Buch, Englisch, 464 Seiten, Book with DVD, Format (B × H): 208 mm x 280 mm, Gewicht: 1146 g
A Positive Approach to Behavior Management. with DVD
Buch, Englisch, 464 Seiten, Book with DVD, Format (B × H): 208 mm x 280 mm, Gewicht: 1146 g
ISBN: 978-1-118-45087-1
Verlag: Wiley
Revised edition of the classic book on classroom management
This third edition of Discipline in the Secondary Classroom is a treasure trove of practical advice, tips, checklists, reproducibles, and ready-to-use activities that will save secondary teachers time and help them become more effective educators. Both new and seasoned teachers will find the book invaluable for designing a management plan that prevents problems, motivates students, and teaches students to behave responsibly.
* Offers a proven classroom management plan based on Sprick's acclaimed STOIC framework for training teachers: Structure for success, Teach expectations, Observe and monitor, Interact positively, and Correct fluently
* Includes information on everything from creating a vision for classroom behavior to addressing misbehavior and motivating students
* Bonus DVD features video of Sprick explaining core practices
This accessible, value-packed resource shows educators how to work with students to create a well-managed classroom where learning can flourish.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
The Author vii
Acknowledgments viii
How to Use This Book ix
DVD Contents xviii
Foreword by Donald D. Deshler xxiii
Preface xxv
Introduction 1
SECTION ONE: STRUCTURE YOUR CLASSROOM FOR SUCCESS 5
Chapter 1 Vision: Understand key concepts about managing student behavior 7
Task 1: Understand the Basic Principles of Behavior Modification and Your Role in That Process 8
Task 2: Understand Motivation and the Variables That Can Be Manipulated to Increase It 10
Task 3: Develop and Implement Guidelines for Success 15
Task 4: Maintain High Expectations for Students' Academic and Behavioral Performance 17
Task 5: Initiate and Maintain Family Contacts 19
Initial Contact 21
Ongoing Contact 24
In Conclusion 25
Chapter 2 Grading and Instruction: Design instruction and evaluation systems 29
Task 1: Develop Clear Goals for Each Class You Teach 30
Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship between Student Effort and Success 33
Task 3: Establish a System to Provide Students Feedback on Behavior and Effort; Incorporate This into Your Grading System 37
Planning Step 1: Establish a Grade Percentage for Classroom Behavior or Effort 40
Planning Step 2: Determine the Approximate Number of Total Points Students May Earn During the Term 41
Planning Step 3: Determine the Approximate Number of Total Points Based on Behavior and Effort 42
Planning Step 4: Design an Efficient System for Monitoring and Recording Daily Classroom Behavior Points 43
Planning Step 5: Determine the Impact of Excused and Unexcused Absences on Your Grading of Behavior and Effort 46
Planning Step 6: Assign Weekly Performance Points and Provide Feedback to Students 47
Summary of Behavior Feedback Within Grading Systems 48
Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades 49
Task 5: Implement Effective Instructional Practices 53
Teacher's Presentational Style 54
Actively Involving Students in Lessons 54
Ensuring High Rates of Student Success 54
Providing Students with Immediate Performance Feedback 55
Task 6: Present Desired Tasks to Your Students in a Manner That Will Generate Their Enthusiasm 55
In Conclusion 57
Chapter 3 Organization: Prepare routines and procedures 63
Task 1: Arrange the Schedule of Activities for Each Class Period to Maximize Instructional Time and Responsible Behavior 64
Task 2: Arrange the Physical Space in Your Classroom to Promote Positive Student-Teacher Interactions and
Reduce Disruption 68
Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention 74
Task 4: Design Efficient, Effective Procedures for Beginning and Ending the Class Period 76
