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:
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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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