Positive Classroom Discipline

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McGraw-Hill, 1987 - Education - 368 pages

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Contents

Introduction
3
Rules Routines and Standards
41
Arranging the Learning Environment to Your Advantage
56
Copyright

13 other sections not shown

Common terms and phrases

administrators adult Applied Behavior Analysis back on task back talk back-up system basic become begin behavior management behavior modification Billy body language bonus bonuses chapter child classroom management classroom rules complex incentive system cooperation cost deal desk discipline problems disruptive students effective elementary extinction eye contact faculty give goofing grade high school imagine kids learning lesson limit-setting sequence look management program management system meaning business medium back-up responses minutes nagging negative reinforcement negative sanctions omission training parents peer penalty pencil point economies Positive Classroom Discipline preferred activity produce punishment punition question reinforcement error relationship relaxing breaths responsibility training reward room arrangement schedule of reinforcement school discipline secondary level self-eliminate simply situation skills small back-up responses stopwatch structure take two relaxing tattle teacher teaching things turn typically upset usually wait walk week

About the author (1987)

For over 30 years Dr. Jones has studied highly successful teachers - the "naturals" - to see how they make success look easy. During that time he has conducted extensive research and constant experimentation in classrooms. His objective has been to perfect methods of classroom management that are both powerful and affordable for the teacher. Successful teaching is neither "magic" nor is it a collection of handy hints - the proverbial "bag of tricks." Rather, successful teaching is built around a handful of core competencies that are expressed in everything the teacher does. Once mastered, they bring rapid relief from teacher exhaustion for one simple reason: Responsible students who have learned to manage themselves require much less management from the teacher. Dr. Jones has focused upon providing quality professional development that builds an on-going process of growth and change among faculty and administrators at the school site. He has developed books, videos and other support media to ensure a consistent quality of training and follow-through by school site personnel. Dr. Jones received his Ph.D. in clinical psychology from UCLA specializing in work with schools and families. While on the faculty of the UCLA Medical Center, Dr. Jones developed methods of helping children with severe emotional disorders as head of the Child Experimental Ward of the Neuropsychiatric Institute. At that time he also began pioneering research in classroom management in both regular and special classrooms. While on the faculty of the University of Rochester, Dr. Jones continued to develop the non-adversarial management procedures that were to become Positive Classroom Discipline and Positive Classroom Instruction. Dr. Jones most recent book, Tools for Teaching, offers an updated description of classroom management enriched by two decades of teacher training.

Bibliographic information

TitlePositive Classroom Discipline
AuthorFredric H. Jones
Editionillustrated
PublisherMcGraw-Hill, 1987
ISBN0070328307, 9780070328303
Length368 pages
Subjects ›  › 

Education / Behavioral Management
Education / Classroom Management
Education / Teaching / General
  
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