Classroom management: sound theory and effective practice PDF
Preview Classroom management: sound theory and effective practice
Classroom Management Classroom Management Sound Theory and Effective Practice Fourth Edition RobertT.Tauber,Ph.D. LibraryofCongressCataloging-in-PublicationData Tauber,RobertT. Classroommanagement:soundtheoryandeffectivepractice/RobertT.Tauber.— l4thed. p. cm. Includesbibliographicalreferencesandindex. ISBN978–0–275–99668–0(alk.paper)—ISBN978–0–275–99670–3 (pbk:alk.paper) 1.Classroommanagement—UnitedStates. 2.Schooldiscipline—UnitedStates. I.Title. LB3011.T38 2007 371.102(cid:1)4–dc22 2007023757 BritishLibraryCataloguinginPublicationDataisavailable. Copyright(cid:2)c 2007byRobertT.Tauber Allrightsreserved.Noportionofthisbookmaybe reproduced,byanyprocessortechnique,withoutthe expresswrittenconsentofthepublisher. LibraryofCongressCatalogCardNumber:2007023757 ISBN-13:978–0–275–99668–0 ISBN-13:978–0–275–99670–3(pb) Firstpublishedin2007 PraegerPublishers,88PostRoadWest,Westport,CT06881 AnimprintofGreenwoodPublishingGroup,Inc. www.praeger.com PrintedintheUnitedStatesofAmerica Thepaperusedinthisbookcomplieswiththe PermanentPaperStandardissuedbytheNational InformationStandardsOrganization(Z39.48–1984). 10 9 8 7 6 5 4 3 2 1 CopyrightAcknowledgments Theauthorandthepublishergratefullyacknowledgepermissionforuseofthefollowing material: LinedrawingsofB.F.Skinner,CarlR.Rogers,JamesC.Dobson,MarleneandLeeCanter, FredricH.Jones,RudolfDreikurs,WilliamGlasser,andThomasGordonareusedwith permissionbytheartist,PatrickR.Sharbaugh,andwithpermissionofDistanceEducation, ThePennsylvaniaStateUniversity. Contents Acknowledgments xix Preface xxi PARTI INTRODUCTION,DEMOCRACY,AND FRAMEWORKS 1 Chapter1 Introduction:SomeStraightTalkonDiscipline 3 Objectives 3 Discipline:ARealProblem? 3 WhatIsYourPhilosophyofDiscipline? 4 TeacherEvaluations 5 LittleNewintheDisciplineWorld 6 HulaHoops,PetRocks,andRubik’sCubes 8 PlayingtheOdds 8 OmissionandCommission 9 EffectiveTeachingMustBePresent 9 WaterSeeksItsOwnLevel 11 CoursesinClassroomManagement 11 WhereDoTeachersDevelopCompetencyinClassroomManagement? 13 UsingaRecognizedBodyofKnowledge 13 EffectiveDiscipline:SimplyCommonSense? 15 Doctor,Doctor,IHaveThisPain! 15 Summary 16 vi Contents Chapter2 DemocracyandDiscipline:HowOneInfluences theOther 17 Objectives 17 DoYouBelieveinDemocracy? 17 RoleofTeachersinaDemocracy 18 Democracy:WhatDoesItReallyMean? 18 A“Democracy-Meter” 20 AreStudentsCitizens? 21 Justice:ADemocraticTerm 22 Choice:AnotherDemocraticTerm 23 Liberty:StillOneMoreDemocraticTerm 24 FreeSchools—AreTheyTooDemocratic? 25 HowTheTermsthatDefineDemocracyMakeaDifference 26 Dewey,Discipline,andDemocracy 27 OurConstitution:ItsImpactonDiscipline 27 Preamble 27 AmendmentI 28 AmendmentIV 28 AmendmentV 29 AmendmentVIII 29 AmendmentXIV 30 PledgeofAllegiance 31 SigningAwayaChild’sRights 31 ARealityCheck! 32 AnotherRealityCheck! 33 Conclusion 33 Chapter3 TheoreticalFrameworksforSelecting aDisciplineModel 35 Objectives 35 DisciplineModels:TheirOrigin 35 ASchoolsofThoughtFramework:WolfgangandGlickman 37 ASocialBasesofPowerFramework:FrenchandRaven 40 CoercivePower 41 RewardPower 41 Manipulation:TheCommonElement 41 OverlookedBasesofSocialPowerandInfluence 42 LegitimatePower 42 ReferentPower 43 ExpertPower 43 Contents vii BuildingReferentPower 44 BuildingExpertPower 45 Conclusion 46 ABehaviorist-HumanistFramework:SkinnerVersusRogers 46 WhichAreYou:ASkinnerianoraRogerian? 