ERIC Number: ED512319
Record Type: Non-Journal
Publication Date: 2010-May
Reference Count: 0
School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior
Bear, George G.
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 and lay-flat binding facilitate photocopying. Contents include: (1) Classroom Management and School Discipline: Punishment and Its Positive Alternatives; (2) Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports; (3) Self-Discipline and the Social and Emotional Learning Approach to School Discipline; (4) Strategies for Developing Self-Discipline (and a Positive School Climate); and (5) Preventing Behavior Problems.
Descriptors: Prosocial Behavior, Social Development, Emotional Development, Behavior Problems, Student Behavior, Prevention, Evaluation Methods, Guides, Educational Strategies, Classroom Techniques, Educational Environment, Reprography, Instructional Materials, Worksheets, Check Lists, Self Control, Discipline Policy, Discipline Problems
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: email@example.com; Web site: http://www.guilford.com
Publication Type: Books; Guides - General
Education Level: Elementary Secondary Education
Authoring Institution: N/A