School Discipline and Self Discipline A Practical Guide to Promoting Prosocial Student Behavior The Guilford Practical Intervention in the Schools Series 1st Edition George G Bear ISBN 1606236814 9781606236819

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ISBN 10: 1606236814 
ISBN 13: 9781606236819
Author: George G Bear

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format facilitates photocopying. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

School Discipline and Self Discipline A Practical Guide to Promoting Prosocial Student Behavior The Guilford Practical Intervention in the Schools Series 1st Table of 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 Di
Overview of This Volume
Summary
2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior
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 Behavio
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-Discipl
Strategy 2: Build and Maintain a Positive Teacher– Student Relationship Characterized by a Balance
Strategy 3: Implement Curriculum Activities That Directly Teach Social, Emotional, and Behavioral Co
Strategy 4: Provide Multiple Models of Social and Moral Problem Solving, Moral and Regulated Emotion
Strategy 5: Provide Multiple Opportunities for Students to Apply and Practice Social, Emotional, and
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,
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 t
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-Disc
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
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

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