Classroom management: sound theory and effective practice

432 Pages·2007·4.43 MB·english

by  Robert T. Tauber

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? 158