Wednesday, September 10, 2014

Classroom Management: Sound Theory & Effective Practice







Classroom Management: Sound Theory & Effective Practice (Manajemen Kelas: Teori Suara & Praktek Efektif)

Buku Ini pertama kali diterbitkan pertama kali tahun 2007 oleh Praeger Publishers, USA. Namun buku ini merupakan buku edisi ke 4.


Judul:  Classroom Management: Sound Theory & Effective Practice (Manajemen Kelas: Teori Suara & Praktek Efektif)
Oleh: Robert T. Tauber, Ph.D.
Penerbit: Praeger Publishers, USA
Tahun: 2007
Jumlah Halaman: 426 hal.

Penulis:
-
Lingkup Pembahasan:

Buku ini dirancang bagi mereka yang  pengajar pemula atau yang memiliki sedikit kursus dalam disiplin dan tidak punya waktu untuk membaca berbagai teori berdasarkan artikel dan buku.
Bagian I, berjudul "Pengantar, Demokrasi, dan Frameworks," terdiri dari tiga bab. Bab 1  menawarkan beberapa hal dimuka, bicara langsung  tentang disiplin. Bab Ini berpendapat bahwa disiplin, sebagai alat untuk mencapai tujuan, perlu untuk "keep the learning act afloat.” Dalam pengertian menjaga kegiatan belajar dengan tetap bertahan."
Bab 2, bab baru, mengkaji konsep demokrasi, melihat bagian-bagian penyusunnya, dan kemudian mengeksplorasi bagaimana keterkaitannya dengan disiplin di kelas. Bab 3 menyajikan beberapa teori,
yang sangat dimengerti, kerangka kerja di mana masing-masing dari enam "Mencoba
dan Benar" Model Pengelolaan Kelas yang dijelaskan dalam Bagian II dapat  terkotak. Dengan menggunakan pengetahuan bahwa akan mendapatkan dari Bab 2 dan 3, akan berada dalam posisi yang lebih baik untuk memilih dan membela salah satu dari model "Mencoba dan Benar". Bab 2 dan 3 sangat berharga untuk pendidik yang ingin secara teori suara untuk model disiplin yang mereka pilih.
Bagian II, berjudul Model Disiplin "Mencoba dan Benar ", menyediakan enam ruang kelas model disiplin, satu kelas satu bab, yang telah berdiri dilakukan tes waktu. Semua model bekerja! Kunci untuk disiplin yang efektif adalah menentukan model mana yang akan bekerja terbaik bagi salah satu yang memungkinkan untuk tidur di malam hari dan tidak merasa bersalah karena telah digunakan.
Bagian III menyelidiki lebih lanjut "Teori dan Praktik Terkait dengan Pengelolaan Kelas yang Lebih Efektif." Bab 10 merangkum hal lain apa yang diakui penulis dan harus mengatakan tentang masalah pengelolaan kelas. Bab 11 menyajikan beberapa hal yang mengejutkan (dan kadang-kadang kontroversial) gagasan tentang disiplin, serta beberapa saran disiplin pencegahan. Bab 12 menawarkan serangkaian saran spesifik "A sampai Z" bahwa guru dapat menggunakan segera untuk menangani disiplin kelas lebih efektif. Bab 13, Akting dan Disiplin, bab baru, membahas bagaimana guru dapat menggunakan kemampuan kedua akting/kinerja untuk lebih efektif melibatkan para siswa (oleh karena itu, berangkat dari masalah disiplin) dan/atau menangani masalah disiplin ketika terjadi masalah. Bab 14 penawaran dengan masalah meningkatnya intimidasi sekolah (termasuk cyber bullying), dan kekerasan.
 Bab 15 alamat sekolah.


