School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior (The Guilford Practical Intervention in the Schools Series)

Cover
Copyright Page
In Memoriam
About the Author
Acknowledgments
Contents
1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives
	Two Common Aims of Discipline: Managing Students and Developing Self-Discipline
	The Need for a Balanced and Comprehensive Approach
	Why Punishment Is Often Used to Manage Student Behavior
	Behavior Management with Punishment: The Zero Tolerance Approach
		Zero Tolerance Approach versus Reasonable Zero Tolerance Policies
		Limitations to Punishment
	Positive Alternatives to Zero Tolerance and Punishment
		Schoolwide Positive Behavior Supports
		Social and Emotional Learning
		Different, Yet Compatible
	Comprehensive Classroom and Schoolwide Discipline at the Universal Level
		Component 1: Developing Self-Discipline
		Component 2: Preventing Behavior Problems
		Component 3: Correcting Behavior Problems
		Caution: Developing Self- Discipline Is Not the Same as Preventing and Correcting Behavior Problems
	Integrating Strategies and Techniques of SEL and SWPBS for Comprehensive Classroom and Schoolwide Discipline
	Overview of This Volume
	Summary
2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports
	Key Features of the SWPBS Approach
		Three- Tiered Model of Prevention, Interventions, and Supports
		Direct Instruction
		Evidence- or Research-Based Behavioral Practices
		Supportive Systems
		Ongoing Collection and Use of Data for Decision Making
	Key Features as Measured by the Schoolwide Evaluation Tool
	Strengths and Limitations of SWPBS
		Strengths
		Limitations
	SWPBS: Adopt? Reject? or Integrate?
	Summary
3. Self-Discipline and the Social and Emotional Learning Approach to School Discipline
	What Is Self-Discipline?
	Self-Discipline versus Compliance
	The SEL Approach
		Supporting Theory and Research
		Targeted Social and Emotional Competencies
		Close and Supportive Relationships, Especially between Teachers and Students
	Programs Included under the SEL Approach
		Character Education
		Positive Psychology
	Research Supporting the Importance of Self-Discipline and SEL
		Social and Emotional Processes, Deficiencies, and Competencies Linked to Self-Discipline and Behavior Problems
		Relation of Self-Discipline and SEL to Other Important Outcomes
		Research Supporting the Importance of Caring and Supportive Relationships
		Research Demonstrating the Effectiveness of SEL Programs
		Studies of Techniques Used in SEL
	Summary
4. Strategies for Developing Self- Discipline (and a Positive School Climate)
	What Should Be Developed?
	Four Steps to Developing Self-Discipline
		Step 1: Develop Student Sensitivity to Social and Moral Problems
		Step 2: Determine What One Ought to Do
		Step 3: Decide among Alternatives
		Step 4: Do What One Decides to Do
	Strategies for Developing Self-Discipline
		Strategy 1: Use Praise and Rewards Strategically and Wisely, with the Aim of Developing Self-Discipline
		Strategy 2: Build and Maintain a Positive Teacher– Student Relationship Characterized by a Balance of Structure and Support
		Strategy 3: Implement Curriculum Activities That Directly Teach Social, Emotional, and Behavioral Competencies
		Strategy 4: Provide Multiple Models of Social and Moral Problem Solving, Moral and Regulated Emotions, and Responsible Behavior
		Strategy 5: Provide Multiple Opportunities for Students to Apply and Practice Social, Emotional, and Moral Competencies of Self-Discipline
		Strategy 6: Use Disciplinary Encounters to Help Develop Self-Discipline
	Summary
5. Preventing Behavior Problems
	What Works in the Prevention of Behavior Problems?
