"This is the most researched-based, clearly written and well-organized book on the subject of classroom management and disciple that I've come across in years. Every time I finished reading a chapter, I just wanted to shout, 'Yes, yes, yes!" Randy L Brown, University of Central Oklahoma "In this book, George Bear has taken a sweeping and informative approach to guiding educators in how to reduce misbehavior and increase responsible behavior in students. The historical perspective is both impressive and helpful. But it is their integration of discipline with character education and social-emotional learning that pushes the frontiers of behavior management in an important way. To understand behavior as developmental and to approach it pro-actively and preventively is a strategy and philosophy that will serve schools, educators, students, and society well." Marvin W. Berkowitz, Ph.D, University of Missouri-St. Louis "George Bear's book is destined to be a classic in its field. Comprehensive in coverage, exceptionally well-grounded in research, and packed with clear, best-practice recommendations, it will set a new standard for books on discipline. Anyone concerned about the character of the next generation will appreciate Bear's distinctive emphasis on self-discipline as the core character strength essential for orderly classrooms, diligent work, and responsible citizens." Tom Lickona, author, Character Matters, and director, Center for the 4th and 5th Rs (Respect and Responsibility) "This book is grounded not only in a theoretical base for understanding how self-discipline and classroom management may be developed with respect for the needs of the individual as well as society, but the practical nature complete with excellent illustrations and implimentation tips allows teachers to understand what they can do to facilitate the growth of their students." Merle J. Schwartz, Director of Education and Training - Character Education Partnership Package this text with MyLabSchool --a powerful set of online tools that bring the classroom to life! With real video footage of teachers and students in the classroom, an interactive system for collecting observations, and a seamlessly integrated suite of tools for lesson planning, portfolio development, and standards integration from TaskStream, you'll get a clear sense of what being in a real classroom is like! Visit www mylabschool.com for more information!

Table of Contents:
Each chapter begins with “Guiding Questions” and “Introduction” and concludes with “Summary and Key Points,” “Key Terms and Concepts,” “Recommended Reading and Resources,” and “References.” Preface. 1. Developing Self-Discipline. Developing Self-Discipline and Using Discipline: Two National Priorities. What is Self-Discipline? Why Development of Self-Discipline Should Be an Educational Priority. Developing Self-Discipline: The Need for Comprehensive Classroom Discipline. 2. Using Discipline: Issues and Controversies. Common Criticisms of Punishment. What is Punishment? Zero Tolerance. Limitations to the Use of Punishment. Given Its Many Limitations, Why is Punishment so Popular? 3. Critical Issues: Changing Perspectives on Governing Students and Developing Character. Introduction. Early Approaches and Methods of Classroom Discipline. Early Methods of Classroom Discipline: A Focus on Corporal Punishment and Direct Instruction. Challenges and alternatives to the Harsh Authoritarian Approach. Same Approaches But Different Methods. Changing Demographics and Pressure to Change Classroom Discipline. Character Education. 4. Critical Issues: Causes of School Violence, the Legal Rights of Students, and Problems of Character Education. Increasing Behavior Problems, and Decreasing Character Education. Rapid Decline in Character Education and an Increase in Alternative Models of School Discipline. Regaining Control of Classrooms. 5. Goals, Encouragement, and Logical Consequences: Dreikurs' Model of Classroom Discipline. Teachings and Philosophy of Dreikurs. Strategies for Developing Self-Discipline and for Preventing and Correcting Misbehavior. Critique of Dreikurs' Model of Classroom Discipline. 6. Responsible Choices and Confrontation: Glasser's Model of Classroom Discipline. The Teachings and Philosophy in Glasser's Reality Therapy. Strategies for Preventing and Correcting Problems of Classroom Discipline. Control Theory: Glasser's More Recent Version of RealityTherapy. Critique of Glasser's Reality Therapy. 7. Assertive Discipline: From “Take Charge” To “Be Positive.” The 1976 Take Charge Version of Assertive Discipline. The 1992 and 2001 Versions of Assertive Discipline: Be Positive! 8. Developing Social and Moral Problem Solving, and Self Discipline. Social Cognitive Components of Self-Discipline. Strategies and Techniques for Developing Social and Moral Problem Solving. 9. Developing Emotional Competencies, and Self- Discipline. Three Case Studies. Emotion-Related Goals for Developing Self-discipline. Strategies and Techniques for Emotional Competence (and for Effective Classroom Discipline). 10. Preventing Behavior Problems Through Effective Classroom Management. Guiding Research for Effective Classroom Management. Strategies and Techniques for Effective Classroom Management. 11. Behavior Replacement Techniques for Correcting Misbehavior. Authoritative Discipline in the Correction of Misbehavior. Applied Behavior Analysis. Behavior Replacement Techniques. 12. Behavior Reduction Techniques for Correcting Misbehavior. Guiding Principles for Selecting Reductive Techniques. The Hierarchy of Restrictiveness. 13. Addressing Serious and Chronic Behavior Problems: Alternative and Special Education. Suspension and Expulsion. Discipline and Children with Disabilities. Suspensions and Expulsion of Students with Disabilities. Section 504 of the Vocational Rehabilitation Act. Remediation and the Regular Classroom Teacher. Violence, Security, and Safety. Appendices. A. Needs Assessment and Implementation Guide for Comprehensive School Discipline. B. Common Features of Popular Models of Classroom Discipline. C. Recommended Procedures for Conducting Class Meetings Dealing With Social and Moral Problems. D. Progression of Techniques for Correcting Misbehavior. Index. Appendix. Glossary. Index.