Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom (Positive Discipline Library)

Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom (Positive Discipline Library)

Lynn Lott

Language: English

Pages: 272

ISBN: 0770436579

Format: PDF / Kindle (mobi) / ePub


The Acclaimed Bestseller That Can Improve Your Classroom Experience Forever!
 
Over the years millions of parents and teachers have used the amazingly effective strategies of Positive Discipline to restore order and civility to their classrooms and homes. And in today's classroom, where teachers must compete with digital distractions for their students' attention while trying to satisfy increasingly demanding academic standards, it is more important than ever that educators be able to combat apathy, instill vital problem-solving skills, and create a climate that maximizes learning.
 
Now you too can use the time tested Positive Discipline strategies as a foundation for fostering cooperation, problem-solving skills, and mutual respect in children. This new edition of Positive Discipline in the Classroom is updated with essential tools for the modern teacher. Imagine, instead of controlling behavior, you can be teaching; instead of confronting apathy, you will enjoy motivated, eager students! Inside, you'll learn how to:
·Create a classroom climate that enhances academic learning
·Use encouragement rather than praise and rewards
·Instill valuable social skills and positive behavior through the use of class meetings
-Learn why involving students in solving problems is much more effective than punishment
·Understand the motivation behind students' behavior instead of looking for causes
·And much more!

A must for every educator. The jargon-free concepts and strategies are easy to follow and have changed my life as a principal, as well as the lives of my teachers and students.” – Bill Scott, Principal of Birney Elementary, Marietta, Georgia
 
“This book should be standard operating procedure. I highly recommend it to anyone who seeks to teach young people!” – Robert W. Reasoner, president of the International Council for Self-Esteem
 
Transforms the way teachers view themselves and their students. The activities in this book show how learning shifts from head to heart, where positive change can really take route.” – Dina Emser, M.A., former elementary school principal and education consultant

 

 

 

 

 

 

 

 

 

 

 

comprehend fully that the purpose of class meetings is to help people, not to hurt them. Some teachers ask students to put problems on the agenda without names so they can work on general solutions. This is fine in the beginning. However, accountability is increased when students learn that they won’t get into trouble for problems and that every problem is an opportunity to learn and to help each other. The only items that will be handled at the class meeting are those that are on the agenda

only a role-play, people can be left with feelings of discouragement. As students express what they are learning from these activities, you will find that everyone is getting the message about poor listening skills. Discuss with students how the quality of listening skills relates to the success of class meetings. Whenever students aren’t using good listening skills during class meetings, ask, “How many of you think we’re practicing good listening skills? How many do not?” Students can show

Hartwell-Walker, Behavior Songs, audiotape (Orem, Utah: Empowering People Books, Tapes, and Videos, 1988); 1-800-456-7770. 8 Effective Problem-Solving Skills All mistaken attempts to resolve a conflict in a democracy are based on either too little respect for others or too little self-respect. RUDOLF DREIKURS MANY OF THE skills students need to be successful, happy, contributing members of society are learned through problem solving. Effective problem-solving skills help students

for good behavior, but they soon noticed that the same students were going on every field trip. Being allowed to go didn’t appear to be an effective incentive for good or improved behavior. Then the teachers were introduced to the concepts of Positive Discipline. They decided to use class-meeting time to involve all 180 of their students in planning the next field trip. The students were told that they would all get to go as long as they brought their signed permission slips from home. The

how we could arrange the room so everyone can see each other?” Five or six students had suggestions, and the class voted on one of the ideas. Out of habit the teacher started to instruct everyone on what to do and realized again that she could ask instead of tell. It took a lot longer than usual to rearrange the room, but the kids got practice in thinking and in being actively involved. Although she was aware of how difficult it is to break the habit of giving all the instructions instead of

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