50 Skinner-RogersTerminology 50 InterpretingtheExercise 51 AKeepingItSimpleFramework:Lewis 54 WhyNotAnEclecticApproach?:AFewFinalArguments 55 UsingADisciplineModelThat“Works” 57 PARTII “TRIEDANDTRUE”MODELSOFCLASSROOM MANAGEMENT 59 Chapter4 JamesDobson:APlaceforPunishment 61 Objectives 62 WhereDoesDobson’sModelFallwithintheFourTheoretical FrameworksinChapter3? 62 Introduction 63 CorporalPunishmentDefined 63 “IGotPaddledandITurnedOutOkay!” 64 SpankingtheTongue:AFactofLife 65 TheBurnerWithoutaBrain 65 WhataretheLeaningsoftheAmericanPublic? 66 VirtuesofPunishment 67 First-DayApproachesofTwoTeachers 69 OthersWhoSupportPunishment 71 ALookatthePast 73 TheHeadlineRead“SpankingisOK!” 74 ARosebyanyOtherNameisStillaRose:Orisit? 74 GuidelinesforAdministeringPunishment 75 ThreeSwatsandYouareOut 77 ChallengestoPunishment 80 CorporalPunishment:ShoulditbeaStudent’sChoice? 82 OrganizationsFavoringAbolishmentofCorporalPunishment 83 TheDemographicsofPunishment 84 CenterfortheStudyofCorporalPunishmentinSchools 86 WhatisYourBestCaseforPunishment? 87 WhatParentsCanDoIfTheirSchoolDistrictPermitsCorporal Punishment 88 viii Contents HowDoesDemocracyFitinDobson’sModel? 90 PROsandCONsofDobson’sModel 90 WhenisaModelnotaModel? 90 LearningMoreAboutDobson’s“APlaceforPunishment”Model 92 TestYourself 93 AskYourself:IsThisModelForYou? 94 Chpater5 LeeandMarleneCanter:AssertiveDiscipline:A “Take-Charge”ApproachtoClassroomManagement 95 Objectives 96 WhereDoestheCanters’ModelFallwithintheFourTheoretical FrameworksinChapter3? 97 “C”forControversy;“C”forCanter 97 A“Take-Charge”Attitude:BecomingtheAlphaMale 98 TeacherExpectations 99 ResponseStyles 100 ResponseStylesinAction 102 LessonsfromBaywatch 102 RulesandaDisciplinePlan 103 PositiveRecognition:ACanterEmphasis 106 “ILiketheWaythatCissie....! 107 PittingOneChildagainstAnother 108 SeveralOtherAssertiveDisciplineTactics 109 DeliveringYourAssertiveMessageAssertively 110 I-Messages:TheCanterWay 111 DoesAssertiveDisciplineWork? 112 IsItAlwaystheStudent’sFault? 114 WelcometotheSupernannyState 114 PunishedbyRewards—LetKohnTellIt 115 PunishedbyaLackofRewards 117 HowDoesDemocracyFitinCanters’Model? 118 PROsandCONsofCanters’Model 119 LearningMoreAboutCanters’AssertiveDisciplineModel 119 TestYourself 120 AskYourself:IsThisModelforYou? 121 Chapter6 FredricH.Jones:ToolsforTeaching 123 Objectives 124 WhereDoesJones’ModelFitwithintheFourTheoreticalFrameworks inChapter3? 124 Contents ix FromTheorytoPractice 124 LayerCakeApproach 125 PreventionofDisciplineProblems:ClassroomStructure 126 WorkingtheCrowd 126 RemediationofDisciplineProblems:LimitSetting 129 TheTeacher’sPriority 130 TheTeacher’sEmotionalResponse 131 TheTeacher’sPhysicalResponse 132 ResponsibilityTraining(IncludingPATs) 135 Hurry-upBonuses 136 AutomaticBonuses 138 IndividualBonuses 138 TheBackupSystem 139 HowDoesDemocracyFitinJones’Model? 140 PROsandCONsofJones’Model 140 LearningmoreaboutJones’ToolsforTeachingDisciplineModel 141 TestYourself 141 AskYourself:IsThisModelforYou? 143 Chapter7 RudolfDreikurs:SocialDiscipline 145 Objectives 146 WhereDoesDreikurs’ModelFallwithintheFourTheoretical FrameworksinChapter3? 146 ADemocraticModel 146 KidsArePeople,Too 147 CluestoaChild’sGoalforMisbehaving 149 Teachers’Feelings 149 ATeacher’sTypicalResponsetoChild’sMisbehavior 149 Child’sResponsetoaTeacher’sCorrectiveEfforts 150 RecognitionReflex:AFinalClue 151 AlternativeBehaviorsforTeachers 152 BidsforAttention 152 PowerStruggles 153 RevengeSeeking 154 DisplaysofInadequacy 155 Natural,Logical,andContrivedConsequences 155 NaturalConsequences 155 LogicalConsequences 156 ContrivedConsequences 157 EncouragementorPraise? 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