Daftar Isi:
Acknowledgments xix
Preface xxi

PART I INTRODUCTION, DEMOCRACY, AND FRAMEWORKS 1
Chapter 1     Introduction: Some Straight Talk on Discipline 3

    Objectives 3
    Discipline: A Real Problem? 3
    What Is Your Philosophy of Discipline? 4
    Teacher Evaluations 5
    Little New in the Discipline World 6
    Hula Hoops, Pet Rocks, and Rubik’s Cubes 8
    Playing the Odds 8
    Omission and Commission 9
    Effective Teaching Must Be Present 9
    Water Seeks Its Own Level 11
    Courses in Classroom Management 11
    Where Do Teachers Develop Competency in Classroom Management? 13
    Using a Recognized Body of Knowledge 13
    Effective Discipline: Simply Common Sense? 15
    Doctor, Doctor, I Have This Pain! 15
    Summary 16
Chapter 2  Democracy and Discipline: How One Influences the Other 17
    Objectives 17
    Do You Believe in Democracy? 17
    Role of Teachers in a Democracy 18
    Democracy: What Does It Really Mean? 18
    A “Democracy-Meter” 20
    Are Students Citizens? 21
    Justice: A Democratic Term 22
    Choice: Another Democratic Term 23
    Liberty: Still One More Democratic Term 24
    Free Schools—Are They Too Democratic? 25
    How The Terms that Define Democracy Make a Difference 26
    Dewey, Discipline, and Democracy 27
    Our Constitution: Its Impact on Discipline 27
    Pledge of Allegiance 31
    Signing Away a Child’s Rights 31
    A Reality Check! 32
    Another Reality Check! 33
    Conclusion 33
Chapter 3  Theoretical Frameworks for Selecting a Discipline Model 35
    Objectives 35
    Discipline Models: Their Origin 35
    A Schools of Thought Framework: Wolfgang and Glickman 37
    A Social Bases of Power Framework: French and Raven 40
    A Behaviorist-Humanist Framework: Skinner Versus Rogers 46
    A Keeping It Simple Framework: Lewis 54
    Why Not An Eclectic Approach?: A Few Final Arguments 55
    Using A Discipline Model That “Works” 57

PART II “TRIED AND TRUE” MODELS OF CLASSROOM MANAGEMENT 59
Chapter 4  James Dobson: A Place for Punishment 61

