Building Classroom Discipline
International Edition
11th Edition
Published on 1. February 2013
Book
Paperback/Softback
352 pages
978-0-13-340062-5 (ISBN)
Description
On the New Edition of Building Classroom Discipline
"I feel the book is the best overview of Classroom Management for an entry-level teacher. It has a strong theoretical basis and provides students with a sound overview of classroom management. . . . [E]ach chapter is easy to follow and . . . [t]he case examples and the application examples strengthen each chapter. . . . A true gem of a book!"
--Aubrey Fine, CA Poly University
[Two things] I like about the new edition that the [previous edition did] not have [are] the chapter on self-assessment, as well as [the] inclusion of the Be the Teacher Scenarios in all the chapters. My students have enjoyed the Be the Teacher practice exercises a lot, and I am glad that with the new edition they will have even more opportunities to practice."
--Madalina Tanase, University of North Florida
"Not only does Charles provide the essence of each model, but he focuses on how to execute the model in a classroom. The step-by-step approach is exceptional."
--Deborah Burris, Southern Illinios University - Carbondale
Appropriate for courses in Classroom Management and Classroom Discipline.
Charles is the leading classroom management models text. It covers and applies the most important management and discipline approaches, from Redl, Wattenberg, Skinner, and Glasser through Jones, Kagan, Cook, and others).
This book has two main goals. The first is to help readers understand and become highly competent in today's major concepts, terminology, approaches, and strategies in discipline. Toward that end, information is presented on the nature of behavior and misbehavior, students' behavioral traits, teachers' obligations in discipline, and the goals and procedures of today's most respected approaches in management. The second goal is to assist teachers in organizing systems of management that best meet their needs and those of their students. A comprehensive review of outstanding strategies and tactics is presented with further information and guidance to help teachers develop effective, well-rounded systems of management and discipline for any class.
"I feel the book is the best overview of Classroom Management for an entry-level teacher. It has a strong theoretical basis and provides students with a sound overview of classroom management. . . . [E]ach chapter is easy to follow and . . . [t]he case examples and the application examples strengthen each chapter. . . . A true gem of a book!"
--Aubrey Fine, CA Poly University
[Two things] I like about the new edition that the [previous edition did] not have [are] the chapter on self-assessment, as well as [the] inclusion of the Be the Teacher Scenarios in all the chapters. My students have enjoyed the Be the Teacher practice exercises a lot, and I am glad that with the new edition they will have even more opportunities to practice."
--Madalina Tanase, University of North Florida
"Not only does Charles provide the essence of each model, but he focuses on how to execute the model in a classroom. The step-by-step approach is exceptional."
--Deborah Burris, Southern Illinios University - Carbondale
Appropriate for courses in Classroom Management and Classroom Discipline.
Charles is the leading classroom management models text. It covers and applies the most important management and discipline approaches, from Redl, Wattenberg, Skinner, and Glasser through Jones, Kagan, Cook, and others).
This book has two main goals. The first is to help readers understand and become highly competent in today's major concepts, terminology, approaches, and strategies in discipline. Toward that end, information is presented on the nature of behavior and misbehavior, students' behavioral traits, teachers' obligations in discipline, and the goals and procedures of today's most respected approaches in management. The second goal is to assist teachers in organizing systems of management that best meet their needs and those of their students. A comprehensive review of outstanding strategies and tactics is presented with further information and guidance to help teachers develop effective, well-rounded systems of management and discipline for any class.
Reviews / Votes
On the New Edition of Building Classroom Discipline"I feel the book is the best overview of Classroom Management for an entry-level teacher. It has a strong theoretical basis and provides students with a sound overview of classroom management. . . . [E]ach chapter is easy to follow and . . . [t]he case examples and the application examples strengthen each chapter. . . . I feel that Chapter 13 and 14 provide the students with a formula that helps them determine their knowledge of CM and the steps they can take to properly develop their own approach. . . . I like the format of Chapter 12, which looks at the eight fundamental questions in discipline. . . . It allows the students to become more cognizant of how they can apply CM in their future classes. . . . A true gem of a book!"
--Aubrey Fine, CA Poly University
"I like the approach this new edition takes. The author presents information that is accurate and up-to-date with the research in the field. I particularly like the author's attention to detail, as he interacted with the authorities in the field (who were featured in this textbook) to ensure their points of view were accurate. . . . The activities at the end of the chapters (tests, self tests, case studies) were great reinforcements of the content covered in the chapters, enabling the students to apply what they have learned. . . . [Two things] I like about the new edition that the [previous edition did] not have [are] the chapter on self-assessment, as well as [the] inclusion of the Be the Teacher Scenarios in all the chapters. My students have enjoyed the Be the Teacher practice exercises a lot, and I am glad that with the new edition they will have even more opportunities to practice."