Entering Class 77
Opening Activities 78
Materials 80
Dealing with Students Returning after an Absence 82
End of Class or Period 82
Dismissal 83
Task 5: Design Effective, Efficient Procedures for Assigning, Monitoring, and Collecting Student Work 83
Assigning Classwork and Homework 84
Collecting Completed Work 86
Returning GradedWork to Students 87
Late or Missing Assignments 88
Task 6: Manage Independent Work Periods 89
In Conclusion 94
Chapter 4 Classroom Management Plan: Plan to encourage responsible behavior and to respond consistently to student misbehavior 101
Task 1: Adjust the Structure of Your Management Plan Based on Your Needs and the Needs of Your Students 102
Consider Your Needs 103
Consider Your Students' Needs 105
Identify the Level of Structure You Will Use 108
Task 2: Identify and Post Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective
Feedback 109 Task 3: Develop a Plan for Correcting Early-Stage Misbehaviors 114
Proximity 115
Gentle Verbal Reprimand 116
Discussion 116
Family Contact 116
Humor 118
Restitution 118
Conclusion 118
Task 4: Develop Consequences for Rule Violations 119
Loss of Point 122
Time Owed 122
Time-Out 123
Restitution 124
Detention 124
Demerits 124
Office Referral 125
Task 5: Know When and When Not to Use Disciplinary Referral 125
In Conclusion 129
SECTION TWO: TEACH EXPECTATIONS 133
Chapter 5 Expectations: Plan to teach students how to be successful 135
Task 1: Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities 138
Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both within and between Activities, That Occur during a Typical School Day 160
Task 3: Develop a Preliminary Plan, and Prepare Lessons for Teaching Your Expectations to Students 179
In Conclusion 187
Chapter 6 Preparation and Launch: Pull it all together for the first day 193
Task 1: Finalize Your Classroom Management Plan, and Prepare to Communicate That Plan to Your Students 194
Task 2: Complete Your Preparations for the First Day 198
Task 3: Implement Your Plan for the First Day 200
Step 1: Communicate Your Expectations 202
Step 2: Monitor Student Behavior 203
Step 3: Give Students Feedback on Their Implementation of Expectations 204
Task 4: Gradually Decrease the Amount of Time You Spend Teaching Expectations, Procedures, and Routines 206
Task 5: Mark on Your Planning Calendar Particular Times When You Will Reteach Your Expectations 214
In Conclusion 217
SECTION THREE: OBSERVE STUDENT BEHAVIOR 221
Chapter 7 Monitor Student Behavior: Implement and adjust your classroom management plan 223
Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously 224
Circulating 224
Visual Scanning 225
Auditory Scanning 226
Task 2: Collect Objective Data about Classroom Behavior, and Adjust Your Management Plan Accordingly 226
Tool A: CHAMPS and ACHIEVE versus Daily Reality Rating Scales 229
Tool B: Ratio of Interactions Monitoring Forms 234
Tool C: Misbehavior Recording Sheet 239
Tool D: Grade Book Analysis Worksheet 241
Tool E: On-Task Behavior Observation Sheet 245
Tool F: Opportunities to Respond Observation Sheet 247
Tool G: Student Satisfaction Survey 250
In Conclusion 254
SECTION FOUR: INTERACT POSITIVELY 255
Chapter 8 Motivation: Enhance students' desire to succeed 257
Task 1: Understand the Importance of Building Personal Relationships with Students 258
Task 2: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention 258
Task 3: Give Students Positive Feedback on Their Successes in a Variety ofWays 261
Task 4: Plan to Interact at Least Three Times More Often with Students When They Are Behaving Appropriately Than
When They Are Misbehaving 266
Task 5: Effectively Employ a Classwide System or Systems If Needed to Increase Motivation and Responsible Behavior 269
Step 1: Identify Problems, Goals, Level of Structure Needed, and the Type of System You Will Use 270
Step 2: Select a System and Prepare to Implement It 277
Step 3: Identify How You Will Maintain, Modify, and Fade a Reward-Based System 282
