LEADER 01267nam 2200325Ia 4500001 99125351074906421 005 20200520144314.0 006 m o d | 007 cr -n--------- 008 100309s2010 nyu ob 001 0 eng d 020 1-282-55785-8 020 9786612557859 020 1-60623-684-9 020 1-60623-685-7 035 (CKB)2670000000019247 035 (EBL)533870 035 (OCoLC)630543523 035 (SSID)ssj0000427723 035 (PQKBManifestationID)12104313 035 (PQKBTitleCode)TC0000427723 035 (PQKBWorkID)10424617 035 (PQKB)11167031 035 (MiAaPQ)EBC533870 035 (Au-PeEL)EBL533870 035 (CaPaEBR)ebr10389909 035 (CaONFJC)MIL255785 035 (OCoLC)649478922 035 (EXLCZ)992670000000019247 040 MiAaPQ |beng |erda |epn |cMiAaPQ |dMiAaPQ 041 eng 050 4 LB3012 |b.B318 2010 082 0 371.5 |222 100 1 Bear, George G. 245 10 School discipline and self-discipline : |ba practical guide to promoting prosocial student behavior / |cGeorge G. Bear. 250 1st ed. 260 New York : |bGuilford Press, |cc2010. 300 1 online resource (277 p.) 336 text |btxt 337 computer |bc 338 online resource |bcr 490 1 Guilford practical intervention in the schools series 500 Description based upon print version of record. 505 0 Cover; Copyright Page; In Memoriam; About the Author; Acknowledgments; 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 505 8 Schoolwide Positive Behavior SupportsSocial 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 Discipline; Overview of This Volume; Summary 505 8 2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior SupportsKey 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 505 8 3. Self-Discipline and the Social and Emotional Learning Approach to School DisciplineWhat 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 Behavior Problems 505 8 Relation of Self-Discipline and SEL to Other Important OutcomesResearch 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 505 8 Strategies for Developing Self-Discipline 520 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 546 English 504 Includes bibliographical references and index. 650 0 Classroom management. 650 0 Problem children |xBehavior modification. 650 0 School discipline. 776 |z1-60623-681-4 830 0 Guilford practical intervention in the schools series. 906 BOOK