--Madalina Tanase, University of North Florida
"Not only does Charles provide the essence of each model, but he focuses on how to execute the model in a classroom. The step-by-step approach is exceptional. . . . I believe the 11th edition is much more suited to college teaching in all aspects. The organizations of the chapters are much more ordered and the less explained/known theorists have been omitted. . . . Chapter 14 is a welcomed, refined addition! We have our students design their Classroom Management Plan and this certainly will provide them with an outline aligned with the content from the text."
--Deborah Burris, Southern Illinios University - Carbondale
On MyEducationLab for Classroom Management
"I have used MyEducationLab for Classroom Management in the past. I find that this material is useful in expanding the learning experience outside of t he classroom and provides some great ideas for further explanation, exploration, and application of concepts learned in the class. I have also used Simulations in Classroom Management as part of my course. I do find them to be reasonable starting places to understand how to apply a theory to a classroom situation."
--Robert Harrington, University of Kansas
More details
Edition
11th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 227 mm
Width: 188 mm
Thickness: 11 mm
Weight
370 gr
ISBN-13
978-0-13-340062-5 (9780133400625)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
11/2013
11th Edition
Pearson Education Limited
€90.49
Shipment within 10-20 days
Previous edition
Book
02/2010
10th Edition
Pearson
€64.36
Article exhausted; check for reprint
Person
C. M. Charles, PhD. is Professor Emeritus of Teacher Education, San Diego State University, Honorary Phi Beta Kappa, was a public school teacher from 1953 to 1959, then moved into higher education. He has held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and of course, San Diego State University. At San Diego State, Charles directed innovative programs in teacher education, and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books, most of them in education, that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Besides this new edition of Building Classroom Discipline, the texts he's affiliated with and dealing most directly with school discipline are: Teachers' Petit Piaget (1972); The Synergetic Classroom: Joyful Teaching and Gentle Discipline (2000); Essential Elements of Effective Discipline (2002); Classroom Management for Middle Grades Teachers (2004); Elementary Classroom Management (5th edition 2008); and Today's Best Classroom Management Strategies: Paths to Positive Discipline (2008), Charles, who resides in California and Australia, is married and has two children, both teachers.
Content
Phase I Conceptual Grounding in Discipline
Chapter 1 - Classroom Discipline: The Problems and the Promise
Chapter 2 - Recognizing Your Obligations and Charting the Course Ahead
Phase II Preparing Yourself to Take Charge in the Classroom
Chapter 3 - The Development of Modern Discipline
Chapter 4 - Ron Morrish on Organizing and Presenting a Basic Discipline Plan
Chapter 5 - Craig Seganti on Taking Charge of the Classroom
Chapter 6 - Harry and Rosemary Wong on the First Things You Should Teach
Phase III Engaging with Your Students and Activating Their Internal Motivation
Chapter 7 - Fred Jones on Keeping Students Willingly Engaged in Learning
Chapter 8 - Marvin Marshall on Fostering Responsible Behavior
Chapter 9 - William Glasser on Releasing the Power of Positive Choice
Chapter 10 - Spencer Kagan on Working on the Same Side with Students
Chapter 11 - Paula Cook on Helping Students Who Exhibit Neurological-Based Behavior
Phase IV Perfecting and Personalizing Your Approach to Discipline
Chapter 12 - Aligning Authoritative Views with the Eight Fundamental Questions in Discipline
Chapter 13 - Striving for Personal Excellence in Discipline
Chapter 14 - Building Your Personalized Approach to Discipline
Chapter 1 - Classroom Discipline: The Problems and the Promise
Chapter 2 - Recognizing Your Obligations and Charting the Course Ahead
Phase II Preparing Yourself to Take Charge in the Classroom
Chapter 3 - The Development of Modern Discipline
Chapter 4 - Ron Morrish on Organizing and Presenting a Basic Discipline Plan
Chapter 5 - Craig Seganti on Taking Charge of the Classroom
Chapter 6 - Harry and Rosemary Wong on the First Things You Should Teach
Phase III Engaging with Your Students and Activating Their Internal Motivation
Chapter 7 - Fred Jones on Keeping Students Willingly Engaged in Learning
Chapter 8 - Marvin Marshall on Fostering Responsible Behavior
Chapter 9 - William Glasser on Releasing the Power of Positive Choice
Chapter 10 - Spencer Kagan on Working on the Same Side with Students
Chapter 11 - Paula Cook on Helping Students Who Exhibit Neurological-Based Behavior
Phase IV Perfecting and Personalizing Your Approach to Discipline
Chapter 12 - Aligning Authoritative Views with the Eight Fundamental Questions in Discipline
Chapter 13 - Striving for Personal Excellence in Discipline
Chapter 14 - Building Your Personalized Approach to Discipline