    Objectives 62
    Where Does Dobson’s Model Fall within the Four Theoretical Frameworks in     Chapter 3? 62
    Introduction 63
    Corporal Punishment Defined 63
    “I Got Paddled and I Turned Out Okay!” 64
    Spanking the Tongue: A Fact of Life 65
    The Burner Without a Brain 65
    What are the Leanings of the American Public? 66
    Virtues of Punishment 67
    First-Day Approaches of Two Teachers 69
    Others Who Support Punishment 71
    A Look at the Past 73
    The Headline Read “Spanking is OK!” 74
    A Rose by any Other Name is Still a Rose: Or is it? 74
    Guidelines for Administering Punishment 75
    Three Swats and You are Out 77
    Challenges to Punishment 80
    Corporal Punishment: Should it be a Student’s Choice? 82
    Organizations Favoring Abolishment of Corporal Punishment 83
    The Demographics of Punishment 84
    Center for the Study of Corporal Punishment in Schools 86
    What is Your Best Case for Punishment? 87
    What Parents Can Do If Their School District Permits Corporal Punishment 88
    How Does Democracy Fit in Dobson’s Model? 90
    PROs and CONs of Dobson’s Model 90
    When is a Model not a Model? 90
    Learning More About Dobson’s “A Place for Punishment” Model 92
    Test Yourself 93
    Ask Yourself: Is This Model For You? 94
Chpater 5  Lee and Marlene Canter: Assertive Discipline: A “Take-Charge” Approach to Classroom Management 95
    Objectives 96
    Where Does the Canters’ Model Fall within the Four Theoretical Frameworks in     Chapter 3? 97
    “C” for Controversy; “C” for Canter 97
    A “Take-Charge” Attitude: Becoming the Alpha Male 98
    Teacher Expectations 99
    Response Styles 100
    Response Styles in Action 102
    Lessons from Baywatch 102
    Rules and a Discipline Plan 103
    Positive Recognition: A Canter Emphasis 106
    “I Like theWay that Cissie. . . . ! 107
    Pitting One Child against Another 108
    Several Other Assertive Discipline Tactics 109
    Delivering Your Assertive Message Assertively 110
    I-Messages: The Canter Way 111
    Does Assertive Discipline Work? 112
    Is It Always the Student’s Fault? 114
    Welcome to the Supernanny State 114
    Punished by Rewards—Let Kohn Tell It 115
    Punished by a Lack of Rewards 117
    How Does Democracy Fit in Canters’ Model? 118
    PROs and CONs of Canters’ Model 119
    Learning More About Canters’ Assertive Discipline Model 119
    Test Yourself 120
    Ask Yourself: Is This Model for You? 121
Chapter 6  Fredric H. Jones: Tools for Teaching 123
    Objectives 124
    Where Does Jones’ Model Fit within the Four Theoretical Frameworks in Chapter 3? 124
    From Theory to Practice 124
    Layer Cake Approach 125
    Prevention of Discipline Problems: Classroom Structure 126
    Remediation of Discipline Problems: Limit Setting 129
    Responsibility Training (Including PATs) 135
    The Backup System 139
    How Does Democracy Fit in Jones’ Model? 140
    PROs and CONs of Jones’ Model 140
    Learning more about Jones’ Tools for Teaching Discipline Model 141
    Test Yourself 141
    Ask Yourself: Is This Model for You? 143
Chapter 7  Rudolf Dreikurs: Social Discipline 145
    Objectives 146
    Where Does Dreikurs’ Model Fall within the Four Theoretical Frameworks in     Chapter 3? 146
    A Democratic Model 146
    Kids Are People, Too 147
    Clues to a Child’s Goal for Misbehaving 149
    Child’s Response to a Teacher’s Corrective Efforts 150
    Alternative Behaviors for Teachers 152
    Natural, Logical, and Contrived Consequences 155
    Encouragement or Praise? 158
    Praise Versus Encouragement Research—an Eye-Opener! 160
    Is Praise a Basic Human Need? 163
    An Encouragement Experiment 163
    Delivering Encouragement Messages 164
    If a Child. . . . ! 166
    How Does Democracy Fit in Dreikurs’ Model? 167
    PROs and CONs of Dreikurs’ Model 167
    Learning more about Dreikurs’ Social Discipline Model 167
    Test Yourself 169
    Ask Yourself: Is This Model For You? 170
Chapter 8 William Glasser: Reality Therapy, Choice Theory,and Quality Schools 171
    Objectives 172
    Where Does Glasser’s Model Fall Within the Four Theoretical
    Frameworks in Chapter 3? 172
    Introduction 173
    Schools Without Failure 173
    Elements of Reality Therapy 174
    School Must Be a Good Place 174
    Forming Rules 175
    Steps in Reality Therapy 177
    Choice Theory in the Classroom 181
    Ten Axioms of Choice Theory 181
    Basic Human Needs Determine Our Choices 182
    Relationship Building 185
    What Choices We Make are Internally Motivated 186
    Learning: The Key for Meeting all Basic Human Needs 187
    What Defines a Quality School? 189
    The Quality School: Managing Students Without Coercion 189
    A Treasure Chest: Rewards Without Strings Attached 191
    How Does Democracy Fit in Glasser’s Model? 192
    PROs and CONs of Glasser’s Model 192
    Learning more about Glasser’s Reality Therapy, Choice Theory, and Quality Schools Model 193
    Test Yourself 194
    Ask Yourself: Is This Model For You? 195
Chapter 9   Thomas Gordon: Teacher Effectiveness Training 197
    Objectives 198
    Where Does Gordon’s Model Fall Within the Four Theoretical
    Frameworks in Chapter 3? 199
    A Credo 199
    Two Common Problems 200
    T.E.T.: Some Background 200
    The T.E.T. Rectangle 200
    Practice with “Other Owns the Problem” Situations 203
    Roadblocks to Communication 203
    Alternatives to Roadblocks 206
    Don’t Talk; Listen! 210
    I-Messages: When You Own a Problem 210
    Differences between a Canter and a Gordon I-message 213
    Conflict Resolution 214
    Don’t Keep T.E.T. a Secret 215
    How Does Democracy Fit in Gordon’s Model? 217
    PROs and CONs of Gordon’s Model 217
    Learning more about Gordon’s Teacher Effectiveness Training Model 217
    Test Yourself 218
    Ask Yourself: Is This Model for You? 219
    Time to Choose one of the Six “Tried and True” Discipline Models 220
    What Is My Next Step? 221
    What Do I Do with the Rest of This Book? 223