	The Authoritative Approach to Classroom and Schoolwide Discipline
		Responsiveness
		Demandingness
		Supporting Research
	Preventive Strategies and Techniques for Effective Classroom and Schoolwide Discipline
		Strategy 1: Demonstrate Caring and Support for All Students
		Strategy 2: Promote Positive and Prevent Negative Peer Interactions
		Strategy 3: Create a Physical Environment That Is Safe and Conducive to Teaching and Learning
		Strategy 4: Establish Social, Emotional, and Academic Expectations That Are Clear, High, Reasonable, and Responsive to Developmental, Cultural, and Individual Differences
		Strategy 5: Establish Predictable Procedures and Routines
		Strategy 6: Establish Fair Rules and Consequences
		Strategy 7: Monitor Student Behavior Frequently and Respond Quickly to Early Signs of Misbehavior
		Strategy 8: Provide Academic Instruction and Activities That Engage and Motivate Learning
		Strategy 9: Establish and Maintain Close Communication with Each Student’s Parents and Work Hard to Garner Their Support
		Strategy 10: Use Praise and Rewards in a Wise and Strategic Manner
	Summary
6. Praise and Rewards: Use with Caution?
	Distinguishing among Positive Reinforcement, Rewards, and Praise
	The Controversy over the Use of Praise and Rewards
	Good Reasons to Use Praise (and Rewards), Other Than to Manage or Reinforce Student Behavior
	Practical Limitations to Praise and Rewards
	Do Praise and Rewards Undermine Intrinsic Motivation, and, If So, When Do They?
		What the Debate Is Not About
		The View of One Side of the Debate: Tangible Rewards Can Harm Intrinsic Motivation
		The Other Side of the Debate: Don’t Worry
		Summary of the Potential Negative Impact on Intrinsic Motivation
	Summary and Conclusion: Beyond Praise and Rewards for Control
7. Strategic Use of Praise and Rewards for Developing Self- Discipline and a Positive School Climate
	Recommendations for the Strategic Use of Praise and Rewards
	Summary
8.When Extrinsic Rewards Are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline)
	The GBG: Supporting Research
		Studies of the GBG in the Baltimore City Public Schools
		GBG in The Netherlands
		Why Does the GBG Work?
	When Not to Play the Game
	Playing the GBG to Manage Students’ Behavior and Develop Self-Discipline
	Preparing for the Game
		Step 1: Create Teams and Pick Their Membership
		Step 2: Tentatively De.ne the Rules of the Game
		Step 3: Determine What Rewards Will Be Used and When They Will Be Given
		Step 4: Determine How the Score Will Be Kept and What Score Is Needed to Win
		Decide When to Play the Game and When You Might Stop Playing It
	Playing the Game
		Preseason Practice
		Expansion and Generalization/Fading
		Developmental, Cultural, and Individual Differences
	Summary
9. Authoritative Discipline in the Correction of Misbehavior
	General Principles to Guide the Correction of Behavior Problems
	Summary
10. Developing Self-Discipline When Correcting Misbehavior
	Problem Solving during Correction: Part 1. The Problem-Solving Meeting and Reflective Action Plan
		The Problem-Solving Meeting
		The Reflective Action Plan
	Self-Management Techniques
		Advantages
		Limitations
	Problem Solving during Correction: Part 2. The School’s Responsibility
		Directly Supporting the Student’s Reflective Action Plan
		Altering Current Preventive and Corrective Practices
	Support from Parents and Peers
		Support from Parents
		Support from Peers
		When These Solutions Are Not Sufficient
	Summary
11. Implementing Schoolwide Change
	Tinkering versus Meaningful Change?
	Don’t Change, or Change Very Little, If You’re Already Effective!
	Determining the Need for Change
		Examine Existing Schoolwide Data
		Survey Strengths and Needs, as Currently Viewed by Major Stakeholders
		Administer Additional Measures, as Needed, That Assess Important Outcomes and Might Help to Identify Areas of Specific Need
		Reflect on the Result of the Assessment of Strengths and Needs
	When Changes Are Needed: The Five Phases of Systemic Change
		Phase 1: Create Readiness and Commitment to Change
		Phase 2: Developing a Plan
		Phase 3: Initial Implementation
		Phase 4: Institutionalizing the Program through Policy, Curriculum, and the Culture of the School
		Phase 5: Ongoing Evolution and Creative Renewal
	Summary
APPENDIX A. Schoolwide and Classroom Strengths-and-Needs Assessment: From Schoolwide Discipline to Self-Discipline
APPENDIX B. Delaware School Climate Survey: Student Version
APPENDIX C. Delaware School Climate Survey: Teacher and Staff Version
APPENDIX D. Delaware School Climate Survey: Home Version
References
Index
About Guilford Publications
From the Publisher
Back Cover