools, she moved her professional focus to university-level teacher-training programs in Southern California. In that capacity, she has held faculty positions at the San Diego campus of Chapman University, California State University San Bernardino, and California State University San Marcos, working with pre-service and veteran teachers at both the elementary and secondary levels. She assisted C.M. Charles on his book Introduction to Educational Research, collaborated with Charles on multiple editions of Building Classroom Discipline (tenth edition, 2011) and is principal author of Elementary Classroom Management (sixth edition, 2012).

Phase I Conceptual Grounding in Discipline Chapter 1 - Classroom Discipline: The Problems and the Promise Chapter 2 - Recognizing Your Obligations and Charting the Course Ahead Phase II Preparing Yourself to Take Charge in the Classroom Chapter 3 - The Development of Modern Discipline Chapter 4 - Ron Morrish on Organizing and Presenting a Basic Discipline Plan Chapter 5 - Craig Seganti on Taking Charge of the Classroom Chapter 6 - Harry and Rosemary Wong on the First Things You Should Teach Phase III Engaging with Your Students and Activating Their Internal Motivation Chapter 7 - Fred Jones on Keeping Students Willingly Engaged in Learning Chapter 8 - Marvin Marshall on Fostering Responsible Behavior Chapter 9 - William Glasser on Releasing the Power of Positive Choice Chapter 10 - Spencer Kagan on Working on the Same Side with Students Chapter 11 - Paula Cook on Helping Students Who Exhibit Neurological-Based Behavior Phase IV Perfecting and Personalizing Your Approach to Discipline Chapter 12 - Aligning Authoritative Views with the Eight Fundamental Questions in Discipline Chapter 13 - Striving for Personal Excellence in Discipline Chapter 14 - Building Your Personalized Approach to Discipline