PART III THEORIES AND PRACTICES RELATING TO MORE EFFECTIVE CLASSROOM
MANAGEMENT 225
Chapter 10   Other Noted Authors: What They Have to Say about Discipline 227

    Objectives 227
    Introduction 227
    Linda Albert: Cooperative Discipline 228
    Richard Curwin and Allen Mendler: Discipline with Dignity 230
    Forrest Gathercoal: Judicious Discipline 232
    Haim G. Ginott: Communication Discipline 234
    Herb Grossman: Multicultural Discipline 235
    Madeline Hunter: Enhancing Teaching (Preventative Discipline) 237
    Spencer Kagan: Win-Win Management 239
    Larry Koenig: Smart Discipline 241
    Jacob S. Kounin: Withitness (and more) Discipline 243
    Ramon Lewis: Student Misbehaviour, Responsibility, and Discipline 245
    Jane Nelsen: Positive Discipline (not the same as Jones’ Positive Discipline Model) 246
    John Riak: Corporal Punishment of Schoolchildren 248
    William A. Rogers (Australian Author): Decisive Discipline 250
    Michael Valentine: A Family-Systems Approach Adapted to Schools 253
    Harry K. Wong: The First Days of School 256
Chapter 11 Classroom Management-Related Articles: Some Surprises 259
    Objectives 259
    Introduction 259
    Article I: The Positive Side of Negative Reinforcement 260
    Article II: The Negative Side of Praise 266
    Article III: Teachers as Pygmalions: Good or Bad, What we Expect we Generally Get! 273
    Turn to the Original Source 279
    Article IV: Defusing Power Struggles: Alternatives to “Fighting Back” or “Giving In” 280
Chapter 12   “A” Through “Z” Suggestions for More Effective Classroom Management 287
    Objectives 287
    Introduction 287
Chapter 13  Acting and Discipline 321
    Objectives 321
    Introduction 321
    Putting on an Act 322
    Animation in Voice 323
    Animation in Body 324
    Classroom Space 325
    Humor 326
    Humor with a “Downunder” Slant 328
    Suspense and Surprise 329
    “Thanks, I’d Appreciate That” 329
    Music to Soothe the Savage Breast 330
    Summary 331
    Turn to the Original Source 331
    Search for more on Classroom Management and Acting 332
Chapter 14  Bullying 333
    Objectives 333
    Introduction 333
    Tragic Bullying Stories 333
    What is Bullying? 334
    Who Does the Bullying? 335
    How Much Bullying Occurs? 335
    The Olweus Bullying Prevention Program 336
    Bullying and Relational Aggression 339
    Dealing with Bullying in the Classroom 340
    Bullied and Bystanders: Take Action 342
    Cyber Bullying 343
    From Muscle to Mind, Brawn to Brains—The Evolution of Power 344
    Who Watches the Watchers? 344
    Conclusion 345
    Selected Bullying Resources 345
Chapter 15  Violence in Today’s Schools 347
    Objectives 347
    The Increasing Problem of School Violence 347
    Administrators Have a Say 348
    What Can Teachers Do to Address Violence? 350
    Recognizing Warning Signs 351
    Teacher Training: A Necessity! 351
    Selecting a Supportive Discipline Model 352
    Conclusion 352
    Selected School Violence Resources 353

Appendix I PROs and CONs of “Tried and True” Discipline Models 355
Appendix II Educational Resources Information Center (ERIC) 359
Appendix III List of School Shootings, 1987 through 2007
(United States only!) 365
Appendix IV Bullying Behaviors Chart 369
References 371
Author Index 387
Subject Index 393
   
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