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Building Classroom Discipline (9th Edition) Paperback – February 3, 2007

ISBN-13: 978-0205510726 ISBN-10: 0205510728 Edition: 9th

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Product Details

  • Paperback: 336 pages
  • Publisher: Allyn & Bacon; 9 edition (February 3, 2007)
  • Language: English
  • ISBN-10: 0205510728
  • ISBN-13: 978-0205510726
  • Product Dimensions: 9.2 x 7.2 x 0.5 inches
  • Shipping Weight: 1.2 pounds
  • Average Customer Review: 3.9 out of 5 stars  See all reviews (26 customer reviews)
  • Amazon Best Sellers Rank: #369,421 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

Building Classroom Discipline helps teachers develop personal systems of discipline tailored to their individual philosophies and personalities, as well as to the needs of their schools and communities. The text presents the latest developments in classroom discipline, as well as historical and transitional models of discipline, developed by some of the most astute educational thinkers of the past half century. Comprehensive enough to serve as a primary text, yet compact enough for use with other texts, this book can be used for courses in discipline and classroom management, learning and instruction, methods and teaching, and educational psychology.


New to This Edition


* A new structure presents today’s major discipline strategies and tactics within “themes” rather than solely within separate theorists’ models of discipline.


* A new chapter on understanding and working productively with students whose behavior is affected by neurological issues (Chapter 3) addresses an emerging need in classrooms.


* New chapters featuring Harry Wong’s views of classroom management (Chapter 8) and Ronald Morrish’s views on teacher guidance in discipline (Chapter 13) keep this text current with the latest thinking.


* A new chapter focuses on the nature and uses of self-restitution and moral intelligence (Chapter 11).


* New material helps readers understand the roles that professionalism, INTASC standards, and the Praxis Series play in classroom discipline. 

 
* Expanded background information more clearly depicts the major historical efforts in discipline and how those efforts have led to today’s most popular discipline approaches.


* A video of selected authorities commenting on their work and models is available free to adopters of the text. Contact your sales representative for more information.

 

“The book [Building Classroom Discipline] is undoubtedly the best available on the topic.”

–Edward Vockell, Purdue University, Hammond

 

Building Classroom Discipline is a wonderful text to provide the backdrop for individual philosophies related to behavior management and guidance that needs to be challenged and developed.”

–Margaret Torrie, Iowa State University

About the Author

C. M. Charles is Professor Emeritus at San Diego State University, where he directed innovative programs in teacher education and received multiple distinguished teaching and outstanding professor awards. An international consultant, Charles is author of more than 25 books, including Building Classroom Discipline, the leading text in its field for 25 years.


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Customer Reviews

3.9 out of 5 stars
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Most Helpful Customer Reviews

17 of 20 people found the following review helpful By A Customer on August 22, 2002
Format: Paperback Verified Purchase
Building Classroom Discipline is a practical book for a college classroom; however, for the teacher looking for a "how-to" book, there are other books that are better. BCD is wonderful for learning about different theories or studies on discipline, but it doesn't get to the practical stuff until the end of the book. Therefore, if you are looking for a book full of "how-to's", read something else.
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12 of 14 people found the following review helpful By Claire Davies on October 24, 2000
Format: Paperback
This book I believe is excellent for not only beginning teachers but also those teachers who are in a classroom now. It provides an unbiased account of Educational Theorist. The text looks at what each theorist has recommended from his or her own research in managing classroom behaviour. The book provides strategies for teachers to help control and prevent student misbehaviour. The book not only looks at old Theorist such as Dreikus, Kounin, Skinner but new Theorist such as Canter. It is a must for all teachers to read, allowing them to effectively use strategies suggested by the various theorists in their classroom. I have found the suggested strategies helpful in my own Teaching.
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1 of 1 people found the following review helpful By April Burrows on October 1, 2012
Format: Paperback Verified Purchase
I bought this book for a graduate level counseling course. I have not read much of it, but it seems to have a logical layout and some useful information about effective classroom management. Teachers should utilize this book, as well as school counselors and educational leaders.
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1 of 1 people found the following review helpful By TeacherMama on January 13, 2012
Format: Paperback Verified Purchase
This book was used for one of my graduate level courses without the MyEducationLab Component. I found that this lab was not necessary for my use and understanding of the text (this has not been the case with other texts with this component available). The book covers what is and is not a discipline issue, how to recognize discipline issues, and causes of underlying issues that result in discipline problems.

In addition to this information, the book provides an unbiased approach to sharing information on both past and present methods used to correct the issues. Perhaps one of my favorite parts of the book was the detailed information regarding each philosopher. This included books they wrote and their current website. This allowed for easy research if a particular method appealed to me. People/Methods covered include: Ronald Morrish, Harry Wong, Fred Jones, William Glasser, Spencer Kagan, Marvin Marshall, Craig Seganti, Dave Hingsburger, Stephen Covey, Haim Ginott, Jane Nelsen, Lynn Lott, Tom Daly, Richard Curwin, Allen Mendler, Brian Mendler, Ed Ford, Michele Borba, Diane Gossen, Marilyn Page, Benna Golubtchik, Rosemary Shaw, Judy Jones, Nancy Powell, and Eillen Kalberg VanWie.

The final chapter of the book takes you through step by step to create your own professional philosophy of discipline by asking you a series of questions. This is great for the novice teacher just discovering his or own preferences and for the veteran teacher who needs to reflect and improve upon his/her current practices. This last chapter also provides two examples of personal disciple plans that have been created using a combination of the methods mentioned previously in the book.
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1 of 1 people found the following review helpful By Kim R on October 18, 2008
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Building Classroom Discipline is a great guide for those trying to develop classroom management and discipline plans for the classroom. It provides information on setting up a plan as well as information on a variety of pre-established discipline plans to learn more about and pick and choose from.
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1 of 1 people found the following review helpful By Tonya Cabral on February 10, 2008
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This book was a required textbook for a teaching class. It covers general information about discipline theories, including traditional and modern experts. The author is extremely preferential to the modern theories. But this book is only a guide on your journey to determining your own personal style of classroom discipline.
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3 of 4 people found the following review helpful By Fred Kaffenberger on January 3, 2005
Format: Paperback
Eighth Edition. From beginning to end, this book is loaded with practical techniques for improving classroom behavior. The heart of the book summarizes the discipline approaches of a range of theorists, from pioneering models like Skinner, Kounin, and Dreikers to more sophisticated approaches including the Canters' Assertive Discipline, Glasser's noncoercive discipline, and Curwin and Mendler's Discipline with Dignity. The range of pedagogies corresponds to the diversity of pedagogies, districts, and students.

Each theorist is covered clearly and briefly. The concerns, rationales, and assumptions of each theorist are summarized, enabling educators to understand the theories underlying current practices. The techniques of each theorist are also summarized, so that educators may glean the best from each theorist. Each chapter has questions, activities, and sample cases for the reader to apply and synthesize the contents of the lesson.

An early and a late chapter specifically address the construction of a personal system of discipline. The chapter on "Working Effectively with All Students" provides tips on how teachers can work with students with special needs or from specific ethnic groups.

I found this book to be an excellent resource for my own teaching. It also helps me to understand the discipline methods of other teachers or specific districts.
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By Melisa Mullins on March 13, 2014
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Had to have the book for a class I was taking and I enjoyed the class and the book was a huge part of that class. As a soon to be teacher this is a book that will remain in my library.
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