Menu of Classwide Systems 285
Reward-Based Systems for High-Structure Classes 285
Reward-Based Systems for Medium-Structure Classes 288
Nonreward-Based Systems for Low-Structure Classes 291
In Conclusion 297
SECTION FIVE: CORRECT FLUENTLY 301
Chapter 9 Proactive Planning for Chronic Misbehavior 303
Use Effective Correction Techniques 303
Addressing Chronic Misbehavior 305
Task 1: Analyze and, If Needed, Adjust the Implementation of Your Basic Management Plan 307
Task 2: Analyze and, If Needed, Adjust the Strategies You Are Using to Build a Positive Relationship with This Student 313
Task 3: Analyze the Misbehavior and Develop a Function-Based Intervention 317
Intervention Planning Steps 320
Step 1: Identify the target (problem) behavior and collect objective data; Use those data as you proceed to step 2 320
Step 2: Develop a hypothesis (educated guess) about the function of the misbehavior 324
Step 3: Identify Any Specific Contexts or Conditions (Time, Locations, Tasks) When the Target Behavior Typically Occurs (or Does Not Occur) 326
Step 4: Develop a Preliminary Behavior Change (Intervention) Plan Based on Your Hypothesis about the Function of the Misbehavior and Your Understanding ofWhen (UnderWhat Conditions) the Behavior Typically Occurs 326
Plan A: Develop an Intervention for Awareness-Type Misbehaviors 328
Step 1: Make Sure the Student KnowsWhat Behavior You Expect Her to Exhibit (the Target or Goal Behavior) 328
Step 2: Respond to Instances of the Misbehavior in a Manner That Lets the Student Know That She Is Not Meeting the Goal 330
Step 3: Monitor the Student's Behavior So That You and the Student Will Have an Objective Basis for Discussing Progress 331
Step 4: Provide Positive Feedback When the Student Improves 333
Plan B: Develop an Intervention for Ability-Type Misbehaviors 334
Step 1: At a Neutral Time, Have a Discussion and Provide Information That Teaches the Replacement Behavior 335
Step 2: Correct Errors in a Manner That Provides Instruction 335
Step 3: Make Accommodations to Increase the Student's Chance of Success 335
Step 4: Provide Positive Feedback When the Student Is Successful or Improves 336
Plan C: Develop an Intervention for Attention-Seeking Misbehaviors 336
Step 1: Determine Whether Ignoring Is an Appropriate Response 337
Step 2: Discuss the Proposed Plan with the Student 338
Step 3:When the Misbehavior Occurs, ContinueWhat You Are Doing and Provide Positive Feedback to Other Students 339
Step 4:When the Attention-Seeking Misbehavior Ceases, Give the Student Attention 340
Step 5: Maintain Frequent Interactions with the Student When He Is Not Misbehaving 340
Step 6: Monitor the Student's Behavior to Determine Whether Progress Is Being Made 340
Plan D: Develop an Intervention for Habitual and Purposeful Types of Misbehaviors 340
Step 1: Remove Any Positive or Satisfying Aspects of Demonstrating the Misbehavior 341
Step 2: Demonstrate to the Student That Positive Behavior Leads to Positive Results 341
Step 3: Respond to the Misbehavior by Assigning Appropriate Corrective Consequences 344
Step 4: Implement the Intervention Plan for Purposeful/Habitual Misbehavior 347
Step 5: Discuss Your Preliminary Intervention Plan with the Student and, If Appropriate, the Student's Family 348
Step 6: Implement the Intervention Plan for at Least Two Weeks; Continue to Collect Data on the Target Behavior to Evaluate the Plan's Effectiveness 349
In Conclusion 350
Appendix A: The Evidence Base behind Discipline in the Secondary Classroom 355
Billie Jo Rodriguez
Appendix B: Schoolwide Implementation of Discipline in the Secondary Classroom 361
Appendix C: Cultural Competence 369
Keba Baldwin and Amalio Nieves
Appendix D: Professionalism for the First-Year Teacher 373
Appendix E: Mapping Discipline in the Secondary Classroom to a Framework for Teaching 383
Appendix F: CHAMPS Icons 393
References 403
Name Index 415
Subject Index 423
How to Use the DVD 435
